Sunil Yadav

RPSC SET EXAM 2012 ANSWER KEY

2012-08-28T09:55:00.000-07:00

POLITICAL SCIENCE

PAPER – II Series – C

1. आमंड व वर्बा के अनुसार राजनितिक संस्कृति का प्रकार नहीं है – (4) विशिष्ट वर्ग संस्कृति

2. अभिजन परिसंचरण सिद्धांत के प्रतिपादक – (3) विल्फ्रेड परेटो

3. बायार्स्टेड ने शक्ति का रूप नहीं माना है – (4) अनुनय

4. बीयोंड द लाइन्स के लेखक – (1) कुलदीप नय्यर

5. भारतीय संविधान अंगीकृत किया गया – (2) 26 नवम्बर 1949

6. प्रांतीय स्वायत्तता को स्वीकारा गया – (3) 1935 के अधिनियम

7. 1935 के अधिनियम को दासता का घोषाणापत्र किसने कहा – (3) नेहरु

8. भारतीय संविधान की उद्देशिका में संशोधन – (3) 42 वे संविधान संशोधन द्वारा

9. भारतीय संविधान में पहला संशोधन – (1) 1951

10. संपत्ति के अधिकार को निरस्त किया गया –(1) 44 वे संविधान संशोधन द्वारा

11. भारतीय राष्ट्रपति का निर्वाचन – (4) संसद व् राज्य विधान सभा के निर्वाचित सदस्यों द्व्रारा

12. राज्य के गवर्नर उत्तरदायी है – (2) राष्ट्रपति के प्रति

13. राज्य में राष्ट्रपति शासन – (2) अनुच्छेद 356

14. माक्स वेबर का सत्ता का त्रि सूत्री वर्गीकरण में है – (2) पारंपरिक , चमत्कारी , वैध

15. सही सुमेलित है –(4) गैन्ग्प्लांक – फेयोल

17. भारत में प्रशासनिक संस्कृति – (1) माइकल क्रोजिएर

18. मैच लिस्ट टर्म्स एंड आर्टिकल – (4)

19. भारत में सतर्कता आयोग की स्थापना हुई – (4) संथानम कमिटी

22. निष्पादित बजट की शब्दावली का प्रयोग – (4) प्रथम हूवर आयोग

23. मसलो के सिद्धांत का सही क्रम –(2)

24. नव यथार्थ वाद का जनक – (3) केनेथ वाल्ट्ज़

25. सार्क का आठवा सदस्य – (2) अफगानिस्तान

26. संयुक्त राष्ट्र संघ शब्द - (3) रूजवेल्ट

27. बराक ओबामा को अंडर अचीवर कहा है – (2) आउट लुक

28. प्रथम पृथ्वी सम्मलेन – (2) रिओ दे जेनेरो

29. निर्णय निर्माण सिद्धांत - (1) रिचर्ड स्नीडेर

30. अन्तराष्ट्रीय परमाणु उर्जा एजेंसी – (2) वियाना

31. दक्षिण एशिया विश्व विद्यालय – (2) नई दिल्ली

32. उत्तर दक्षिण संवाद में दक्षिण नहीं है – (1) यूरोपीय देश

33. नयी अंतर्राष्ट्रीय अर्थव्यवस्था का लक्षण नहीं है –(4) पश्चिमी राष्ट्रों के प्रतिरूप का अनुसरण

34. परिवार सामाजिक जीवन की प्रथम पाठशाला है – (2) अरस्तू

35. इतिहास की भोतिकवादी व्याख्या – (4) मार्क्स

36. विश्व के श्रमिको एक हो जाओ – (3) मार्क्स

37. होब्स लाक रूसो सहमत हैं – (3) राज्य समझोते का परिणाम है

38. व्यक्ति स्वतंत्र जन्म लेता है – (4) रूसो

39. आधुनिक राजनितिक विचारक है – (3) मकिआवेली

40. एक संतुष्ट शुकर की अपेक्षा असंतुष्ट सुकरात - (2) जे एस मिल

41. रेडिकल मानवतावादी – (3) एम् एन राय

43. थर्ड वेव ऑफ़ डेमोक्रेसी – (2) अल्विन टोफ्लेर

44. कोनसी विशेषता तुलनात्मक राजनीती की नहीं है – (3) यथार्थ व्यवहार पर विचार किया जाता है

