DECEMBER 2011 PAPER 3.pdf

8/9/2019 DECEMBER 2011 PAPER 3.pdf

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1. ¯ÖÆ»Öê ¯Öé Âš Ûê ‰ ̄ Ö¸ ×®ÖµÖŸÖ Ã£ÖÖ®Ö ¯Ö¸ †¯Ö®ÖÖ ¸ Öê»Ö ®Ö´²Ö¸ ×»Ö×ÜÖ‹ …2. »Ö‘Öã ¯ÖÏ ¿®Ö ŸÖ£ÖÖ ×®Ö²ÖÓ¬Ö ¯ÖÏÛ Ö¸ü Ûê ¯ÖÏ ¿®ÖÖë Ûê ˆ¢Ö¸ü, ¯ÖÏŸµÖêÛ ¯ÖÏ ¿®Ö Ûê ®Öß“Öê

µÖÖ ¯ÖÏ¿®ÖÖë Ûê ²ÖÖ¤ ´Öë ×¤µÖê Æã‹ ×¸ŒŸÖ Ã£ÖÖ®Ö ¯Ö¸ Æß ×»Ö×ÜÖµÖê … ‡ÃÖÛê ×»Ö‹ Û Öê ‡Ô †×ŸÖ×¸üŒŸÖ Û ÖÝÖ•Ö Û Ö ˆ¯ÖµÖÖê ÝÖ ®ÖÆüà Û ¸ü®ÖÖ Æî …

3. ¯Ö¸ ßõÖÖ ¯ÖÏ Ö¸´³Ö ÆÖê ®Öê ¯Ö¸, ¯ÖÏ ¿®Ö-¯Öã ×ÃŸÖÛ Ö †Ö¯ÖÛ Öê ¤ê ¤ß •ÖÖµÖê ÝÖß … ¯ÖÆ»Öê ¯ÖÖÑ “Ö ×´Ö®Ö™ †Ö¯ÖÛ Öê ¯ÖÏ ¿®Ö-¯Öã ×ÃŸÖÛ Ö ÜÖÖê »Ö®Öê ŸÖ£ÖÖ ˆÃÖÛ ß ×®Ö´®Ö×»Ö×ÜÖŸÖ •ÖÖÑ “Ö Ûê ×»Ö‹ ×¤µÖê •ÖÖµÖë ÝÖê, ×•ÖÃÖÛ ß •ÖÖÑ “Ö †Ö¯ÖÛ Öê †¾Ö¿µÖ Û ̧ ®Öß Æî :(i) ¯ÖÏ ¿®Ö-¯Öã×ÃŸÖÛ Ö ÜÖÖê»Ö®Öê Ûê ×»Ö‹ ˆÃÖÛê Û ¾Ö¸ü ¯Öê•Ö ¯Ö¸ü »ÖÝÖß

Û ÖÝÖ•Ö Û ß ÃÖß»Ö Û Öê ± Ö›Ì »Öë … ÜÖã »Öß Æã‡Ô µÖÖ ×²Ö®ÖÖ Ã™ßÛ ̧ - ÃÖß»Ö Û ß ¯Öã ×ÃŸÖÛ Ö Ã¾ÖßÛ Ö¸ü ®Ö Û ̧ ë …

(ii) Û ¾Ö¸ü ¯Öé Âšü ¯Ö¸ü ”û¯Öê ×®Ö¤ì¿ÖÖ®Öã ÃÖÖ¸ü ¯ÖÏ ¿®Ö-¯Öã×ÃŸÖÛ Ö Ûê ¯ÖéÂšü ŸÖ£ÖÖ ¯ÖÏ ¿®ÖÖë Û ß ÃÖÓÜµÖÖ Û Öê †“”ûß ŸÖ¸üÆü “Öî Û Û ¸ü »Öë ×Û µÖê ¯Öæ ȩ̂ Æï … ¤üÖê ÂÖ¯Öæ ÞÖÔ ¯Öã ×ÃŸÖÛ Ö ×•Ö®Ö´Öë ¯ÖéÂšü/¯ÖÏ¿®Ö Û ´Ö ÆüÖë µÖÖ ¤ã²ÖÖ¸üÖ †Ö ÝÖµÖê ÆüÖë µÖÖ ÃÖß×¸üµÖ»Ö ´Öë ®Ö ÆüÖë †£ÖÖÔ ŸÖË ×Û ÃÖß ³Öß ¯ÖÏ Û Ö¸ü Û ß ¡Öã×™ü¯ÖæÞÖÔ ¯Öã ×ÃŸÖÛ Ö Ã¾ÖßÛ Ö¸ü ®Ö Û ȩ̈ ŸÖ£ÖÖ ˆÃÖß ÃÖ´ÖµÖ ˆÃÖê »ÖÖî™üÖÛ ¸ü ˆÃÖÛê Ã£ÖÖ®Ö ¯Ö¸ ¤æÃÖ¸ß ÃÖÆß ¯ÖÏ ¿®Ö-¯Öã ×ÃŸÖÛ Ö »Öê »Öë … ‡ÃÖÛê ×»Ö‹ †Ö¯ÖÛ Öê ¯ÖÖÑ “Ö ×´Ö®Ö™ü ×¤üµÖê •ÖÖµÖëÝÖê … ˆÃÖÛê ²ÖÖ¤ü ®Ö ŸÖÖê †Ö¯ÖÛ ß ¯ÖÏ ¿®Ö- ¯Öã ×ÃŸÖÛ Ö ¾ÖÖ¯ÖÃÖ »Öß •ÖÖµÖêÝÖß †Öî¸ü ®Ö Æß †Ö¯ÖÛ Öê †×ŸÖ×¸üŒŸÖ ÃÖ´ÖµÖ ×¤üµÖÖ •ÖÖµÖêÝÖÖ …

4. †®¤¸ ×¤µÖê ÝÖµÖê ×®Ö¤ì¿ÖÖë Û Öê ¬µÖÖ®Ö¯Öæ¾ÖÔÛ ¯ÖœÌë …5. ˆ¢Ö¸ü-¯Öã ×ÃŸÖÛ Ö Ûê †®ŸÖ ´Öë Û ““ÖÖ Û Ö´Ö (Rough Work) Û ̧ ü®Öê Ûê

