TS SET 2013: Paper II, Social Work
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SUBJECT CODE SUBJECT PAPER
A-27-02 SOCIAL WORK II
HALL TICKET NUMBER
QUESTION BOOKLET NUMBER
OMR SHEET NUMBER
DURATION MAXIMUM MARKS NUMBER OF PAGES NUMBER OF QUESTIONS
1 HOUR 15 MINUTES 100 24 50
This is to certify that, the entries made in the above portion are correctly written and verified.
Candidates Signature Name and Signature of Invigilator
Instructions for the Candidates A¿æýÅÆæÿ$¦ËMæü$ çÜ*^èþ¯èþË$
1. Write your Hall Ticket Number in the space provided on the top 1. D ç³#r ò³O ¿êVæü ÌZ CÐèþÓºyìþ¯èþ çÜ¦Ë ÌZ Ò$ çàÌý sìýMðüsý ¯èþ ºÆæÿ$ Æ>Äæý$ yìþ.
of this page.
2. D {ç³Ôèý² ç³{èþÐèþ$$ Äæý*¿ñýO ºçßý$âñýO_eMæü {ç³Ôèý²Ë¯èþ$ MæüÍW E ¨.
2. This paper consists of fifty multiple-choice type of questions.
3. At the commencement of examination, the question booklet will 3. ç³Èæü {´ëÆæÿ ¿æýÐèþ$$¯èþ D {ç³Ôé²ç³{èþÐèþ$$ Ò$Mæü$ CÐèþÓºyæþ$èþ$ ¨. Ððþ$$§æþsìý I§æþ$
be given to you. In the first 5 minutes, you are requested to open °Ñ$çÙÐèþ$$ËÌZ D {ç³Ôé²ç³{èþÐèþ$$¯èþ$ ðþÇ_ Mìü §æþ ðþÍí³¯èþ A Ôé˯èþ$ èþç³µ°çÜÇV>
the booklet and compulsorily examine it as below : çÜÇ^èþ*çÜ$Mø yìþ.
(i) To have access to the Question Booklet, tear off the paper (i) D {ç³Ôèý² ç³{èþÐèþ$$¯èþ$ ^èþ*yæþyé°Mìü MæüÐèþÆÿõ³h A ^èþ$¯èþ E¯èþ² M>Wèþç³# ïÜË$¯èþ$
seal on the edge of this cover page. Do not accept a booklet _ ^èþ yìþ. íÜtMæüPÆÿ ïÜË$Ìôý° Ðèþ$ÇÄæý$$ C¨ÐèþÆæÿMóü ðþÇ_ E¯èþ² {ç³Ôé²ç³{èþÐèþ$$¯èþ$
without sticker-seal and do not accept an open booklet. Ò$Ææÿ$ A XMæüÇ ^èþÐèþ§æþ$ª.
(ii) Tally the number of pages and number of questions in
the booklet with the information printed on the cover (ii) MæüÐèþÆæÿ$ õ³h ò³O Ðèþ$${¨ _¯èþ çÜÐèþ*^éÆæÿ {ç³M>Ææÿ D {ç³Ôèý²ç³{èþÐèþ$$ÌZ° õ³iË
page. Faulty booklets due to pages/questions missing çÜ Qůèþ$ Ðèþ$ÇÄæý$$ {ç³Ôèý²Ë çÜ Qůèþ$ çÜÇ^èþ*çÜ$Mø yìþ. õ³iË çÜ QÅMæü$
or duplicate or not in serial order or any other çÜ º «¨ _ V>± Ìôý§é çÜ*_ _¯èþ çÜ QÅÌZ {ç³Ôèý²Ë$ ÌôýMæü´ùÐèþ#r Ìôý§é °f{ç³
discrepancy should be got replaced immediately by a M>Mæü´ùÐèþ#r Ìôý§é {ç³Ôèý²Ë$ {MæüÐèþ$糧æþ®ÌZ ÌôýMæü´ùÐèþ#r Ìôý§é HÐðþO¯é óþyéË$ yæþ$r
correct booklet from the invigilator within the period Ðèþ sìý §øçÙç³NÇèþÐðþ$O¯èþ {ç³Ôèý² ç³{é°² Ððþ r¯óþ Ððþ$$§æþsìý I§æþ$ °Ñ$ÚëÌZÏ ç³È>
of 5 minutes. Afterwards, neither the Question Booklet ç³ÆæÿÅÐóþæüMæü$°Mìü ÇW C_aÐóþíÜ §é°Mìü º§æþ$Ë$V> çÜÇV>Y E¯èþ² {ç³Ôèý²ç³{é°² ¡çÜ$Mø yìþ.
will be replaced nor any extra time will be given. èþ§æþ¯èþ èþÆæÿ {ç³Ôèý²ç³{èþÐèþ$$ Ðèþ*Ææÿaºyæþ§æþ$ A§æþ¯èþç³# çÜÐèþ$Äæý$ CÐèþÓºyæþ§æþ$.
(iii) After this verification is over, the Test Booklet Number
should be entered in the OMR Sheet and the OMR Sheet (iii) ò³O Ñ«§æþ V> çÜÇ^èþ*çÜ$Mö¯èþ² èþÆ>Óèþ {ç³Ôé²ç³{èþ çÜ Qůèþ$ OMR ç³{èþÐèþ$$ ò³O
Number should be entered on this Test Booklet. A§óþÑ«§æþ V> OMR ç³{èþÐèþ$$ çÜ Qůèþ$ D {ç³Ôé²ç³{èþÐèþ$$ ò³O °ÇªçÙtt çÜ¦Ë ÌZ Æ>Äæý$ÐèþÌñý¯èþ$.
4. Each item has four alternative responses marked (A), (B), (C) 4. {ç³ {ç³Ôèý²Mæü$ ¯éË$Væü$ {ç³éÅÐèþ*²Äæý$ {ç³çܵ §æþ¯èþË$ (A), (B), (C) Ðèþ$ÇÄæý$$ (D)
and (D). You have to darken the circle as indicated below on the Ë$V> CÐèþÓºyézÆÿ$$. {ç³{ç³Ôèý²Mæü$ çÜÆðÿO¯èþ {ç³çܵ §æþ¯èþ¯èþ$ G¯èþ$²Mö° Mìü §æþ ðþÍí³¯èþ Ñ«§æþ V>
correct response against each item. OMR ç³{èþÐèþ$$ÌZ {ç³ {ç³Ôé² çÜ QÅMæü$ CÐèþÓºyìþ¯èþ ¯éË$Væü$ Ðèþé¢ÌZÏ çÜÆðÿO¯èþ
Example : A B C D {ç³çܵ §æþ¯èþ¯èþ$ çÜ*_ ^óþ Ðèþ颰² »êÌý ´ëÆÿ$$ sý ò³¯þø Mìü §æþ ðþÍí³¯èþ Ñ«§æþ V>
where (C) is the correct response.
ç³NÇ ^éÍ.
E§éçßýÆæÿ×ý : A B C D
5. Your responses to the items are to be indicated in the OMR Answer
Sheet given to you. If you mark at any place other than in the (C) çÜÆðÿO¯èþ {ç³çܵ §æþ¯èþ AÆÿ$$óþ
circle in the Answer Sheet, it will not be evaluated. 5. {ç³Ôèý²ËMæü$ {ç³çܵ §æþ¯èþ˯èþ$ D {ç³Ôèý²ç³{èþÐèþ$$ø CÐèþÓºyìþ¯èþ OMR ç³{èþÐèþ$$ ò³O¯èþ
6. Read instructions given inside carefully. CÐèþÓºyìþ¯èþ Ðèþé¢ÌZϯóþ ç³NÇ _ Væü$Ç¢ ^éÍ. AÌêM>Mæü çÜÐèþ*«§é¯èþ ç³{èþ ò³O ÐóþÆöMæü ^ør
7. Rough Work is to be done in the end of this booklet. Væü$Ç¢õÜ¢ Ò$ {ç³çܵ §æþ¯èþ Ðèþ$*ÌêÅ Mæü¯èþ ^óþÄæý$ºyæþ§æþ$.
8. If you write your name or put any mark on any part of the OMR 6. {ç³Ôèý² ç³{èþÐèþ$$ ÌZç³Ë C_a¯èþ çÜ*^èþ¯èþ˯èþ$ gê{Væüèþ¢V> ^èþ§æþÐèþ yìþ.