45. अलिखित संविधान है – (3) सउदी अरब

46. मार्क्सवादी प्रणाली का लक्षण नहीं है – (1) मुक्त बाजार व्यवस्था

47. द्वेत संघवाद – (1) राष्ट्रिय व् राज्य सरकारों का प्रथक क्षेत्र

48. डुवेर्गेर के अनुसार राजनितिक दल की संरचना नहीं है – (3) ब्यूरो

49. लुसियन पाई के त्रि आयामों में शामिल नहीं है – (4) ओधयोगिकरण

50. आधुनिकीकरण का लक्षण नहीं है – (3) परमपराओ की पुनर स्थापना

PAPER – III SERIES – C

1. भारत में प्रशासन पर न्यायिक नियंत्रण के तरीके – (3)

2. राष्ट्रीय विकास परिषद् के कार्य – (1)

3. निम्न में से जिसने मंत्री सचिव संबंधों पर विचार किया – (2)

4. संरक्षण नोकरशाही जाना जाता है – (4) लूट प्रणाली

5. जिस देश में फुल्टन कमिटी – (4) यू.के.

6. मैकाले के दर्शन को अस्वीकार किया – (3) प्रशासनिक सुधर आयोग

7. भारत में सतर्कता आयोग के कार्य – (4) लोक सेवकों के खिलाफ जांच

8. वक्तव्य – (2) दोनों सही पर सही व्याख्या नहीं

9. वक्तव्य – (1) दोनों सही सही व्याख्या

10. वक्तव्य – (3) अ सत्य र असत्य

11. मार्क्सवाद के अनुसार अंतर्राष्ट्रीय राजनीति – (1) सर्वहारा की अवस्यम्भावी विजय......

12. कोनसा कथन वर्तमान विश्व को व्यक्त करता है – (2) एक ध्रुवीय अल्पतन्त्र के साथ बहु ध्रुवीय विश्व

13. एक गुटनिरपेक्ष देश को नहीं होना चाहिये – (1) द्विपक्षीय सैनिक संधि में हिस्सेदार

14. भूमंडलीकरण का परिणाम नहीं है – (4) बहुध्रुवीय विश्व का उदय

16. लिस्ट मैच: संधियाँ – (3)

17. अंतर्राष्ट्रीय राजनीति का व्यवस्था सिद्धांत – (1) मोर्टन कप्लान

18. बी.सी.आई.एम.की नवी बैठक – (2) कुमिंग

19. नागरिक परमाणु समझोता के लिए भारत सरकार को कदम नहीं उठाना होगा – (3) अमेरिकी प्रयासों का समर्थन

20. याल्टा सम्मलेन में शामिल नहीं – (1) ट्रूमेन

21. ‘द डोमेस्टिक रूट्स ऑफ़ इंडिया’ज फोरेन पोलिसी’ के लेखक – (2) ए. अप्पदोरई

22. घटनाओं को आरोही क्रम में – (3)