×»Ö‹ ´Öæ»µÖÖÓÛ ®Ö ¿Öß™ ÃÖê ¯ÖÆ»Öê ‹Û ¯Öé Âš ×¤µÖÖ Æã†Ö Æî …6. µÖ ×¤ †Ȫ Ö ˆ¢Ö¸-¯Öã ×ÃŸÖÛ Ö ¯Ö¸ ×®ÖµÖŸÖ Ã£ÖÖ®Ö Ûê †»ÖÖ¾ÖÖ †¯Ö®ÖÖ ®ÖÖ´Ö,

¸Öê »Ö ®Ö´²Ö¸, ± Öê ®Ö ®Ö´²Ö¸ µÖÖ Û Öê‡Ô ³Öß ‹ê ÃÖÖ ×“ÖÅ®Ö ×•ÖÃÖÃÖê †Ö¯ÖÛ ß ¯ÖÆü“ÖÖ®Ö ÆüÖê ÃÖÛê , †Ó×Û ŸÖ Û ̧ üŸÖê Æï †£Ö¾ÖÖ †³Ö¦ü ³ÖÖÂÖÖ Û Ö ¯ÖÏ µÖÖêÝÖ Û ¸üŸÖê Æï, µÖÖ Û Öê‡Ô †®µÖ †®Öã ×“ÖŸÖ ÃÖÖ¬Ö®Ö Û Ö ¯ÖÏ µÖÖêÝÖ Û ̧ üŸÖê Æï, ŸÖÖê ¯Ö¸üßõÖÖ Ûê ×»ÖµÖê †µÖÖê ÝµÖ ‘ÖÖê×ÂÖŸÖ ×Û µÖê •ÖÖ ÃÖÛ ŸÖê Æï …

7. †Ö¯ÖÛ Öê ¯Ö¸ßõÖÖ ÃÖ´ÖÖ¯ŸÖ ÆÖê ®Öê ¯Ö¸ ˆ¢Ö¸-¯Öã ×ÃŸÖÛ Ö ×®Ö¸ßõÖÛ ´ÖÆÖê ¤µÖ Û Öê »ÖÖî ™Ö®ÖÖ †Ö¾Ö¿µÖÛ Æî †Öî¸ü ‡ÃÖê ¯Ö¸üßõÖÖ ÃÖ´ÖÖ×¯ŸÖ Ûê ²ÖÖ¤ †¯Ö®Öê ÃÖÖ£Ö ¯Ö¸ßõÖÖ ³Ö¾Ö®Ö ÃÖê ²ÖÖÆ¸ ®Ö »ÖêÛ ̧ •ÖÖµÖë …

8. Ûê ¾Ö»Ö ®Öß»Öê/Û Ö»Öê ²ÖÖ»Ö ¯¾ÖÖ‡Õ ™ü ¯Öê ®Ö Û Ö Æüß ‡ÃŸÖê ´ÖÖ»Ö Û ȩ̈ …9. ×Û ÃÖß ³Öß ¯ÖÏ Û Ö¸ü Û Ö ÃÖÓ ÝÖÞÖÛ (Ûê »ÖÛã »Öê™ü¸ü) µÖÖ »ÖÖòÝÖ ™ê²Ö»Ö †Ö×¤ü Û Ö

¯ÖÏ µÖÖê ÝÖ ¾ÖÙ•ÖŸÖ Æî …

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No Additional Sheets are to be used.

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(i) To have access to the Question Booklet, tear off thepaper seal on the edge of this cover page. Do notaccept a booklet without sticker-seal and do notaccept an open booklet.

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D-09-11 P.T.O.

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D

PAPER-III

[Maximum Marks : 200Time : 2 1 / 2 hours]

Number of Pages in this Booklet : 32 Number of Questions in this Booklet : 19

Instructions for the Candidates ¯Ö¸üßõÖÖÙ£ÖµÖÖë Ûê ×»Ö‹ ×®Ö¤ì¿Ö

(In figures as per admission card)

EDUCATION

0 9 1 1


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D-09-11 3 P.T.O.

SECTION – I

ÜÖÞ› – I

Note : This section consists of two essay type questions of twenty (20) marks each, to beanswered in about five hundred (500) words each. (2 ×××× 20 = 40 Marks)

®ÖÖê™ : ‡ÃÖ ÜÖÞ› ´Öë ²ÖßÃÖ-²ÖßÃÖ †ÓÛúÖë Ûê ú ¤Öê ×®Ö²Ö®¬ÖÖŸ´ÖÛú ¯ÖÏ¿®Ö Æï … ¯ÖÏŸµÖêÛú ÛúÖ ˆ¢Ö¸ »ÖÝÖ³ÖÝÖ ¯ÖÖÑ“Ö ÃÖÖî (500) ¿Ö²¤Öë ´Öë†¯Öê ×õÖŸÖ Æî … (2 ×××× 20 = 40 †ÓÛú)

1. Present a profile of a teacher-educator who has commitment and competence to

actualise the Vision-2020.

‹Ûú ‹êÃÖê ×¿ÖõÖÛú-¯ÖÏ×¿ÖõÖÛú Ûúß ¯ÖÏ Öê±úÖµÖ»Ö ¯ÖÏÃŸÖãŸÖ Ûú¸ë ×•ÖÃÖ´Öë ×¾Ö•ÖÌ ®Ö-2020 ÛúÖê ÛúÖµÖÖÔ×®¾ÖŸÖ Ûú¸ ®Öê Ûúß ¯ÖÏ ×ŸÖ²Ö¨ ŸÖÖ ŸÖ£ÖÖ ÃÖõÖ´ÖŸÖÖ Æî …

OR / †£Ö¾ÖÖ Evaluate the present day teacher-education in the context of liberalisation,

privatisation and globalization (LPG). Make suggestions to speed up the movements

of LPG in teacher-education.

ˆ¤Ö¸ ŸÖÖ¾ÖÖ¤, ×®Ö•ÖßÛú¸ ÞÖ ŸÖ£ÖÖ ¾Öî ¿¾ÖßÛú¸ ÞÖ Ûêú ÃÖÓ¤³ÖÔ ´Öë ¾ÖŸÖỐ ÖÖ®Ö †¬µÖÖ¯ÖÛú ×¿ÖõÖÖ ÛúÖ ´Öæ»µÖÖÓÛú®Ö Ûú¸ë … †¬µÖÖ¯ÖÛú ×¿ÖõÖÖ ´Öë LPG Ûúß ¯ÖÏ¾Öé ×¢Ö ÛúÖê ÝÖ×ŸÖ ¯ÖÏ¤Ö®Ö Ûú¸ ®Öê Ûêú ×»Ö‹ ÃÖã —ÖÖ¾Ö ¤ë …

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D-09-11 7 P.T.O.