Answer Sheet, except for the space allotted for the relevant 7. _èþ$¢ç³°° {ç³Ôèý²ç³{èþÐèþ$$ _ÐèþÆæÿ C_a¯èþ RêäçܦËÐèþ$$ÌZ ^óþÄæý*Í.
entries, which may disclose your identity, you will render yourself 8. OMR ç³{èþÐèþ$$ ò³O °È~èþ çÜ¦Ë ÌZ çÜ*_ ^èþÐèþËíܯèþ ÑÐèþÆ>Ë$ èþí³µ _ CèþÆæÿ çÜ¦Ë ÌZ
liable to disqualification. Ò$ Væü$Ç¢ ç³#¯èþ$ ðþÍõ³ Ñ«§æþ V> Ò$ õ³Ææÿ$ Æ>Äæý$yæþ V>± Ìôý§é CèþÆæÿ _à²Ë¯èþ$ ò³rtyæþ
9. The candidate must handover the OMR Answer Sheet to the V>± ^óþíܯèþrÏÆÿ$$óþ Ò$ A¯èþÆæÿáèþMæü$ Ò$Æóÿ »ê«§æþ$ÅËÐèþ#éÆæÿ$.
invigilators at the end of the examination compulsorily and
9. ç³Èæü ç³NÆæÿ¢Æÿ$$¯èþ èþÆ>Óèþ Ò$ OMR ç³{é°² èþç³µ°çÜÇV> ç³Èæü ç³ÆæÿÅÐóþæüMæü$yìþMìü CÐéÓÍ.
must not carry it with you outside the Examination Hall. The
candidate is allowed to take away the carbon copy of OMR Ðésìý° ç³Èæü Væü¨ ºÄæý$rMæü$ ¡çÜ$Mæü$ÐðþâæýÏMæü*yæþ§æþ$. ç³Èæü ç³NÆæÿ¢Æÿ$$¯èþ èþÆæÿ$Ðéèþ A¿æýÅÆæÿ$¦Ë$
Sheet and used Question paper booklet at the end of the {ç³Ôèý² ç³{é°², OMR ç³{èþ Äñý$$MæüP M>Ææÿ¾¯þ M>ï³° ¡çÜ$Mæü$ÐðþâæýÏÐèþ^èþ$a.
examination. 10. ±Í/¯èþËÏ Ææÿ Væü$ »êÌý ´ëÆÿ$$ sý ò³¯þ Ðèþ*{èþÐóþ$ Eç³Äñý*W ^éÍ.
10. Use only Blue/Black Ball point pen. 11. ÌêVæüÇ£æþÐþ$ sôýº$ÌýÞ, M>ÅÍMæü$ÅÌôýrÆÿË$, GË[M>t°Mü ç³ÇMæüÆ>Ë$ Ððþ$$§æþËVæü$¯èþÑ ç³ÈæüVæü¨ÌZ
11. Use of any calculator or log table etc., is prohibited. Eç³Äñý*W ^èþyæþ °õÙ«§æþ .
12. There is no negative marks for incorrect answers. 12. èþç³ çÜÐèþ*«§é¯éËMæü$ Ðèþ*Ææÿ$PË èþWY ç³# Ìôý§æþ$.
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HE
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NO
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SOCIAL WORK
ÝùçÙÌý ÐèþÆÿP
Paper – II
õ³ç³Æÿ – II
1. Social Work originated from 1. ÝùçÙÌý ÐèþÆæÿ$P ©°ø Ððþ$$§æþËÆÿ$$¯èþ¨
(A) ^éÇsîý BÆæÿY¯ðþOgôýçÙ¯þ E§æþÅÐèþ$
(A) Charity Organisation Movement
(B) çÜ çÜPÆæÿ×ý E§æþÅÐèþ$
(B) Reform Movement
(C) òÜsìýÌýÐðþ$ sý E§æþÅÐèþ$
(C) Settlement Movement
(D) {MìüíÙtÄæý$¯þ Ñ$çÙ¯èþÈ E§æþÅÐèþ$
(D) Christian Missionary Movement
2. Movements that are deeply dissatisfied 2. ÝëÐèþ*hMæü ç³Çíܦèþ$Ëø AçÜ èþí³¢ ^ðþ ¨¯èþ ¡{Ðèþ ¿êÐéË
with the social order and work for radical ¯èþ$ _ Ðèþ_a¯èþ E§æþÅÐèþ*˯èþ$ Æÿ$$Ìê í³Ë$Ýë¢Ææÿ$
change are called (A) Ñç³ÏÐéèþÃMæü E§æþÅÐèþ*Ë$
(A) Revolutionary Movement (B) çÜ çÜPÆæÿ×ý E§æþÅÐèþ*Ë$
(B) Reform Movements (C) ç³#¯èþÈjÐèþ¯èþ E§æþÅÐèþ*Ë$
(C) Revivalist Movement (D) {ç³ç$sìý ^èþ$ E§æþÅÐèþ*Ë$
(D) Resistance Movement 3. Ýùç Ù Ì ý Ðè þ Ææ ÿ $PÌZ° ó ü {è þ Mæ ü í Ù Òsì ý ° Ýë« ¨ ^è þ $rMæ ü $
3. Field work in social work helps to acquire Eç³MæüÇçÜ$¢ ¨
(I) Knowledge (I) gêq¯èþÐèþ$$
(II) Skills (II) °ç³#×ýèþ
(III) Attitudinal change (III) BÌZ^èþ¯é Ñ«§æþ ÌZ Ðèþ*Ææÿ$µ
Choose correct answer : çÜÇÄñý$O¯èþ çÜÐèþ*«§é¯èþÐèþ$$¯èþ$ Væü$Ç¢ ^èþ yìþ :
(A) (I) and (II) (A) (I) Ðèþ$ÇÄæý$$ (II)
(B) (I) and (III) (B) (I) Ðèþ$ÇÄæý$$ (III)
(C) (II) and (III) (C) (II) Ðèþ$ÇÄæý$$ (III)
(D) (I) (II) and (III) (D) (I) (II) Ðèþ$ÇÄæý$$ (III)
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4. Match the following : 4. D {Mìü ¨ Ðé°° fèþç³Ææÿ$aÐèþ$$ :
Person Work ÐèþÅMæü$¢Ë$ Ý뫨 _¯èþ ç³°
(a) Anna Hazare (I) Anand Van (a) A¯é² çßýgêÆóÿ (I) B¯èþ §þ Ðèþ¯þ
(b) Medha Patkar (II) Right to
(b) Ðóþ$«§é´ëuæÿPÆÿ (II) çÜÐèþ*^éÆæÿ çßýMæü$P
Information
(c) »ê»ê BÐóþ$t (III) Aѱ °Ææÿ*Ã˯èþÐèþ$$
(c) Baba Ampte (III) Anticorruption
(d) Aruna Roy (IV) Narmada (d) AÆæÿ$×ý Æ>Äý$ (IV) ¯èþÆæÿÃ§é º^éÐø
Bachavo B §øâæý¯èþ
Andolan
MøyþÞ :
Codes :
(a) (b) (c) (d)
(a) (b) (c) (d)
(A) (III) (IV) (I) (II)
(A) (III) (IV) (I) (II)
(B) (I) (II) (III) (IV)
(B) (I) (II) (III) (IV)
(C) (III) (IV) (II) (I) (C) (III) (IV) (II) (I)
(D) (IV) (III) (I) (II) (D) (IV) (III) (I) (II)
5. Consider the following statements and 5. D {Mìü ¨ ÑÐèþÆæÿ×ý ¯èþ$ _ çÜÐèþ*«§é¯éË$ {Væüíßý _ MøyþÞ
select your answer according to the codes çÜàÄæý$ ø Væü$Ç¢ ^èþ yìþ
given below :
{ç³´ë§æþ¯èþ (A) : ¿êÆæÿèþ§óþÔèýÐèþ$$ÌZ Ðèþ¢ç³ÆæÿÐèþ$Æÿ$$¯èþ
Assertion (A) : Professional Social Work
ÝùçÙÌý ÐèþÆæÿ$P¯èþMæü$ Ðèþ$*ËÐèþ$$ Ìôý§æþ$
has not taken its roots in
India. M>Ææÿ×ýÐèþ$$ (R) : f¯èþ ÝùçÙÌý ÐèþÆæÿ$P õÜÐèþËMæü$ QÆæÿ$a
Reason (R) : People are too poor to ò³rtÌôý¯èþ èþ ½§æþÐéÆæÿ$
pay for the service. çÜÇÄñý$O¯èþ fÐéº$¯èþ$ Væü$Ç¢ ^èþ yìþ :
Choose the correct answer : (A) ò³O¯èþ ^ðþí³µ¯èþ(A)Ðèþ$ÇÄæý$$ (R) çÜÇÄñý$O¯èþ¨ Ðèþ$ÇÄæý$$
(A) Both (A) and (R) are true and (R) is (R), (A)Mæü$ çÜÇÄñý$O¯èþ ÑÐèþÆæÿ×ý M>§æþ$
not the correct explanation of (A)
(B) (A)(R) Æðÿ yæþ* çÜÆðÿO¯èþÑ M>Ðèþ#
(B) Both (A) and (R) are not true
(C) (A) çÜÆæÿÆÿ$$¯èþ¨ Ðèþ$ÇÄæý$$(R) èþç³
(C) (A) is true and (R) is false
(D) (A) is not true, but (R) is true (D) (A) èþç³ Ðèþ$ÇÄæý$$ (R) çÜÆðÿO¯èþ¨
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6. Caste is 6. Mæü$ËÐèþ$$
(A) Endogamous Group (A) èþ¯èþ çÜÐèþ$*çßý ÌZ° ÐéÇ° ÑÐéçßý ^óþçÜ$Mö¯èþ$ 糧æþ®
(B) Exogamous Group (B) ç³Ææÿ çÜÐèþ$*çßý ÌZ° ÐéÇ° ÑÐéçßý ^óþçÜ$Mö¯èþ$ 糧æþ®
(C) Hypogamous Group (C) E¯èþ²èþ çÜÐèþ$*çßý ÌZ° ÐéÇ° ÑÐéçßý ^óþçÜ$Mö¯èþ$
(D) Heterogamous Group 糧æþ®
(D) À¯èþ² çÜÐèþ$*çßý ÌZ° ÐéÇ° ÑÐéçßý ^óþçÜ$Mö¯èþ$
7. Classification of primary group and 糧æþ®
secondary group is given by
7. {´ë£æþÑ$Mæü, Ðèþ*«§æþÅÑ$Mæü çÜÐèþ$*àË ÐèþÈYMæüÆæÿ×ýÐèþ$$ ^óþíܯèþÐéÆæÿ$
(A) Cooley (B) MacIver
(A) Mæü*Ìôý
(C) Sumner (D) Giddings
(B) Ðóþ$MóüÐèþÆæÿ$
8. The theory of Sanskritization was (C) çÜÐèþ$²Æÿ
propounded by (D) Wyìþz VüÞ
(A) S.C. Dube (B) M.S. Rao 8. "Ýë çÜP¡MæüÆæÿ×ýÐèþ$$' A¯èþ$ íÜ«§é® èþÐèþ$$¯èþ$ {ç³´ë¨ _¯èþ
(C) M.N. Srinivas (D) P.D. Kulkarni ÐéÆæÿ$
(A) GÜ.íÜ.yæþ*»ñý
9. Consider the following statement and (B) GÐþ$.GÜ.Æ>Ðèþ#
select your answer according to the codes (C) GÐþ$.G¯þ. }°ÐéÜ
given below : (D) í³.yìþ. Mæü$ËMæüÇ~
Assertion (A) : Joint family is dis- 9. D {Mìü ¨ ÑÐèþÆæÿ×ýÐèþ$$ ¯èþ$ _ çÜÐèþ*«§é¯éË$ MøyþÞ {ç³M>Ææÿ
integrating in Modern Væü$Ç¢ ^èþ yìþ
India.