2. Education of the talented should be the top priority of any nation, because ultimately

it is the talented pool which leads the nation to the top. Critically evaluate this

statement.

¯ÖÏ×ŸÖ³ÖÖ¿ÖÖ»Öß ×¾ÖªÖÙ£ÖµÖÖë Ûúß ×¿ÖõÖÖ ×ÛúÃÖß ³Öß ¸ ÖÂ™Ò Ûêú ×»Ö‹ ¿ÖßÂÖÔ ¯ÖÏÖ£Ö×´ÖÛúŸÖÖ ÛúÖ ×¾ÖÂÖµÖ ÆÖê®ÖÖ “ÖÖ×Æ‹, ŒµÖÖë ×Ûú†®ŸÖŸÖÖê ÝÖŸ¾ÖÖ ¯ÖÏ×ŸÖ³ÖÖ¿ÖÖ»Öß ÃÖÓÛúÖê¿Ö Æß ×ÛúÃÖß ¤ê¿Ö ÛúÖê †ÖÝÖê »Öê •ÖÖ ÃÖÛúŸÖÖ Æî … ‡ÃÖ Ûú£Ö®Ö ÛúÖ ×¾Ö¾Öê ×“ÖŸÖ ´Öæ»µÖÖÓÛú®Ö Ûúß×•Ö‹ …

OR / †£Ö¾ÖÖ Should we allow foreign universities to establish their institute and run their

programmes in India ? How will it affect the quality and structure of higher education

in India ? Give your arguments and critical views.

ŒµÖÖ Æ´Öë ³ÖÖ¸ ŸÖ ´Öë ×¾Ö¤ê¿Öß ×¾Ö¿¾Ö×¾ÖªÖ»ÖµÖÖë †Öî̧ ˆ®ÖÛêú ÃÖÓÃ£ÖÖ®ÖÖë ÛúÖê Ã£ÖÖ×¯ÖŸÖ ×Ûú‹ •ÖÖ®Öê ŸÖ£ÖÖ ˆ®Ö «Ö¸ Ö ÛúÖµÖÔÛÎú´Ö “Ö»ÖÖ‹ •ÖÖ®Öê Ûúß †®Öã́ Ö×ŸÖ ¤ê®Öß “ÖÖ×Æ‹ ? ‡ÃÖÃÖê ³ÖÖ¸ ŸÖ ´Öë ˆ““Ö ×¿ÖõÖÖ Ûúß ÝÖãÞÖ¾Ö¢ÖÖ ŸÖ£ÖÖ ÃÖÓ ¸ “Ö®ÖÖ ×ÛúÃÖ ³ÖÖÓ×ŸÖ ¯ÖÏ³ÖÖ×¾ÖŸÖ ÆÖê ÝÖß ? †¯Ö®Öê ŸÖÛÔú †Öî̧ †Ö»ÖÖê“Ö®ÖÖŸ´ÖÛú ¥ ×Â™ ÛúÖêÞÖ ¤ß×•Ö‹ …

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D-09-11 9 P.T.O.

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D-09-11 11 P.T.O.

SECTION – II

ÜÖÞ› – II

Note : This section contains three (3) questions. From each of the electives/specializations,

the candidate has to choose only one elective/specialization and answer all the three

questions contained therein. Each question carries fifteen (15) marks and is to be

answered in about three hundred (300) words. (3 ×××× 15 = 45 Marks)

®ÖÖê™ : ‡ÃÖ ÜÖÞ› ´Öë ¯ÖÏŸµÖêÛú ‹ê ×“”ûÛú ‡ÛúÖ‡Ô/×¾Ö¿ÖêÂÖ–ÖŸÖÖ ÃÖê ŸÖß®Ö (3) ¯ÖÏ¿®Ö Æï … †³µÖ£Öá ÛúÖê Ûêú¾Ö»Ö ‹Ûú ‹ê×“”ûÛú ‡ÛúÖ‡Ô/×¾Ö¿ÖêÂÖ–ÖŸÖÖ ÛúÖê “Öã®ÖÛú¸ ˆÃÖß Ûêú ŸÖß®ÖÖë ¯ÖÏ¿®ÖÖë Ûêú ˆ¢Ö¸ ¤ê®Öê Æï … ¯ÖÏŸµÖêÛú ¯ÖÏ¿®Ö ¯Ö®¦Æ (15) †ÓÛúÖë ÛúÖ Æî ¾Ö ˆÃÖÛúÖ ˆ¢Ö¸ »ÖÝÖ³ÖÝÖ ŸÖß®Ö ÃÖÖî (300) ¿Ö²¤Öë ´Öë †¯Öê×õÖŸÖ Æî … (3 ×××× 15 = 45 †ÓÛú)

Elective – I

Educational Administration & Management

×¾ÖÛú»¯Ö – I ¿Öî×õÖÛú ¯ÖÏ ÃÖÖ¬Ö®Ö ‹¾ÖÓ ¯ÖÏ²ÖÓ¬Ö®Ö

3. Which style of leadership is the demand of present day school ? Justify your answer.

¾ÖŸÖỐ ÖÖ®Ö ×¾ÖªÖ»ÖµÖÖë ́ Öë ®Öê ŸÖé Ÿ¾Ö Ûúß ×ÛúÃÖ ¿Öî »Öß Ûúß †Ö¾Ö¿µÖÛúŸÖÖ Æî ? †¯Ö®Öê ˆ¢Ö¸ Ûêú †Öî×“ÖŸµÖ ÛúÖê ×ÃÖ¨ Ûú¸ë …

4. What is Institutional Planning ? What steps will you follow for the development of

institutional plan ? Why ?

ÃÖÓÃ£ÖÖÝÖŸÖ ×®ÖµÖÖê•Ö®Ö ÃÖê ŒµÖÖ †×³Ö¯ÖÏÖµÖ Æî ? ÃÖÓÃ£ÖÖÝÖŸÖ µÖÖê•Ö®ÖÖ Ûêú ×¾ÖÛúÖÃÖ Ûêú ×»Ö‹ †Ö¯Ö ×Ûú®Ö “Ö¸ ÞÖÖë ÛúÖ †®ÖãÃÖ¸ ÞÖ Ûú¸ëÝÖê ? ŒµÖÖë ?