ÑÐèþÆæÿ×ýÐèþ$$ (A) : B«§æþ$°Mæü ¿êÆæÿèþ§óþÔèý ÌZ EÐèþ$Ãyìþ
Reason (R) : Transition from Agrarian Mæü$r$ º Ñ_e¯èþ²Ðèþ$Ðèþ#èþ$¯èþ²¨
to Industrial economy is
M>Ææÿ×ýÐèþ$$ (R) : ÐèþÅÐèþÝëÄæý$Mæü, ´ëÇ{ÔéÑ$Mæü BǦMæü
responsible for this
ÐèþÅÐèþçܦ Æÿ$* Ñ_e¢Mìü M>Ææÿ×ýÐèþ$$
disintegration.
D {Mìü ¨ Ðé° ¯èþ$ yìþ çÜÐèþ*«§é¯éË$ ^ðþç³µ yìþ :
Choose your answer from the following:
(A) (A) Ðèþ$ÇÄæý$$ (R) Æðÿ yæþ* çÜÆæÿÆÿ$$¯èþÑ (R)(A)
(A) Both (A) and (R) are true and (R) is
Mæü$ Æÿ$$_a¯èþ M>Ææÿ×ýÐèþ$$ çÜÇ AÆÿ$$¯èþ¨
the correct explanation of (A)
(B) (A) Ðèþ$ÇÄæý$$(R) çÜÆðÿO¯èþÑ M>° (R) (A) Mæü$ C_a¯èþ
(B) Both (A) and (R) are true, but (R) is
not the correct explanation of (A)
M>Ææÿ×ýÐèþ$$ çÜÇÄñý$O¯èþ¨ M>§æþ$
(C) (A) çÜÆæÿÆÿ$$¯èþ¨ M>°(R) èþç³
(C) (A) is true, but (R) is false
(D) (A) èþç³ M>° (R) çÜÇÄñý$O¯èþ¨
(D) (A) is false, but (R) is true
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10. Match the following : 10. D {Mìü ¨ Ðé°° fèþç³Ææÿa yìþ
(a) Sanskritization (i) Ogburn
(a) Ýë çÜP¡MæüÆæÿ×ýÐèþ$$ (i) KVüºÆÿ²
(b) Cultural lag (ii) M.N. Srinivas
(b) MæüËaÆæÿÌý ÌêVü (ii) GÐþ$.G¯þ. }°ÐéÜ
(c) Conjugal family (iii) Talcott
(c) M> kVæüÌý ¸ëÑ$Í (iii) sêÌýMæüsý ´ëÆæÿÞ¯þÞ
Parsons
(d) ¯èþ*ÅMìüÏÄæý*Æÿ ¸ëÑ$Î (iv) yæþº$ÏüÅ.h. Væü*yóþ
(d) Isolated (iv) W.G. Goode
Nuclear family MøyþÞ :
Codes : (a) (b) (c) (d)
(a) (b) (c) (d) (A) (iv) (iii) (ii) (i)
(A) (iv) (iii) (ii) (i) (B) (i) (ii) (iii) (iv)
(B) (i) (ii) (iii) (iv) (C) (ii) (i) (iv) (iii)
(C) (ii) (i) (iv) (iii) (D) (ii) (iii) (iv) (i)
(D) (ii) (iii) (iv) (i)
11. Ðèþ*¯èþÐèþ#Ë ò³Ææÿ$Væü$§æþ˯èþ$ ÑÐèþÇ ^èþ$rMæü$ "AÀÐèþ¨®" '
11. Who proposed the developmental tag to çÜ*_Mæü¯èþ$ {ç³´ë¨ _¯èþ ÔéçÜkqyæþ$
explain the growth of human beings ?
(A) GÍf»ñýþ àÆÿÌêMü
(A) Elizabeth Hurlock
(B) íÜVæüà yþ {¸ëÆÿ$$yþ
(B) Sigmund Freud
(C) ¼.G. íÜP¯èþ²Ææÿ$
(C) B.F. Skinner
(D) àÒ VðüÜt
(D) Havinghurst
12. D {Mìü ¨ Ðé°ÌZ H íÜ§é® èþ õßýèþ$Ðé§æþ Væü$Ç _
12. Rationality is not being given emphasis
{ç³Ýë¦Ðèþ¯èþ ^óþÄæý$§æþ$ ?
in which of the following theories ?
(A) Psychoanalysis (A) òÜOMøÄæý$¯éÍíÜÜ
(B) Behaviour Modification Theory (B) ¼õßýÑÄæý$Æÿ Ððþ*yìþíMóüçÙ¯þ íÜ§é® èþ
(C) Person Centered Theory (C) ç³ÆæÿÞ¯þ òÜ rÆÿz ¤Äæý$È
(D) Cognitive Theory (D) M>W²sìýÐþ ¤Äæý$È
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13. Arrange in sequence the following stages 13. D {Mìü ¨ òÜOMøòÜMæü$ÞÐèþÌý yðþÐèþ˳Ððþ$ sý §æþÔèý˯èþ$ {MæüÐèþ$ ÌZ
of Psychosexual development Væü$Ç¢ ^èþ yìþ
(A) Anal, Phallic, Oral and Latency
(A) Äæý*¯èþÌý, ¸ëÍMü, KÆæÿÌý Ðèþ$ÇÄæý$$ Ìôýr±Þ
(B) Oral, Anal, Phallic and Latency
(B) KÆæÿÌý , Äæý*¯èþÌý, ¸ëÍMü Ðèþ$ÇÄæý$$ Ìôýr±Þ
(C) Anal, Phallic, Latency and Oral
(C) Äæý*¯èþÌý, ¸ëÍMü, Ìôýr±Þ Ðèþ$ÇÄæý$$ KÆæÿÌý
(D) Latency, Anal, Phallic and Oral
(D) Ìôýr±Þ, Äæý*¯èþÌý, ¸ëÍMü Ðèþ$ÇÄæý$$ KÆæÿÌý
14. Match the following pairs :
(a) Sigmund Freud (i) Hierarchy of 14. D {Mìü ¨ Ðé°° fèþç³Ææÿ^èþ$Ðèþ$$ :
needs (a) íÜVæüà yþ {¸ëÆÿ$$yþ (i) AÐèþçÜÆ>Ë {MæüÐèþ$Ðèþ$$
(b) Erich Fromm (ii) Child (íßýÄæý$Æ>ÇP B
development ±yþÞ)
(c) Abraham (iii) The
(b) GÇMü {¸ë (ii) ^ðþOÌýz yðþÐèþ˳Ððþ$ sý
Maslow unconscious
(c) A{ºà Ðèþ*ÜÌZ (iii) ¨ A¯þM>¯þíÙÄæý$Ü
(d) Elizabeth (iv) Freedom
(d) GÍf»ñýþ àÆÿÌêMü (iv) {ïyæþÐþ$
Hurlock
Codes :
MøyþÞ :
(a) (b) (c) (d) (a) (b) (c) (d)
(A) (iii) (iv) (i) (ii) (A) (iii) (iv) (i) (ii)
(B) (ii) (iv) (i) (iii) (B) (ii) (iv) (i) (iii)
(C) (iii) (i) (iv) (ii) (C) (iii) (i) (iv) (ii)
(D) (iv) (iii) (i) (ii)
(D) (iv) (iii) (i) (ii)
15. Which of the following is not a recognised
15. D {Mìü ¨ Ðé°ÌZ H¨ yìþò¯þÞ Ððþ$M>°f {Mìü ¨Mìü Æ>§æþ$
defense mechanism ?
(A) ÆóÿçÙ¯èþÌñýOgôýçÙ¯þ
(A) Rationalization
(B) Displacement (B) yìþÜõ³ÏÜÐðþ$ sý
(C) Regression (C) Ç{VðüçÙ¯þ
(D) Brainstorming (D) {»ñýÆÿ$$¯þÚëÑ$ Vü
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16. Identify the correct sequence of the stages 16. ÝùçÙÌý MóüçÜ$ ÐèþÆæÿ$P §æþÔèý˯èþ$ JMæü {MæüÐèþ$ ÌZ Væü$Ç¢ ^èþ yìþ
in social case work
(A) A«§æþÅÄæý$¯èþ , C¯þsôýMü, çÜÐèþ$çÜÅ °Æ>®Ææÿ×ý, _MìüèþÞ,
(A) Study, Intake, Social diagnosis,
Treatment, Termination and Ðèþ$$W ç³#, ç³Æ>ÅÌZ^èþ¯èþ
Evaluation (B) C¯þsôýMü, A«§æþÅÄæý$¯èþ , çÜÐèþ$çÜÅ °Æ>®Ææÿ×ý, _MìüèþÞ,
(B) Intake, Study, Social diagnosis,
Ðèþ$$W ç³#, ç³Æ>ÅÌZ^èþ¯èþ
Treatment, Termination and
Evaluation (C) C¯þsôýMü, A«§æþÅÄæý$¯èþ , çÜÐèþ$çÜÅ °Æ>®Ææÿ×ý, _MìüèþÞ,
(C) Intake, Study, Social diagnosis, ç³Æ>ÅÌZ^èþ¯èþ , Ðèþ$$W ç³#
Treatment, Evaluation and
(D) A«§æþÅÄæý$¯èþ , C¯þsôýMü, çÜÐèþ$çÜÅ°Æ>¦Ææÿ×ý _MìüèþÞ
Termination
Ðèþ$$W ç³#, ç³Æ>ÅÌZ^èþ¯èþ
(D) Study, Intake, Social diagnosis,
Treatment, Evaluation and 17. A ^èþ¯é A¯èþ$ 糧æþÐèþ$$ ©°Mìü º§æþ$Ë$V> ÐéyæþéÆæÿ$
Termination
(A) çÜÐèþ$ÝëÅ °Æ>®Ææÿ×ý
17. The term ‘Assessment’ is used as a
(B) C¯þsôýMü
substitute for
(A) Diagnosis (C) _MìüèþÞ
(B) Intake (D) A«§æþÅÄæý$¯èþ
(C) Treatment
18. D {Mìü ¨ MóüçÜ$ ÐèþÆæÿ$P Ðèþ$*Ë çÜ*{éËÌZ GMæü$PÐèþV>
(D) Study
18. Which of the following principle of social
^èþÆæÿa±Äæý* ÔèýÐèþ$Æÿ$$¯èþ çÜ*{èþ H¨ ?
case work is most debated ? (A) ÆæÿçßýçÜÅVø糯èþÐèþ$$
(A) Confidentiality
(B) A XM>ÆæÿÐèþ$$
(B) Acceptance
(C) ¯é¯þ&fyìþjÐðþ$ rÌý Äæý*sìýr*Åyþ
(C) Non Judgemental attitude
(D) Self determination (D) çÜÓÄæý$ °Ææÿ~Äæý$
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19. Which of the following are the techniques 19. D {Mìü ¨ Ðé°ÌZ H¨ ÝùçÙÌýÐèþÆæÿ$P sñýMìü²MüË$ AÆÿ$$Ðèþ#¯èþ²Ñ ?
of social case work ? (a) {ç³¼ º ^èþÆæÿa
(a) Reflective discussion
(b) A èþÆæÿ§æþíÙt AÀÐèþ¨®
(b) Insight development
(c) çܵïÙtMæüÇ ^èþ$r
(c) Clarification
(d) {sê¯þÞçÆðÿ¯þÞ
(d) Transference
(A) (a) (b) and (c) (A) (a) (b) Ðèþ$ÇÄæý$$ (c)
(B) (b) (c) and (d) (B) (b) (c) Ðèþ$ÇÄæý$$ (d)
(C) (a) (c) and (d) (C) (a) (c) Ðèþ$ÇÄæý$$ (d)
(D) (a) (b) and (d) (D) (a) (b) Ðèþ$ÇÄæý$$ (d)
20. Match the following :
20. D {Mìü ¨ {Væü £æþÐèþ$$˯èþ$ {Væü £æþMæüÆæÿ¢Ë¯èþ$ fèþç³Ææÿa yìþ :
List - I (Books) List - II (Authors)
gê¼é - I ({Væü £æþÐèþ$$Ë$) gê¼é - II ({Væü £æþMæüÆæÿ¢Ë$)
(i) Social (a) G. R. Banerjee
(i) ÝùçÙÌý yæþÄæý*Vø²íÜÜ (a) h.BÆÿ. »ñý¯èþÈj
Diagnosis
(ii) C {ryæþæü¯þ r$ (b) Ðóþ$È Ç^þÐèþ$ yþ
(ii) Introduction to (b) Mary Richmond
Ý÷çÙÌý MóüçÜ$ ÐèþÆæÿ$P
Social Case Work
(iii) MóüçÜ$ÐèþÆæÿ$P ÇÌôýçÙ¯þíÙ³ (c) òÍMüÞ ´ûÌý ¼Äæý$ÜsìýMü
(iii) The Case Work (c) Felix Paul
Relationship Biestek (iv) õ³ç³ÆÿÞ B¯þ ÝùçÙÌý (d) {VóüÜ Ðèþ*£æþ*Å
(iv) Papers on (d) Grace Mathew ÐèþÆæÿ$P
Social Work
MøyþÞ :
Codes : (i) (ii) (iii) (iv)
(i) (ii) (iii) (iv)
(A) (a) (b) (c) (d)
(A) (a) (b) (c) (d)
(B) (b) (d) (c) (a)
(B) (b) (d) (c) (a)
(C) (c) (b) (d) (a)
(C) (c) (b) (d) (a)
(D) (d) (c) (a) (b)
(D) (d) (c) (a) (b)
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21. Match the following :
21. D {Mìü ¨ Ðé°° fèþç³Ææÿ$aÐèþ$$ :
List – I (Authors) List – II (Books)
ç³sìýtMæü – I (Ææÿ^èþÆÿ$$èþË$) ç³sìýtMæü – II (ç³#çÜ¢M>Ë$)
(a) H.B. Trecker (i) In Introduction
to Social Group (a) òßý^þ.¼.{sñýMæüPÆÿ (i) Äæý*¯þ C {ryæþMæüÛ¯þ r$
Work ÝùçÙÌý {Væü*ç³# ÐèþÆæÿ$P
(b) Albert S. Allisi (ii) Social Group
(b) BÌýºÆÿt GÜ. Äæý*ÍíÜ (ii) ´ùç Ù Ì ý {Væ ü *ç ³ #Ðè þ Æ ÿP
Work – A
helping & G òßý͵ Væü$ {´÷òÜÜ
process
(c) G. Konopka (iii) Perspectives
(c) h.Mö¯ö´ëP (iii) ç³ÆÿòܵMìütÐþ B¯þ ÝùçÙÌý
on Social
Group Work {Væü*ç³# ÐèþÆÿP
Practice (d) Æø¯éÌýz.yæþº$ÏüÅ. (iv) ÝùçÙÌý {Væü*ç³# ÐèþÆæÿ$P&
(d) Ronald (iv) Social Group
sZÜÌê yþ {í³°Þç³ÌýÞ Ðèþ$ÇÄæý$$
W. Toseland Work
Principles {´ëMîütòÜÜ
and Practices (a) (b) (c) (d)
(a) (b) (c) (d) (A) (iv) (iii) (ii) (i)
(A) (iv) (iii) (ii) (i) (B) (i) (ii) (iii) (iv)
(B) (i) (ii) (iii) (iv)
(C) (ii) (i) (iv) (iii)
(C) (ii) (i) (iv) (iii)
(D) (iv) (i) (iii) (ii)
(D) (iv) (i) (iii) (ii)
22. Who is the proponent of non-directive play 22. ¯é¯þ yðþOÆðÿMìütÐþ&õ³Ï £ðþÆæÿï {ç³´ë¨ _¯èþ ÔéçÜÐóþèþ¢
therapy ? (A) ÐèþÇj°Äæý* Äæý*MüÞÌñýO¯þ