5. Why is educational supervision necessary ? Describe the functions of supervisionwith suitable examples.

¿Öî×õÖÛú ¯ÖµÖÔ¾ÖêõÖÞÖ ŒµÖÖë †Ö¾Ö¿µÖÛú ÆÖêŸÖÖ Æî ? ˆ¯ÖµÖã ŒŸÖ ˆ¤ÖÆ¸ ÞÖÖë Ûúß ÃÖÆÖµÖŸÖÖ ÃÖê ¯ÖµÖÔ ¾ÖêõÖÞÖ Ûêú ¯ÖÏÛúÖµÖÖí ÛúÖ ×¾Ö¾Ö¸ ÞÖ ¤ë …

OR / †£Ö¾ÖÖ Elective – II

Educational Measurement & Evaluation

×¾ÖÛú»¯Ö – II ¿Öî×õÖÛú ´ÖÖ¯Ö®Ö ‹¾ÖÓ ´Öæ»µÖÖÓÛú®Ö

3. Compare a teacher made test with a standardised achievement test with reference to

its purpose and method of construction.

¯ÖÏµÖÖê•Ö®Ö ŸÖ£ÖÖ ¸ “Ö®ÖÖ ×¾Ö×¬Ö Ûêú ÃÖÓ¤³ÖÔ ´Öë ‹Ûú †¬µÖÖ¯ÖÛú ×®ÖÙ´ÖŸÖ ¯Ö¸ ßõÖÞÖ ŸÖ£ÖÖ ‹Ûú ´ÖÖ®ÖÛúßÛéúŸÖ ˆ¯Ö»Ö×²¬Ö ¯Ö¸ ßõÖÞÖ Ûúß ŸÖã »Ö®ÖÖ Ûú¸ë …

4. Define measurement and evaluation. Describe the characteristics of a good evaluation

tool.

´ÖÖ¯Ö®Ö ŸÖ£ÖÖ ´Öæ»µÖÖÓÛú®Ö ÛúÖê ¯Ö×¸ ³ÖÖ×ÂÖŸÖ Ûú¸ë … ‹Ûú ˆ¢Ö´Ö ´Öæ»µÖÖÓÛú®Ö ˆ¯ÖÛú¸ ÞÖ Ûúß ×¾Ö¿ÖêÂÖŸÖÖ†Öë ÛúÖ ¾ÖÞÖÔ®Ö Ûú ȩ̈ …

5. Define validity of a test. Briefly explain different types of validity that a test can have.

‹Ûú ¯Ö¸ ßõÖÞÖ Ûúß ¾Öî¬ÖŸÖÖ ÛúÖê ̄ Ö×¸ ³ÖÖ×ÂÖŸÖ Ûú¸ë … ×¾Ö×³Ö®®Ö ̄ ÖÏÛúÖ¸ Ûúß ¾Öî ¬ÖŸÖÖ†Öë Ûúß ÃÖÓ×õÖ¯ŸÖ ¾µÖÖÜµÖÖ Ûú¸ë … OR / †£Ö¾ÖÖ


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D-09-11 12

Elective – III

Educational Technology

×¾Öú»¯Ö – III

¿Öî ×Öú ŸÖú−Ößúß

3. Distinguish the concepts teaching, instruction, conditioning and training with

examples.

ˆ¤ÖÆ¸ ÞÖ ¤êŸÖê Æã‹ †¬µÖÖ¯Ö®Ö, †®Öã ¤ê¿Ö®Ö, †®Öã²ÖÓ¬Ö®Ö ŸÖ£ÖÖ ¯ÖÏ×¿ÖõÖÞÖ ÛúÖ ³Öê¤ ÃÖÖê¤ÖÆ¸ ÞÖ Ã¯ÖÂ™ Ûú¸ë …

4. Discuss the evaluative procedures to be followed by a teacher who has taught the

class at reflective level.

ˆÃÖ †¬µÖÖ¯ÖÛú «Ö¸ Ö •ÖÖê ×¾Ö´Ö¿ÖÔ Ûú ÃŸÖ¸ ¯Ö¸ ÛúõÖÖ ÛúÖê ¯ÖœÌÖŸÖÖ Æî, Ûêú «Ö¸ Ö †¯Ö®ÖÖ‡Ô ÝÖ‡Ô ´Öæ»µÖÖÓÛú®Ö ¯ÖÏ×¾Ö×¬ÖµÖÖë Ûúß ×¾Ö¾Öê“Ö®ÖÖ Ûú¸ë …

5. Discuss the obligatory principles of programmed instruction.

†×³ÖÛÎú×´ÖŸÖ †®Öã¤ê¿Ö®Ö Ûêú †×®Ö¾ÖÖµÖÔ ×ÃÖ¨ ÖÓŸÖÖë Ûúß ×¾Ö¾Öê“Ö®ÖÖ Ûú¸ë …

OR / †£Ö¾ÖÖ Elective – IV

Special Education

×¾ÖÛú»¯Ö – IV ×¾Ö¿Öê ÂÖ ×¿ÖõÖÖ

3. Differentiate between Impairment and Handicap. Give salient features of ICIDH II i.eICF 2002 differentiating it from ICIDH – 1980.

õÖ×ŸÖ ŸÖ£ÖÖ ×¾ÖÛú»ÖÖÓ ÝÖŸÖÖ ÛúÖ †ÓŸÖ¸ Ã¯ÖÂ™ Ûú¸ë … ICIDH II †£ÖÖÔŸÖË ICF-2002 Ûê ú ´ÖãÜµÖ »ÖõÖÞÖ ²ÖŸÖÖ‹Ñ ŸÖ£ÖÖ

ICIDH-1980 Ûêú ÃÖÖ£Ö ‡ÃÖÛúÖ ³Öê¤ Ã¯ÖÂ™ Ûú¸ë …

4. Explain hearing impairment as defined by PWD Act – 1995. Discuss its types along

with educational needs of these children citing illustrations.