(A) Virginia Axline
(B) Ððþ$˱ MæüÏÆÿ$$¯þ
(B) Melani kliene
(C) Carl Rogers (C) M>ÆÿÏ ÆøfÆÿÞ
(D) Grace Mathew (D) {VóüÜ Ðèþ*£æþ*Å
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23. Identify the correct sequences : 23. D {Mìü ¨ §æþÔèý˯èþ$ JMæü {MæüÐèþ$ ÌZ {ÐéÄæý$$Ðèþ$$
(I) Rapport building (I) Æ>´ùÆÿt ¼Íz Vü
(II) Need identification (II) AÐèþçÜÆ>˯èþ$ Væü$Ç¢ ^èþyæþ
(III) Resource mobilization (III) Ðèþ¯èþÆæÿ$Ë$ çÜÒ$MæüÇ ^èþ$r
(IV) Programme planning (IV) M>ÆæÿÅ{MæüÐèþ*Ë {ç³×êãMæü
(V) Evaluation (V) çÜÐèþ*ÌZ^èþ¯èþ
(VI) Programme management (VI) M>ÆæÿÅ{MæüÐèþ*Ë Äæý*fÐèþ*¯èþÅÐèþ$$
(A) (II) (III) (I) (IV) (VI) (V) (A) (II) (III) (I) (IV) (VI) (V)
(B) (I) (II) (III) (V) (VI) (IV) (B) (I) (II) (III) (V) (VI) (IV)
(C) (III) (II) (IV) (V) (VI) (I) (C) (III) (II) (IV) (V) (VI) (I)
(D) (IV) (V) (VI) (III) (II) (I) (D) (IV) (V) (VI) (III) (II) (I)
24. Intervention by a professional social
24. JMóü A ÔèýÐèþ$$ Ò$§æþ {Ôèý§æþ® ^èþ*í³ ^èþ$, Õæü×ý ´÷ ¨¯èþ ÝùçÙÌý
works with a group of family members who
ÐèþÆæÿPÆæÿ$ çÜàÄæý$ ´÷ §æþ$^èþ$¯èþ² Mæü$r$ º çÜ¿æý$ÅË
are considered to be a simple unit of
çÜÐèþ$*à°² Æÿ$$Ìê í³Ë$Ýë¢Ææÿ$
attention is termed as
(A) {Væü*ç³# £ðþÆæÿï³
(A) Group Therapy
(B) õ³Ï £ðþÆæÿï³
(B) Play Therapy
(C) C yìþÑyæþ$ÅÐèþÌý £ðþÆæÿï³
(C) Individual Therapy
(D) ¸ëÑ$Î £ðþÆæÿï³
(D) Family Therapy
25. D {Mìü §æþ E§éçßýÇ _¯èþ {Væü*ç³# yðþÐèþ˳Ððþ$ sý §æþÔèý˯èþ$
25. Arrange the stages of group development
ÐèþÆæÿçÜ{MæüÐèþ$ ÌZ HÆ>µr$ ^óþÄæý$ yìþ
in correct sequence
(A) ¸ëÆÿÑ$ Vü , ÚëtÇà Vü , ¯éÇà Vü , òÆÿ¸ëÇà Vü
(A) Forming, Storming, Norming,
Performing and Adjourning
Ðèþ$ÇÄæý$$ GyþfDz Vü
(B) ÚëtÇà Vü, ¯éÇà Vü, òÆÿ¸ëÇà Vü, GyþfDz Vü
(B) Storming, Norming, Performing,
Adjourning and Forming Ðèþ$ÇÄæý$$ ¸ëÆÿÑ$ Vü
(C) Norming, Performing, Adjourning, (C) ¯éÇà Vü, òÆÿ¸ëÇà Vü, GyþfDz Vü, ÚëtÇà Vü,
Storming, Forming ¸ëÆÿÑ$ Vü
(D) Forming, Performing, Adjourning, (D) ¸ëÇà Vü , òÆÿ¸ëÇà Vü, GyþfDz Vü, ¯éÇà Vü,
Norming, Storming ÚëtÇÃ Vü
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26. The book community welfare organisation : 26. MæüÐèþ$*Å°sîý ÐðþÌôý¹Æÿ BÆæÿY¯ðþOgôýçÙ¯þ: {í³°Þç³ÌýÞ Ðèþ$ÇÄæý$$ {´ëMîütòÜÜ
Principles and Practices has been written Ææÿ_ _¯èþ Ææÿ^èþÆÿ$$èþ
by (A) Mðü. yìþ. Væü {V>yóþ
(A) K.D. Gangrade
(B) Ðèþ$${Æóÿ.h.Æ>Ü
(B) Murray G.Ross
(C) GÐþ$.Äæý$Ü. VøÆóÿ
(C) M.S. Gore
(D) AÆæÿ¦Æÿ yæþ¯þçßýÐþ$
(D) Arthur Dunham
27. Which of the following is not a part of 27. D {Mìü ¨ Ðé°ÌZ H¨ MæüÐèþ$*Å°sîý BÆæÿY¯ðþOgôýçÙ¯èþ$Mæü$ ^ðþ ¨¯èþ
Rothmans Model of community ÆøþÐèþ$¯þÞ Ððþ*yæþË$ÌZ ¿êVæü M>§æþ$
organization ? (A) ÝùçÙÌý ´ëÏ° Vü
(A) Social planning (B) ÌM>Ísîý yðþÐèþÌñý³Ððþ$ sý
(B) Locality development (C) ÝùçÙÌý C f±Ç Vü
(C) Social engineering
(D) ÝùçÙÌý Äæý*MæüÛ¯þ
(D) Social action
28. MæüÐèþ$*Å°sîý ^ðþÜt ©°Mìü çÜ º «¨ _¯èþ¨
28. Community chest is related to
(A) MæüÐèþ$*Å°sîý ´ëÇtíÜõ³çÙ¯þ
(A) Community Participation
(B) MæüÐèþ$*Å°sîý çÜÐèþ$çÜÅË$
(B) Community Problems
(C) Community Awareness (C) MæüÐèþ$*Å°sîý AÐèþV>çßý¯èþ
(D) Community Resources (D) MæüÐèþ$*Å°sîý Ðèþ¯èþÆæÿ$Ë$
29. The skills of an effective community 29. MæüÐèþ$*Å°sîý BÆæÿY¯ðþOfÆæÿ$Mæü$ E yéÍÞ¯èþ °ç³#×ýèþË$
organiser are (a) çÜÐèþ$ÝëÅ ÑÔóýÏçÙ×ý
(a) Problem analysis (b) Ðèþ¯èþÆæÿ$Ë çÜÒ$MæüÆæÿ×ý
(b) Resource mobilization
(c) Æ>fMîüÄæý$ çÜÐèþ$*à˯èþ$ HÆ>µr$ ^óþÄæý$yæþ
(c) Organise political group
(d) ç$ÆæÿÛ×ýË èþWY ^èþ$r
(d) Conflict resolution
(A) (a) (b) Ðèþ$ÇÄæý$$ (c)
(A) (a) (b) and (c)
(B) (b) (c) Ðèþ$ÇÄæý$$ (a)
(B) (b) (c) and (a)
(C) (c) (d) and (a) (C) (c) (d) Ðèþ$ÇÄæý$$ (a)
(D) (b) (d) and (a) (D) (b) (d) Ðèþ$ÇÄæý$$ (a)
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30. Assertion (A) : One of the most useful 30. {ç³´ë§æþ¯èþ (A) : MæüÐèþ$*Å°sîý BÆæÿY¯ðþOgôýçÙ¯þÌZ ^éÌê
principles of community Eç³Äñý*Væüç³yóþ Ðèþ$*Ë çÜ*{èþ
organization is self
çÜÓÄæý$ °Ææÿ~Äæý$ (self
determination.
determination)
Reason (R) : It absolves the community
M>Ææÿ×ýÐèþ$$ (R) : C¨ Mæ ü Ðè þ $*Å°sî ý BÆæ ÿ Y ¯ ð þ O f Ææ ÿ $°
organiser from sole
ç³NÇ¢V> °Ææÿ~Äæý$ ¡çÜ$Mö¯óþ »ê«§æþÅèþ
responsibility for decision
¯èþ$ _ õÜÓ^èþe Æÿ$$çÜ$¢ ¨
making.