¯Öß.› ²»Öæ .› ß. †×¬Ö×®ÖµÖ´Ö-1995 Ûêú «Ö¸ Ö ¯Ö×¸ ³ÖÖ×ÂÖŸÖ ÁÖ¾ÖÞÖ-õÖ×ŸÖ †¾Ö¬ÖÖ¸ ÞÖÖ Ûúß ¾µÖÖÜµÖÖ Ûú¸ë … ˆ¤ÖÆ¸ ÞÖ ¤êŸÖê Æã‹ÁÖ¾ÖÞÖ-õÖ×ŸÖ Ûêú ¯ÖÏÛúÖ¸ †Öî ¸ ‹êÃÖê ²Ö““ÖÖë Ûúß ¿Öî ×õÖÛú †Ö¾Ö¿µÖÛúŸÖÖ†Öë Ûúß ×¾Ö¾Öê“Ö®ÖÖ Ûú¸ë …

5. Define blindness differentiating it from low vision. What plus curricular skills are

required on part of a blind child for integration into regular school ?

†Ó¬ÖŸÖÖ ÛúÖê ¯Ö×¸ ³ÖÖ×ÂÖŸÖ Ûú¸ë ŸÖ£ÖÖ †»¯Ö ¥ ×Â™ †Öî̧ †Ó¬ÖŸÖÖ ´Öë †ÓŸÖ¸ Ã¯ÖÂ™ Ûú¸ë … ×ÛúÃÖß †Ó¬Öê ²Ö““Öê ÛúÖê ÃÖÖ´ÖÖ®µÖ

×¾ÖªÖ»ÖµÖ ´Öë ÃÖ´ÖÖÛú×»ÖŸÖ Ûú¸ ®Öê Ûêú ×»Ö‹ ×Ûú®Ö ¯»ÖÃÖ ¯ÖÖšËµÖ“ÖµÖÖÔ Ÿ´ÖÛú ÛúÖî¿Ö»ÖÖë Ûúß †Ö¾Ö¿µÖÛúŸÖÖ Æî ? OR / †£Ö¾ÖÖ

Elective – V

Teacher Education

×¾ÖÛú»¯Ö – V ×¿ÖõÖÛú ×¿ÖõÖÖ

3. What are the determinants of the aims and objectives of teacher education atelementary and secondary levels ? Discuss the present aims and objectives in light of

the determinants stated by you.

¯ÖÏÖ¸Ó×³ÖÛú ŸÖ£ÖÖ ´ÖÖ¬µÖ×´ÖÛú ÃŸÖ¸ Öë ¯Ö¸ †¬µÖÖ¯ÖÛú ×¿ÖõÖÖ Ûêú »ÖõµÖÖë ŸÖ£ÖÖ ˆ§ê¿µÖÖë Ûêú ×®Ö¬ÖÖÔ ¸ Ûú ÛúÖ¸ Ûú ÛúÖî ®Ö ÃÖê Æï ? ‡®Ö

×®Ö¬ÖÖÔ̧ Ûú ÛúÖ¸ ÛúÖë Ûêú ¯ÖÏÛúÖ¿Ö ´Öë ¾ÖŸÖỐ ÖÖ®Ö »ÖõµÖÖë ŸÖ£ÖÖ ˆ§ê¿µÖÖë Ûúß ×¾Ö¾Öê“Ö®ÖÖ Ûú¸ë …


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4. What is reflective teaching ? How does it help in modifying teacher behaviour ? Write

three research problems connecting these two i.e. reflective teaching and modification

of teacher behaviour, as cause and effect.

×¾Ö´Ö¿ÖÔÛú †¬µÖÖ¯Ö®Ö ŒµÖÖ ÆÖêŸÖÖ Æî ? †¬µÖÖ¯ÖÛú Ûêú ¾µÖ¾ÖÆÖ¸ ÃÖÓ¿ÖÖê ×¬ÖŸÖ Ûú¸ ®Öê ´Öë µÖÆ ×ÛúÃÖ ³ÖÖÓ×ŸÖ ÃÖÆÖµÖÛú ÆÖêŸÖÖ Æî ? ‡®Ö ¤Öê®ÖÖë, †£ÖÖÔŸÖË ×¾Ö´Ö¿ÖÔÛú Ø“ÖŸÖ®Ö ŸÖ£ÖÖ †¬µÖÖ¯ÖÛú ¾µÖ¾ÖÆÖ¸ ¯Ö×¸ ¾ÖŸÖÔ®Ö, ÛúÖê ÛúÖ¸ ÞÖ †Öî̧ ¯ÖÏ³ÖÖ¾Ö Ûêú ºþ¯Ö ´Öë »Öê ŸÖê Æã‹ ŸÖß®Ö ¿ÖÖê¬Ö ÃÖ´ÖÃµÖÖ†Öë ÛúÖ ×®Ö´ÖÖÔÞÖ Ûú¸ë …

5. Why have the programmes of teacher education, to a large extent failed to improve

the quality of practicing schools ? Suggest effective remedies to improve this

situation.

†³µÖÖÃÖ ×¾ÖªÖ»ÖµÖÖë Ûúß ÝÖã ÞÖ¾Ö¢ÖÖ ÛúÖê ÃÖã¬ÖÖ¸ ®Öê ´Öë †¬µÖÖ¯ÖÛú ×¿ÖõÖÖ Ûêú ÛúÖµÖÔÛÎú´Ö †×¬ÖÛúÖÓ¿ÖŸÖ: ŒµÖÖë †ÃÖ±ú»Ö ¸ Æê Æï ? ‡ÃÖ ×Ã£Ö×ŸÖ ÛúÖêÃÖã¬ÖÖ¸ ®Öê Ûêú ×»Ö‹ ̄ ÖÏ ³ÖÖ¾Öß ˆ¯ÖÖµÖÖë ÛúÖ ÃÖã —ÖÖ¾Ö ¤ë …

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SECTION – III

ÜÖÞ› – IIINote : This section contains nine (9) questions of ten (10) marks, each to be answered in

about fifty (50) words. (9 ×××× 10 = 90 Marks)

®ÖÖê™ : ‡ÃÖ ÜÖÞ› ´Öë ¤ÃÖ-¤ÃÖ (10-10) †ÓÛúÖë Ûêú ®ÖÖî (9) ¯ÖÏ¿®Ö Æï … ¯ÖÏŸµÖêÛú ¯ÖÏ¿®Ö ÛúÖ ˆ¢Ö¸ »ÖÝÖ³ÖÝÖ ¯Ö“ÖÖÃÖ (50) ¿Ö²¤ Öë ´Öë †¯Öê×õÖŸÖ Æî … (9 ×××× 10 = 90 †ÓÛú)

6. Characterize a naturalistic teacher.

×ÛúÃÖß ¯ÖÏÛéú×ŸÖ¾ÖÖ¤ß †¬µÖÖ¯ÖÛú ÛúÖ “Ö×¸ ¡Ö ×“Ö¡ÖÞÖ Ûú¸ë …

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7. How has the English medium education brought about social changes in thecontemporary society ?

ÃÖ´ÖÃÖÖ´Ö×µÖÛú ÃÖ´ÖÖ•Ö ´Öë †Ó ÝÖÏ ê•Öß ´ÖÖ¬µÖ´Ö ÃÖê ¤ß •ÖÖ®Öê ¾ÖÖ»Öß ×¿ÖõÖÖ ×ÛúÃÖ ȪÏÛúÖ¸ ÃÖÖ´ÖÖ×•ÖÛú ¯Ö×¸ ¾ÖŸÖÔ®Ö »ÖÖ‡Ô Æî ?

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8. Explain rule learning as defined in Gagne’s hierarchy of learning. How is it related to

concept learning ?

ÝÖê®Öê Ûêú ¯Ö¤Ö®ÖãÛÎú´Ö †×¬ÖÝÖ´Ö ´Öë ¯Ö×¸ ³ÖÖ×ÂÖŸÖ ×®ÖµÖ´Ö-†×¬ÖÝÖ´Ö Ûúß ¾µÖÖÜµÖÖ Ûú¸ë … µÖÆ †¾Ö¬ÖÖ¸ ÞÖÖ †×¬ÖÝÖ´Ö ÃÖê ×ÛúÃÖ

³ÖÖÑ ×ŸÖ ÃÖ´²Ö×®¬ÖŸÖ Æî ?

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9. Explain the concept of neuroticism as propounded by Eysenck, mentioning the major

traits of a person who is high on this trait.

†Ö‡ÃÖïÛú «Ö¸ Ö ¯ÖÏ×ŸÖ¯ÖÖ×¤ŸÖ ®µÖã̧ Öê ×™ ×ÃÖ•´Ö ÃÖÓ̄ ÖÏŸµÖµÖ Ûúß ¾µÖÖÜµÖÖ Ûú¸ë ŸÖ£ÖÖ ÃÖÖ£Ö Æ ß ˆÃÖ ¾µÖ×ŒŸÖ Ûêú ´ÖãÜµÖ »ÖõÖÞÖÖë ÛúÖê ²ÖŸÖÖ‹Ñ•ÖÖê ®µÖã̧ Öê×™ ×ÃÖ•´Ö Ûêú ˆ““Ö ÃŸÖ¸ ¯Ö¸ Æï …

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10. Differentiate between guidance and counselling on the basis of their objectives.

ˆ§ê¿µÖÖë Ûêú †Ö¬ÖÖ¸ ¯Ö¸ ×®Ö¤ì¿Ö®Ö ¾Ö ¯Ö¸ Ö´Ö¿ÖÔ ´Öë †®ŸÖ¸ Ã¯ÖÂ™ Ûú¸ë …

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11. Differentiate between Qualitative and Quantitative research in education.

×¿ÖõÖÖ ´Öë ÝÖãÞÖÖŸ´ÖÛú ŸÖ£ÖÖ ¯Ö×¸ ́ÖÖÞÖÖŸ´ÖÛú ¿ÖÖê¬Ö ´Öë ³Öê¤ ÃÖ´Ö—ÖÖ‹Ñ …

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12. Define hypothesis. Discuss the characteristics of a good hypothesis with examples.

¯Ö×¸ Ûú»¯Ö®ÖÖ ÛúÖê ¯Ö×¸ ³Ö×ÂÖŸÖ Ûú¸ë … †“”ûß-¯Ö×¸ Ûú»¯Ö®ÖÖ Ûêú ×¾Ö¿ÖêÂÖ ÝÖãÞÖÖë Ûúß ÃÖÖê¤ÖÆ¸ ÞÖ ¾µÖÖÜµÖÖ Ûú¸ë …

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13. U.K. Open University is the pioneer in the field of open and distance learning. How

has India benefitted from this ?

U.K. ÜÖã»ÖÖ ×¾Ö¿¾Ö×¾ÖªÖ»ÖµÖ ´ÖãŒŸÖ ŸÖ£ÖÖ ¤æ̧ -†×¬ÖÝÖ´Ö Ûêú õÖê¡Ö ´Öë †ÝÖÏ ÝÖÖ´Öß Æî … ³ÖÖ¸ ŸÖ ®Öê ‡ÃÖÃÖê ÛîúÃÖê »ÖÖ³Ö †•ÖÔ®Ö ×ÛúµÖÖ Æî ?

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14. How does formative evaluation help in reshaping the curriculum ?

×®Ö´ÖÖÔÞÖÖŸ´ÖÛú ´Öæ »µÖÖÓÛú®Ö ¯ÖÖšËµÖ“Ö“ÖÖÔ Ûê ú ¯Öã®ÖÝÖÔ š ®Ö ´Öë ×ÛúÃÖ ¯ÖÏÛúÖ¸ ÃÖÆÖµÖŸÖÖ Ûú¸ ŸÖÖ Æî ?

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SECTION – IV

ÜÖÞ› – IV

Note : This section contains five (5) questions of five (5) marks each based on the followingpassage. Each question should be answered in about thirty (30) words.

(5 ×××× 5 = 25 Marks)

®ÖÖê™ : ‡ÃÖ ÜÖÞ› ´Öë ×®Ö´®Ö×»Ö×ÜÖŸÖ ¯Ö×¸ “”êû¤ ¯Ö¸ †Ö¬ÖÖ×¸ ŸÖ ¯ÖÖÑ “Ö (5) ¯ÖÏ¿®Ö Æï … ¯ÖÏŸµÖêÛú ¯ÖÏ ¿®Ö ÛúÖ ˆ¢Ö¸ »ÖÝÖ³ÖÝÖ ŸÖßÃÖ (30) ¿Ö²¤Öë ´Öë †¯Öê ×õÖŸÖ Æî … ¯ÖÏŸµÖêÛú ¯ÖÏ ¿®Ö ¯ÖÖÑ“Ö (5) †ÓÛúÖë ÛúÖ Æî … (5 ×××× 5 = 25 †ÓÛú)

Innovation is the Mantra, as it were, for the knowledge world of to-day and

tomorrow. Technology, shared awareness and harnessing intellectual capital are the

key factors for enhancing innovation. The path of innovation is rewarding as well as

arduous, especially for a developing nation, we must be conscious of the fact that in

our quest for innovation and technology insertion to achieve higher growth, weshould ensure that these initiatives are people centric and hence a human face. We

need to capitalize on our strengths of vast human potential by enhancing the skills so

as to enable people to participate equitably in the country’s march towards

development and sustainable growth. The ultimate fruit of this Mantra is excellence.