(A) (A) Ðèþ$ÇÄæý$$ (R) Æðÿ yæþ* çÜÆæÿÆÿ$$¯èþÑ
(A) (A) and (R) are correct
(B) (A) is correct and (R) is incorrect (B) (A) çÜÆæÿÆÿ$$¯èþ¨ Ðèþ$ÇÄæý$$(R) èþç³
(C) (A) and (R) are both incorrect (C) (A) Ðèþ$ÇÄæý$$ (R) Æðÿ yæþ* èþõ³µ
(D) (A) is incorrect and (R) is correct (D) (A) èþç³ Ðèþ$ÇÄæý$$ (R) çÜÆðÿO¯èþ¨
31. Which one of the following is not a 31. D {Mìü ¨ Ðé°ÌZ H¨ {´ëº¼Ísîý Ôé í³Ï Vü Ððþ$£æþyþ M>§æþ$ ?
probability sampling method ? (A) íÜ ç³#Ìý Æ> yæþÐþ$
(A) Simple Random
(B) MæüÏçÙtÆÿ Ôé í³Ï Vü
(B) Cluster Sampling
(C) ÚësìýòOyþ Ôé í³Ï Vü
(C) Stratified Sampling
(D) Møsê Ôé í³Ï Vü
(D) Quota Sampling
32. M>ÓÍsôýsìýÐþ ÇçÜÇa ©°² A¯èþ$çÜÇ ^èþ$¯èþ$
32. Qualitative research follows the
(A) ´ëhsìýÑÜt ´ëÆæÿyðþOÐþ$
(A) Positivist paradigm
(B) Feminist paradigm (B) òÑ$°Üt ´ëÆæÿyðþOÐþ$
(C) Interpretivist paradigm (C) C rÆÿ{ò³sìýÑÜt ´ëÆæÿyðþOÐþ$
(D) Property - Disposition paradigm (D) {´ùç³Èt yìþÜ ´÷hçÙ¯þ ´ëÆæÿyðþOÐþ$
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33. Arrange the following stages in correct 33. D {Mìü ¨ Ðé°° çÜÆæÿÆÿ$$¯èþ ÐèþÆæÿçÜ{MæüÐèþ$ ÌZ {ÐéÄæý$ yìþ
sequence : (I) ç³ÇÔZ«§æþ¯èþ Äñý$$MæüP Ë>ÅË$
(I) Objectives of the study (II) ç³ÇÔZ«¨ ^éÍÞ¯èþ {ç³Ôèý²Ë$
(II) Basic Research Question
(III) çÜÐèþ$çÜůèþ$ Væü$Ç¢ ^èþ$r
(III) Identification of Problem
(IV) Møyþ º$Mü èþÄæý*Ææÿ$ ^óþÄæý$yæþ
(IV) Code Book Preparation
(V) ÑçÙÄæý$ õÜMæüÆæÿ×ýMæü$ Eç³Äñý*W ^èþ$ Eç³MæüÆæÿ×êË$
(V) Data Collection Instrument
(VI) yóþsê ÑÔóýÏçÙ×ý
(VI) Data Analysis
(VII) yóþsê {´ëòÜíÜ Vü
(VII) Data Processing
(A) (V) (IV) (III) (II) (I) (VI) Ðèþ$ÇÄæý$$ (VII)
(A) (V) (IV) (III) (II) (I) (VI) and (VII)
(B) (I) (II) (III) (V) (IV) (VII) and (VI) (B) (I) (II) (III) (V) (IV) (VII) Ðèþ$ÇÄæý$$ (VI)
(C) (III) (II) (I) (V) (IV) (VII) and (VI) (C) (III) (II) (I) (V) (IV) (VII) Ðèþ$ÇÄæý$$ (VI)
(D) (IV) (V) (I) (II) (III) (VI) and (VII) (D) (IV) (V) (I) (II) (III) (VI) Ðèþ$ÇÄæý$$ (VII)
34. Match the following : 34. D {Mìü ¨ Ðé°° fèþç³Ææÿ$aÐèþ$$
(I) Association (1) t-test (I) AÝùíÜÄôý$çÙ¯þ (1) sìý.sñýÜt
(II) Correlation (2) Average (II) MøÇÌôýçÙ¯þ (2) GÐèþÆóÿgý
(III) Difference (3) Chi-square (III) yìþçÆðÿ¯þÞ (3) MðüO.õÜPüÓÆÿ
(IV) Central (4) Spearman’s
(IV) òÜ {rÌý sñý yðþ±Þ (4) íܵÇÄæý$ÆÿÐèþ$¯þÞ Æø
Tendency Rho
MøyþÞ :
Codes :
(I) (II) (III) (IV)
(I) (II) (III) (IV)
(A) (3) (1) (2) (4)
(A) (3) (1) (2) (4)
(B) (3) (1) (4) (2)
(B) (3) (1) (4) (2)
(C) (3) (4) (1) (2)
(C) (3) (4) (1) (2)
(D) (3) (4) (2) (1) (D) (3) (4) (2) (1)
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35. Consider the following statements and 35. D {Mìü ¨ ÑÐèþÆæÿ×ýÐèþ$$ ^èþ*_ çÜÐèþ*«§é¯é°² Væü$Ç¢ ^èþ yìþ
answer according to the codes given
below : {ç³´ë§æþ¯èþ (A) : ÝùçÙÌý ÐèþÆæÿ$P ÇçÜÇa, ÝùçÙÌý òÜO¯þÞ
ÇçÜÇaMìü ¿ôý§æþ Ìôý§æþ$
Assertion (A) : There is no substantial
difference between Social
M>Ææÿ×ýÐèþ$$ (R) : ÝùçÙÌý òÜO¯þÞ ÇçÜÇa ÝùçÙÌý ÐèþÆæÿ$P ÇçÜÇa
Work Research and
Social Science Research.
ÝëÐèþ*hMæüÐéçÜ¢ÑMæüèþ˯èþ$
ç³ÇÔZ«¨Ýë¢Æÿ$$
Reason (R) : Social Science Research
and Social Work (A) (A) (R) Æðÿ yæþ* çÜÆæÿÆÿ$$¯èþÑ Ðèþ$ÇÄæý$$ (R),(A)
Research deal with the Mæü$ çÜÆæÿÆÿ$$¯èþ ÑÐèþÆæÿ×ýÐèþ$$
same social realities.
(B) (A) (R) Æðÿ yæþ* èþõ³µ
(A) Both (A) and (R) are true and (R) is a
correct explanation of (A) (C) (A) çÜÆæÿÆÿ$$¯èþ¨ (R) çÜÆæÿÆÿ$$¯èþ¨ M>§æþ$
(B) Both (A) and (R) are not true (D) (A) çÜÆæÿÆÿ$$¯èþ¨ M>§æþ$ M>° (R) çÜÆæÿÆÿ$$¯èþ¨
(C) (A) is true, but (R) is not true
36. ¯óþçÙ¯èþÌý ´ëç³#ÌôýçÙ¯þ Gyæþ$ÅMóüçÙ¯þ ´ëËïÜ Æÿ$* çÜ ÐèþèþÞÆæÿ ÌZ
(D) (A) is not true, but (R) is true
Ðèþ_a¯èþ¨
36. The National Population Education Policy
was adopted in the year (A) 1950
(A) 1950
(B) 1960
(B) 1960
(C) 1980
(C) 1980
(D) 2000 (D) 2000
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37. An NGO is registered under 37. {糿æý$óþÓèþÆæÿ çÜ çܦ ©° {Mìü §æþ ÇfçÜtÆæÿÐèþ#èþ$ ¨
(A) Panchayat Act (A) ç³ ^éÆÿ$$¡ ^èþrt
(B) Societies Registration Act (B) Ý÷òÜOsîý Çh[õÜtçÙ¯þ ^èþrt
(C) Cooperative Societies Act
(C) MøBç³ÆóÿsìýÐþ Ý÷òÜOsîý ^èþrt
(D) Shops and Establishment Act
(D) Úë³Þ Ðèþ$ÇÄæý$$ GÝët¼ÏÙ Ððþ$ r$ ^èþrt
38. The United Nations adopted the
38. IMæüÅÆ>fÅ çÜÑ$ »êËË çßýMæü$P˯èþ$ BÐðþ*¨ _¯èþ
convention on Rights of the child in the
çÜ ÐèþèþÞÆæÿÐèþ$$
year
(A) 1968
(A) 1968
(B) 1979 (B) 1979
(C) 1989 (C) 1989
(D) 1999 (D) 1999
39. Which of the following Principles of Social 39. D {Mìü ¨ ÝëÐèþ*hMæü ¯éÅÄæý$ Mæü$ çÜ º «¨ ^èþ$ çÜ*{éË$
Justice are enshrined in the Preamble of
¿êÆæÿèþ Æ>gêÅ VæüÐèþ$$ÌZ ´÷ §æþ$ç³Ææÿ^èþºyézÆÿ$$
the Indian Constitution ?
(a) õÜa^ée
(a) Liberty
(b) çÜÐèþ*¯èþèþÓ
(b) Equality
(c) Ýù§æþÆæÿèþÓÐèþ$$
(c) Fraternity
(d) ÌoMìüMæüÐé§æþÐèþ$$
(d) Secularism
(e) Rights (e) çßýMæü$PË$
(A) (a) (b) (c) (d) (A) (a) (b) (c) (d)
(B) (b) (a) (c) (e) (B) (b) (a) (c) (e)
(C) (c) (d) (e) (a) (C) (c) (d) (e) (a)
(D) (d) (e) (b) (a) (D) (d) (e) (b) (a)
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40. What does the Human Poverty Index 40. çßý*ÅÐèþ$¯þ ´ëÐèþÈt C yðþMüÞ (HPI-2) ©°² MöË$^èþ$rMæü$
(HPI-2) measure ? Eç³Äñý*W èþ$Ææÿ$
(A) Human Poverty in Developing (A) AÀÐèþ¨® ^ðþ §æþ$èþ$¯èþ² §óþÔéËÌZ çßý*ÅÐèþ$¯þ ´ëÐèþÈt°
Countries ðþÍÄæý$^óþçÜ$¢ ¨
(B) Human Poverty in Industrial (B) ´ëÇ{ÔéÑ$Mæ ü §ó þ ÔéË ç ß ý*ÅÐè þ $¯ þ ´ëÐè þ Èt °
Countries ðþÍÄæý$^óþçÜ$¢ ¨
(C) Human Poverty in Under Developed (C) AÀÐèþ¨® ^ðþ §æþ° §óþÔéË çßý*ÅÐèþ$¯þ ´ëÐèþÈt°
Countries ðþÍÄæý$^óþçÜ$¢ ¨
(D) Human Poverty in African Countries
(D) B{íM> §óþÔéË çßý*ÅÐèþ$¯þ ´ëÐèþÈt° ðþÍÄæý$^óþçÜ$¢ ¨
41. What is the minimum age difference that
41. 1956 íßý §æþ* Gyéç³Û¯þ Ðèþ$ÇÄæý$$ Ððþ$Æÿ$$¯þsñý¯ðþ¯þÞ ^èþrt
has to be adhere to, if a person adopts a
{ç³M>Ææÿ JMæü ÐèþÅMìü¢, B´ùíÜsý òÜMüÞ ¼yæþz¯èþ$ §æþèþ¢èþ ¡çÜ$MøÐéÍÞ
child of opposite sex under Hindu
ÐèþõÜ¢ Aèþ°Mìü ¼yæþzMæü$ G èþ Mæü±çÜ ÐèþÅéÅçÜ E yéÍ
Adoption and Maintenance Act of 1956 ?
(A) 10 çÜ ÐèþèþÞÆ>Ë$
(A) 10 years
(B) 15 years (B) 15 çÜ ÐèþèþÞÆ>Ë$
(C) 18 years (C) 18 çÜ ÐèþèþÞÆ>Ë$
(D) 21 years (D) 21 çÜ ÐèþèþÞÆ>Ë$
42. Dowry Prohibition Act was enacted in the 42. ÐèþÆæÿMæür² °õÙ«§æþ ^èþrt Æÿ$* çÜ ÐèþèþÞÆæÿ ÌZ ^èþrtº§æþ®èþ
year ´÷ ¨¯èþ¨
(A) 1961 (B) 1962 (A) 1961
(C) 1963 (D) 1964 (B) 1962
43. In Visakha Vs State of Rajasthan, the (C) 1963
Supreme Court laid downs the guidelines (D) 1964
for dealing with sexual harassment of
43. ÑÔéQ Vs Æ>fÝ릯þ MæüçÜ$ÌZ çÜ${ï³Ðþ$ MøÆæÿ$t, ÌñýO WMæü
women. In the said case, Visakha is the
name of Ðóþ«¨ ç³#ËMæü$ Væü$ÆæÿÆÿ$$¯èþ ïÜË Væü$Ç _ Mö°² Ðèþ*ÆæÿY§æþÇØMæü
(A) Visakha is the name of the Victim çÜ*{é˯èþ$ Æÿ$$ÐèþÓyæþ fÇW ¨. CMæüPyæþ ÑÔéQ A¯óþ õ³Ææÿ$
(B) Visakha is the name of the lawyer (A) ÑÔéQ »ê«¨èþ$Æ>Í õ³Ææÿ$
(C) Visakha is the name of one of the (B) ÑÔéQ A¯èþ² õ³Ææÿ$ ÌêÄæý$Æÿ õ³Ææÿ$
Judges (C) ÑÔéQ ¯éÅÄæý$Ðèþ$*Ææÿ$¢ËÌZ JMæüÇ õ³Ææÿ$
(D) Visakha is the name of an NGO (D) ÑÔéQ JMæü {糿æý$óþÓèþÆæÿ çÜ çܦõ³Ææÿ$
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44. The person with Disabilities (Equal 44. ¨ ç³ÆæÿÞ¯þ Ñþ yìþòܼÍsîýÜ (çÜÐèþ*¯èþçßýMæü$PË$ çßýMæü$PË
Opportunities Protection of Rights and full Ææÿæü×ý, ç³NÇ¢ ¿êVæüÝëÓÐèþ$Å ) ^èþrt , ^èþrtº©®MæüÇ ^èþºyìþ¯èþ¨
Participation) Act was passed in which (A) 1994
year ? (B) 1995
(A) 1994 (B) 1995 (C) 1996
(C) 1996 (D) 1997
(D) 1997
45. As per the Right of children to Free and
45. »êËË çßýMæü$PËMæü$ çÜ º «¨ _, °Ææÿ «§æþ ѧéÅ ^èþrt ,
Compulsory Education Act, 2009, every
2009, E_èþ ѧæþÅ Ðèþ$ÇÄæý$$ °Ææÿ §æþ ѧæþÅ Æÿ$* ÐèþÄæý$çÜ$Þ
child shall be provided free and
»êËËMæü$ A ¨çÜ$¢ ¨
compulsory education in the age group of
(A) 3 – 14
(A) 3 – 14 years
(B) 2.5 – 16
(B) 2.5 – 16 years
(C) 6 – 14
(C) 6 – 14 years
(D) 1 – 14
(D) 1 – 14 years
46. Ðèþ$¯èþ§óþÔèý ÌZ ÝëÐèþ*hM>ÀÐèþ¨®Mìü Æÿ$* {Mìü ¨ AÐèþÆø§éË$
46. The following are the hindrances for social
E¯èþ²Ñ
development in our country :
(a) èþMæü$PÐèþ AæüÆ>çÜÅèþ
(a) Low literacy rate
(b) {ç³Mæü*ËÐèþ$Æÿ$$¯èþ f¯èþ¿ê °çÙµ¢
(b) Adverse sex ratio
(c) òßý^èþ$aV> E¯èþ² 糯èþ$²Ë ¿êÆæÿ
(c) High level of Taxation
(d) Mæü$Ë ÐèþÅéÅçÜÐèþ$$
(d) Caste disparity
(A) (a) (b) Ðèþ$ÇÄæý$$ (c)
(A) (a) (b) and (c)
(B) (a) (c) and (d) (B) (a) (c) Ðèþ$ÇÄæý$$ (d)
(C) (d) (c) and (b) (C) (d) (c) Ðèþ$ÇÄæý$$ (b)
(D) (a) (b) and (d) (D) (a) (b) Ðèþ$ÇÄæý$$ (d)
47. Who coined the term ‘Human Development 47. "çßý*ÅÐèþ$¯þ yðþÐèþ˳Ððþ$ sý C yðþMüÞ' A¯èþ$ 糧鰲 Ððþ$$§æþr
Index (HDI)’ for the first time ? Eç³Äñý*W _¯èþ ÐèþÅMìü¢
(A) Mahbub-ul-Haq (A) Ðèþ$çßýº*»ý&AÌý&çßýMü
(B) Man Mohan Singh (B) Ðèþ$¯þÐðþ*çßý¯þ íÜ Vü
(C) Kofi Annan (C) MøíÄæý* B¯èþ¯þ
(D) Amartya Sen (D) AÐèþ$Ææÿ¦Åõܯþ
II z 18 A-27-02
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Read the passage below and answer the D {Mìü ¨ ´ëuæÿÅ¿êV>°² ^èþ¨Ñ, {ç³Ôèý²ËMæü$ çÜÐèþ*«§é¯é˯èþ$
questions that follow based on your {ÐéÄæý$ yìþ.
understanding of the passage.
çܵçÙtÐðþ$O¯èþ çÜ$Ë¿æýÐðþ$O¯èþ D {ç³Ôèý² "çÜàÄæý*Ææÿ$¦Ë$' (Clients)
This apparently simple question leads to a
Ðèþ$ÇÄæý$$ çÜ ç$ çÜ óüÐèþ*°Mìü MæüíÙ ^óþõÜ Ðèþ¢ç³Ææÿ$Ë$ (social
consideration of the possible meanings of social
work practitioners) Ý뫧æþÅÐðþ$O¯èþ AÆ>¦Ë¯èþ$ BÌZ_ ^èþyé°Mìü
work for clients and for social work practitioners.
§éÇ ¡çÜ$¢ ¨. çÜ ç$ çÜ óüÐèþ$ MæüíÙ (social work) G §æþ$Mæü$ ?