Excellence in institutions of higher learning can only be sustained through

highly motivated, nay, inspired teachers carrying out quality research and

development. This implies that higher education has to be essentially elitist. In spite

of some lacunae in our educational system, the growth of science and technology in a

few selected areas has been very impressive and of world standard. It is clear that our

younger generation is second to none and through it we can recapture the glory of thecountry, if we can bring in excellence by emphasizing innovations and provide a

conducive atmosphere in our universities for quality higher education.

But the greatest hindrance to the progress of human kind, individually or

collectively, is an adamant refusal to learn from experiences, face realities and discard

the status quo attitude. Education does not end with acquisition of a degree. On the

contrary, it begins with it, demanding a continuous life long effort on your part to

prevent from becoming the victims of technological obsolescence.

†Ö•Ö Ûêú –ÖÖ®Ö-×¾Ö¿¾Ö Ûêú ×»Ö‹ ŸÖ£ÖÖ ³Ö×¾ÖÂµÖ Ûêú ×»Ö‹ ³Öß ®Ö¾ÖÖ“ÖÖ¸ ‹Ûú ´Öæ»Ö´ÖÓ¡Ö •ÖîÃÖÖ Æî … ¯ÖÏ ÖîªÖê×ÝÖÛúß, ÃÖÖ—Öß •ÖÖÝÖºþÛúŸÖÖ ŸÖ£ÖÖ ²ÖÖî ×¨ Ûú ÃÖ´¯Ö¤Ö ÛúÖê ÃÖ×ÛÎúµÖ ºþ¯Ö ´Öë ÛúÖ´Ö ´Öë »Öê®ÖÖ ®Ö¾ÖÖ“ÖÖ¸ Ûúß ÃÖÓ ¾Öé ×¨ Ûêú ¯ÖḮ ÖãÜÖ ÛúÖ¸ Ûú Æï … ×¾Ö¿ÖêÂÖŸÖ: ‹Ûú ×¾ÖÛúÖÃÖ¿Öß»Ö ¤ê¿Ö Ûêú ×»Ö‹ ®Ö¾ÖÖ“ÖÖ¸ Ûúß ¸ ÖÆ ±ú»Ö¤ÖµÖß ŸÖ£ÖÖ ¤ã ÝÖỐ Ö ¤Öê®ÖÖë Æî … Æ´Öë ‡ÃÖ ŸÖ£µÖ ÃÖê†×³Ö–Ö ÆÖê®ÖÖ “ÖÖ×Æ‹ ×Ûú ˆ““ÖŸÖ¸ ×¾ÖÛúÖÃÖ ¯ÖÏÖ×¯ŸÖ Ûêú ×»Ö‹ ®Ö¾ÖÖ“ÖÖ¸ ŸÖ£ÖÖ ¯ÖÏÖîªÖê ×ÝÖÛúß Ûúß ŸÖ»ÖÖ¿Ö ´Öë Ûúß ÝÖ‡Ô ¯ÖÆ»Ö •Ö®Ö-Ûêú×®¦ŸÖ †Öî̧ †ŸÖ: ´ÖÖ®Öã ×ÂÖÛú ÆÖê … µÖÆ ÃÖã ×®Ö×¿“ÖŸÖ Ûú¸ ®ÖÖ †×®Ö¾ÖÖµÖÔ Æ Öê®ÖÖ “ÖÖ×Æ‹ … Æ´Öë †¯Ö®Öê ÛúÖî¿Ö»ÖÖë ÛúÖ ×¾ÖÛúÖÃÖ Ûú¸ †¯Ö®Öß ×¾Ö¿ÖÖ»Ö ´ÖÖ®Öã ×ÂÖÛú õÖ´ÖŸÖÖ†Öë ÃÖê »ÖÖ³Ö ˆš Ö®ÖÖ “ÖÖ×Æ‹ ŸÖÖ×Ûú Æ´Ö »ÖÖê ÝÖÖë Ûúß ÃÖÆ ÖµÖŸÖÖ ‡ÃÖ ¯ÖÏÛúÖ¸ Ûú¸ ÃÖÛëú ×Ûú ¾Öê ×¾ÖÛúÖÃÖ †Öî̧ ¬ÖÖ¸ ÞÖßµÖ ¾Öé ×¨ Ûúß †Öê ¸ ¤ê¿Ö Ûúß Ûæ ú“Ö ´Öë ÃÖ´µÖÛËú ³ÖÖÝÖß¤Ö¸ ß Ûú¸ ÃÖÛëú … ˆŸÛéúÂ™ ŸÖÖ ‡ÃÖ ´ÖÓ¡Ö ÛúÖ †Ó×ŸÖ´Ö ±ú»Ö Æî …

ÝÖã ÞÖ¾Ö¢ÖÖ¯Öæ ÞÖÔ †®ÖãÃÖÓ¬ÖÖ®Ö ŸÖ£ÖÖ ×¾ÖÛúÖÃÖ ´Öë ÃÖÓ »ÖÝ®Ö ˆ““Ö-†×³Ö¯ÖÏê ×¸ ŸÖ, ²Ö×»Ûú †Ó ŸÖ:¯ÖÏê ×¸ ŸÖ ×¿ÖõÖÛúÖë Ûêú « Ö¸ Ö Æß ˆ““Ö ×¿ÖõÖÞÖ ÃÖÓÃ£ÖÖ®ÖÖë ´Öë ˆŸÛéúÂ™ ŸÖÖ ÛúÖê ²Ö®ÖÖµÖê ¸ ÜÖÖ •ÖÖ ÃÖÛúŸÖÖ Æî … ˆ““Ö ×¿ÖõÖÖ ÛúÖê †×®Ö¾ÖÖµÖÔŸÖ: ÃÖÓ³ÖÏÖ®ŸÖ ¾ÖÝÖÔ¾ÖÖ¤ß ÆÖê ®ÖÖ “ÖÖ×Æ‹ … Æ´ÖÖ¸ ß ×¿ÖõÖÖ ¯ÖÏÞÖÖ»Öß ´Öë Ûãú”û Ûú×´ÖµÖÖë Ûêú ²ÖÖ¾Ö•Öæ¤, Ûãú”û “ÖãØ®Ö¤Ö õÖê¡ÖÖë ´Öë ×¾Ö–ÖÖ®Ö ŸÖ£ÖÖ ¯ÖÏ ÖîªÖê×ÝÖÛúß ÛúÖ †×ŸÖ-¯ÖÏ³ÖÖ¾Ö¿ÖÖ»Öß ŸÖ£ÖÖ ×¾Ö¿¾Ö-ÃŸÖ¸ ßµÖ ×¾ÖÛúÖÃÖ Æã†Ö Æî … µÖÆ Ã¯ÖÂ™ Æî ×Ûú Æ´ÖÖ¸ ß ®Ö‡Ô ¯ÖßœÌß ×ÛúÃÖß ³Öß ¯ÖÏÛúÖ¸

¤æÃÖ¸ Öë ÃÖê Ûú´Ö ®ÖÆà Æî ŸÖ£ÖÖ ‡ÃÖÛêú «Ö¸ Ö Æ´Ö ‡ÃÖ ¿ÖŸÖÖ²¤ß ´Öë †¯Ö®Öê ÝÖÖî ¸ ¾Ö ÛúÖ ¯Öã®Ö¯ÖÏÔ ÝÖÆÞÖ Ûú¸ ÃÖÛúŸÖê Æï, ²Ö¿ÖŸÖì Æ´Ö


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®Ö¾ÖÖ“ÖÖ¸ Öë ¯Ö¸ ²Ö»Ö ¤êÛú¸ ˆŸÛéúÂ™ ŸÖÖ ×¾ÖÛú×ÃÖŸÖ Ûú¸ ÃÖÛëú ŸÖ£ÖÖ †¯Ö®Öê ×¾Ö¿¾Ö×¾ÖªÖ»ÖµÖÖë ´Öë ÝÖãÞÖ¾Ö¢ÖÖ¯ÖæÞÖÔ ˆ““Ö ×¿ÖõÖÖ Ûêú ×»Ö‹ ˆ¯ÖµÖãŒŸÖ ¾ÖÖŸÖÖ¾Ö¸ ÞÖ ˆ¯Ö»Ö²¬Ö Ûú¸ Ö‹Ñ …

¯Ö¸ ®ŸÖã, ¾Öî µÖ×ŒŸÖÛú ºþ¯Ö ´Öë †£Ö¾ÖÖ ÃÖÖ´Öæ×ÆÛú ºþ¯Ö ´Öë ´ÖÖ®Ö¾Ö•ÖÖ×ŸÖ Ûúß ¯ÖÏ ÝÖ×ŸÖ ´Öë ÃÖ²ÖÃÖê ²Ö›Ìß †›Ì“Ö®Ö Æî :

†®Öã³Ö¾Ö ÃÖê ÃÖßÜÖ®Öê Ûêú ¯ÖÏ ×ŸÖ Ûúš Öê ¸ †Ã¾ÖßÛúÖµÖÔ ŸÖÖ, ¾ÖÖÃŸÖ×¾ÖÛúŸÖÖ†Öë ÛúÖ ÃÖÖ´Ö®ÖÖ Ûú¸ ®Öê ÃÖê ²Ö“Ö®ÖÖ ŸÖ£ÖÖ µÖ£ÖÖ-×Ã£Ö×ŸÖ ²Ö®ÖÖµÖê ¸ ÜÖ®Öê Ûúß ´Ö®ÖÖê¾Öé ×¢Ö … ˆ¯ÖÖ×¬Ö ¯ÖÏ Ö¯ŸÖ Ûú¸ ®Öê Ûêú ÃÖÖ£Ö ×¿ÖõÖÖ ÃÖ´ÖÖ¯ŸÖ ®ÖÆà ÆÖê ŸÖß; ‡ÃÖÛêú ×¾Ö¯Ö¸ ßŸÖ, µÖÆ ‡ÃÖÃÖê†Ö¸ ́³Ö Æ ÖêŸÖß Æî … ̄ ÖÏ ÖîªÖê ×ÝÖÛúßµÖ »Öã̄ ŸÖ¯ÖÏÖ×µÖÛúŸÖÖ ÛúÖ ×¿ÖÛúÖ¸ ÆÖê®Öê ÃÖê ²Ö“Ö®Öê Ûêú ×»Ö‹ ×¿ÖõÖÖ †Ö¯ÖÛêú «Ö¸ Ö •Öß¾Ö®Ö-¯ÖµÖÕŸÖ ¯ÖÏµÖÖÃÖ Ûú¸ ®Öê Ûúß ´ÖÖÑ ÝÖ Ûú¸ ŸÖß Æî …

15. What hope does the author have on Indian youth ?

³ÖÖ¸ ŸÖßµÖ µÖã¾ÖÖ†Öë ÃÖê »Öê ÜÖÛú ŒµÖÖ ˆ´´Öß¤ ¸ ÜÖŸÖÖ Æî ?

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16. Bring out the inter-relationship between innovation and quality higher education.

®Ö¾ÖÖ“ÖÖ¸ ŸÖ£ÖÖ ÝÖã ÞÖ¾Ö¢ÖÖ¯Öæ ÞÖÔ ̂ ““Ö ×¿ÖõÖÖ Ûêú ²Öß“Ö †ÓŸÖÃÖÕ²ÖÓ¬Ö ÛúÖ ¾ÖÞÖÔ ®Ö Ûúß×•Ö‹ …

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D-09-11 29 P.T.O.

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17. Innovation and technology are human enterprises. How ?

®Ö¾ÖÖ“ÖÖ¸ ŸÖ£ÖÖ ¯ÖÏÖîªÖê ×ÝÖÛúß ´ÖÖ®Öã ×ÂÖÛú ˆª´Ö Æî … ÛîúÃÖê ?

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DECEMBER 2011 PAPER 3.pdf

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Transcript of DECEMBER 2011 PAPER 3.pdf