In general we are asking the questions : Why
A° Ðèþ$¯èþ Ý뫧éÆæÿ×ý V> AyìþVóü {ç³Ôèý² °ÔèýaÄæý$Ððþ$O¯èþ E§óþªÔéÅ˯èþ$
social work because it is an efficient instrument
Ý뫨 ^èþyé°Mìü "çÜ ç$ çÜ óüÐèþ$ MæüíÙ' çÜÐèþ$Ææÿ¦Ðèþ èþÐðþ$O¯èþ Eç³MæüÆæÿ×ý
for achieving certain purposes, because of the
meaning it conveys to clients, because of its A¯é, çÜàÄæý*Ææÿ$¦ËMæü$ ðþÍÄæý$gôýõÜ AÆæÿ¦ V>¯é, çÜ ç$ çÜ óüÐèþ$ Mæü
bearing on the worker’s sense of vocation ? It íÙ ^óþõÜÐéÆæÿ$ ¿êÑ ^óþ E´ë«¨V>¯é ? çÜ ç$ çÜ óüÐèþ$ MæüíÙ Äñý$$MæüP
may seem perverse to attempt to face questions {糿êÐé°Mìü çÜ º «¨ _¯èþ Cr$Ðèþ sìý {ç³Ôèý²Ë¯èþ$ G§æþ$ÆøPÐèþyæþ
concerning the effectiveness of social work. Ñç³Èèþ V> Mæü°í³ ^óþ§óþ. D {ç³Ôèý²Ëò³O fÇVóü ç³ÇÔZ«§æþ¯èþ¯èþ$ ^èþ*õÜ¢
Research into these questions cannot, at first çÜ ç$ çÜ óüÐèþ$ MæüíÙ ^óþõÜÐéÇ° {´ùèþÞíßý ^èþÌôýMæü´ùø ¨. Ðèþ*
glance, do very much to encourage the social
E§óþÅÔèýÅ ÌZ, {´ëÆæÿ ¿æý çÜÐèþ$Äæý$ ÌZ¯óþ çÜ ç$ çÜ óüÐèþ$ MæüíÙMìü
worker. In our view, however, it is as well to face
çÜ º «¨ _¯èþ ç³ÇÔZ«§æþ¯é Ý릯èþ Ðèþ$ÇÄæý$$ §é° {糿êÐé°Mìü
questions of effectiveness and of the place of
çÜ º «¨ _¯èþ {ç³Ôèý²Ë¯èþ$ G§æþ$ÆøPÐèþyæþ Ðèþ$ _§óþ. Cr$Ðèþ sìý
research in and into social work at the earliest
AÀ{´ëÄæý$ Ðèþ$*yæþ$ ¿æý*Ñ$MæüËò³O B«§éÆæÿç³yæþ ¨. Ððþ$$§æþsìý¨,
possible moment. Such a judgment is based on
three grounds. First, research and social work
ç³ÇÔZ«§æþ¯èþ Ðèþ$ÇÄæý$$ çÜ ç$ çÜ óüÐèþ$ MæüíÙ Æðÿ yæþ* Ðèþ$Ç èþ
should go much more closely together, and this çÜ°²íßýèþ V> MæüÍíÜ Ðèþ$$ §æþ$Mæü$ ´ùÐéÍ. C §æþ$MðüO D M>ÆæÿÅ ÌZ°
requires same change in both partners in the Æðÿ yæþ$ A ÔéÌZÏ JMóü ȯèþ Ðèþ*Ææÿ$µ AÐèþçÜÆæÿÐèþèþ$ ¨. yóþÐèþNÅ
enterprise. As Daview has remarked ‘Despite õ³ÆöP¯èþ²§é° {ç³M>Ææÿ , ç³ÇÔZ«§æþMæü ÝëíßýèþÅ íܦÆæÿ V> ò³Ææÿ$Væü$èþ*
the steady proliferation of research literature, E¯èþ²ç³µsìýMîü ^éÌê Ðèþ$ ¨ Ðèþ¢ °Æ>ÓçßýMæü$ËMæü$ ÐéÆæÿ$ ^èþ§æþ$Ðèþ#èþ$¯èþ²
many practitioners find it difficult to make the link §é°Mìü ç³ÇÔZ«¨çÜ$¢¯èþ²§é°Mìü Ðèþ$ÇÄæý$$ ÐéÇ ÆøkÐéÇ Ðèþ¢Mîü Ðèþ$«§æþÅ
between what they read or research and what
II z 19 A-27-02
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they do in their everyday work; indeed it cannot çÜ º «§é°² HÆæÿµÆæÿ^èþyæþ MæüçÙtèþÆæÿÐèþø ¨. ÐéçÜ¢Ðé°Mìü, ÐèþÅMìü¢ õÜÐèþÌZ
truly be argued that empirical studies have made AÐèþË À ^óþ °Æ>®Ææÿ×ý, _MìüèþÞË ÌZ° çÜ {糧éÄæý$ Èò³O
much positive impact on the traditional pattern
A¯èþ$¿æýÐéèþÃMæü A«§æþÅÄæý$¯éË$ A¯èþ$Mæü*Ë {糿êÐé°² ^èþ*í³ ^éÄæý$°
of diagnosis and treatment in case work’.
Äæý$«§éÆæÿ¦ V> Ðé¨ ^èþÌôýÐèþ$$. çÜ ç$çÜ óüÐèþ$ MæüíÙ ^óþõÜ Ðèþ¢ç³Ææÿ$Ë$
Practitioners of social work tend not to look to
G§æþ$ÆöP¯óþ çÜÐèþ$çÜÅËMæü$ A¯èþ$¿æýÐéèþÃMæü ç³ÇÔZ«§æþ¯èþ Äñý$$MæüP
empirical research for guidance on problems
they encounter. Researchers should address
Ðèþ*ÆæÿY§æþÆæÿØMæüéÓ°² ¡çÜ$MøÐéË° A¯èþ$MøÆæÿ$. Cr$Ðèþ sìý °Ç®çÙt
themselves to these specific problems. Until çÜÐèþ$çÜÅËò³O ç³ÇÔZ«§æþMæü$Ë$ §æþíÙ tÝëÇ ^éÍ. CsîýÐèþÍ M>Ë ÐèþÆæÿMæü$
quite recently they have tended to accept too çÜ ç$ çÜ óüÐèþ$ MæüíÙ Ðèþ¢ç³Ææÿ$Ë$ çÜ ç$ çÜ óüÐèþ$ MæüíÙMìü C^óþa
readily the kinds of general description of social Ý뫧éÆæÿ×ý ÑÐèþÆæÿ×ýË ÆæÿM>˯èþ$ A XMæüÇ ^èþyé°Mìü ç³ÇÔZ«§æþMæü$Ë$
work given to them by the practitioners.
íܧæþ® V> E yóþÐéÆæÿ$ çÜ ç$ çÜ óüÐèþ$ MæüíÙ Ðèþ¢ç³Ææÿ$Ë$ çÜ ç$ çÜ óüÐèþ$
Practitioners for their part have tended to accept
MæüíÙ °ÆæÿÓçßý×ýÌZ Vø^èþÇ ^óþ "Ý린Mæü AÐèþçÜÆæÿ Äñý$$MæüP A ^èþ¯é' Ðèþ sìý
too readily a distinction between producers of
ç³ÇÔZ«§æþ¯é MæüèþÅ ÌZ° Ðèþ$*ËM>˯èþ$ ÑçÜÃÇçÜ*¢ ç³ÇÔZ«§æþ¯èþ ^óþõÜÐéÆæÿ$
research and consumers, neglecting those
elements of research activity that should be
Ðèþ$ÇÄæý$$ ç³ÇÔZ«§æþ¯èþ¯èþ$ Ñ°Äñý*W ^óþ ÐéÇ Ðèþ$«§æþůèþVæüË ¿ôý§é°²
found in the practice of social work, for example A XMæüÇ ^èþyé°Mìü íܧæþ® V> E r$¯é²Ææÿ$.
in assessing local need.
48. ÝùçÙÌý ÐèþÆæÿ$P G §æþ$Mæü$ & D {ç³Ôèý² §óþ°Mìü
48. Why social work ? This question pertains çÜ º «¨ _¯èþ¨ ?
to
(A) ÝùçÙÌý ÐèþÆæÿPÆæÿÏ çÜÐèþ$Ææÿ¦èþMæü$ çÜ º «¨ _¯èþ¨
(A) Competence of social workers
(B) Ýùç Ù Ì ý Ðè þ Ææ ÿ$P sñ ý Mì ü ²M ü Äñ ý $$Mæ ü P ÝëÐè þ $Æ>¦ Å °Mì ü
(B) Effectiveness of social work
çÜ ¿æý ¨ _¯èþ¨
techniques
(C) Ýùç Ù Ì ý Ðè þ Ææ ÿ$P Äñ ý $$Mæ ü P Çç Ü ÇaMì ü ç Ü Ðè þ $Ææ ÿ¦ è þ Mæ ü $
(C) Effectiveness of social work research
methods çÜ º «¨ _¯èþ¨
(D) Competence of schools of social (D) ÝùçÙÌý ÐèþÆæÿ$P çÜ*Pâæýå çÜÐèþ$Ææÿ¦èþMæü$ çÜ º «¨ _¯èþ¨
work
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49. Why it is perverse to attempt to face
49. ÝùçÙÌý ÐèþÆæÿ$P çÜÐèþ$Ææÿ¦èþ¯èþ$ {ç³Õ² ^èþyé°Mìü {ç³Äæý$² ^èþyæþ
questions concerning the effectiveness of
G §æþ$Mæü$ Ñç³Èèþ AÆÿ$$ ¨
social work ?
(A) It is well-organized professional (A) çÜ$ÐèþÅÐèþíܦèþÐðþ$O¯èþ Ðèþ¢ õÜÐèþ
service
(B) C¨ A¯ðþOMæü Ðèþ¢ ѧæþÅ
(B) It is unethical profession
(C) It is a vocation (C) C¨ E§øÅVæü
(D) It is not recognized as a profession
(D) C¨ Ðèþ¢V> Væü$Ç¢ 糺yæþÌôý§æþ$
50. Why research into the practice questions
cannot do much to encourage the social 50. {´ëMîütçÜ$ {ç³Ôèý²ËMæü$ çÜ º «¨ _¯èþ ÇçÜÇa ÝùçÙÌýÐèþÆæÿPÆæÿ$ϯèþ$
worker ?
{´ùèþÞíßý ^èþMæü ´ùÐèþyæþ G §æþ$Mæü$ ?
(A) Research studies involve high
expenditures (A) ÇçÜÇa A«§æþÅÄæý$¯éË$ òßý^èþ$a QÆæÿ$aø Mæü*yìþ¯èþÑ
(B) Research studies are confirmatory
(B) ÇçÜÇa A«§æþůéË$ éÐèþ$$ Mæü¯èþ$Vö¯èþ² ÑçÙÄæý*˯èþ$
researches
RêÄæý$ ç³Ææÿ^èþ$¯èþ$
(C) Research studies are irrelevant to
practice
(C) ÈòÜÇa A«§æþÅÄæý$¯éËMæü$ A¿êÅçÜÐèþ$$ èþW¯èþ èþ Ìôý§æþ$
(D) Practitioners are not interested in
(D) ç³ÇÔZ«§æþ¯èþÌZ A¿êÅçÜMæü$ËMæü$ èþW¯èþ èþ BçÜMìü¢ Ìôý´ùÐèþ#r
research
_______________
II z 21 A-27-02
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*A2702*
Space for Rough Work
II z 22 A-27-02
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*A2702*
Space for Rough Work
II z 23 A-27-02
Text of page 24
*A2702*
Space for Rough Work
II z 24 A-27-02Official key not published for this paper.
Page 1 of 24
Source: Telangana State Eligibility Test. Question paper published by Telangana State Eligibility Test.