23. ‘पोलिटिक्स अमोंग नेसन’ के लेखक – (1) मोर्गेंथो

24. इब्सा का सदस्य है –(4) दक्षिण अफ्रीका

25. वि-भूमंडलीकरण की अवधारणा – (3) वाल्डेन बेलो

26. नव मार्क्सवाद का प्रेरणा स्त्रोत्र नहीं है – (4) स्टालिन

27. अरस्तु के अनुसार नागरिकता की शर्त – (2) अवकाश

28. प्लेटो के सम्पति के विचार का समर्थन – (1) रोबेर्ट ओवेन

30. एक राज्य में दो सर्वोच्च शक्ति – (2) लोक

31. जे एस मिल को ‘असंतुष्ट प्रजातंत्रवादी’ कहा है – (1) सी एल वेपर

32. मार्क्स ने फ्रांस से लिया है – (2) वर्ग संघर्ष का विचार

33. गाँधी जी ने शैतानी सभ्यता कहा है – (3) हिंद स्वराज

34. राजनितिक सिद्धान्त का मूल्य परक दृष्टिकोण – (2) लिओ स्ट्रास

36. जीवन स्वतंत्रता संपत्ति को स्वीकार नहीं करता – (4) मार्क्सवाद

37. न्याय के बारे में दक्षता पर बल दिया है – (2) रोल्स

38. लेनिन के विचारों से सुमेलित नहीं है – (3) केवल मजदूर वर्ग क्रांति कर सकता है

39. राजनीति का समूह वादी सिद्धान्त – (1) आर्थर बेंटले

40. निरंतर क्रांति का सिद्धांत – (3) माओ

41. क्रांति को इतिहास का प्रेरक बल माना है – (3) कार्ल मार्क्स

42. पराश्रितता सिद्धांत के अनुसार अल्पविकास का कारण – (1) इनका सामाजिक और आर्थिक विकास .....

43. जो लक्षण अधय्क्षात्मक सरकार के लिए आवश्यक है – (4) कार्यपालिका की निश्चित अवधि

44. संसदीय शासन में कार्यपालिका उत्तरदायी है – (2) व्यवस्थापिका के निम्न सदन के प्रति

45. निम्न में से सही युग्म है – (1)आमंड पावेल : कम्पेरेटिव पोलिटिक्स

46. निम्न में से संविधानवाद की शर्त नहीं है – (3) नोकरशाही

47. लिस्ट मेच : पुस्तक व लेखक – (2)

48. निम्न में से सुमेलित युग्म नहीं है – (4) द मायन्ड एंड सोसाइटी

49. पूर्व सोविएत संघ की साम्यवादी पार्टी का निम्नतम स्तर था – (1) प्राथमिक दलीय संगठन

50. विधि के शासन के लिए नुक्सान देह है – (3) कानून की उचित प्रक्रिया

51. उदार लोकतंत्र में दल का काम नहीं है – (4) लोबिंग

52. राजनितिक विकास का सही अनुक्रम – (3) स अ ब

53. मार्क्सवाद के अनुसार राजनितिक दल प्रतिनिधित्व करते हैं – (2) वर्ग का

54. पीटर मेर्कल के अनुसार राजनितिक समाजीकरण की अंतिम अवस्था – (4) स्वायत्तता का बोध

55. आमंड पावेल ने राजनितिक व्यवस्था का वर्गीकरण किया है – (1) संरचनात्मक विभिन्निकरण एवं ....

56. पहली बार राष्ट्रपति शासन – (1) 1951

57. पंचायती राज को संवैधानिक दर्जा – (3) अनु.243

58. जिन्ना का ‘द्वि राष्ट्र सिद्धांत’ – (2) 1940

59. सुप्रीम कोर्ट ने संविधान के मूल ढांचे का सिद्धांत दिया – (4) केशवानंद भारती वाद में

60. राज्यपाल की पदावधि – (3) राष्ट्रपति के प्रसाद पर्यंत

61. मतदान व्यवहार को प्रभावित करता है – (4) जाति की भूमिका

62. भारत एक एकात्मक या संघात्मक – (4) ए असत्य आर सत्य

63. ‘पोलिटिक्स पार्टीज एंड प्रेशर ग्रुप्स’ के लेखक – (2) वी. ओ. की.

64. दबाव समूहों का लक्षण – (4) अनाम साम्राज्य

65. भारत में दल व दल प्रणाली – (3) ए सत्य आर असत्य

66. प्रथम लोकसभा का गठन – (3) 1952

67. भारतीय राजनितिक दलों के बारे में धारणा – (3) अन उत्कर्ष कार्यरत संगठन

68. निर्वाचन को संवैधानिक मान्यता – (1) अनु. 324

69. भारतीय संघात्मक व्यवस्था – (1) संघात्मक व एकात्मक दोनों है

70. राष्ट्र निर्माण का तत्व – (3) सामाजिक आर्थिक न्याय

71. लोकप्रशासन के विकास का क्रम – (4)

72. नव लोकप्रशासन की विशेषताएं – (3)

73. लिस्ट मैच - सम्मलेन व विद्वान् – (3)

75. पर्यवेक्षण में निहित है – (1) ध्यान का क्षेत्र

UGC NET JUNE 2012 ANSWER KEY

2012-06-26T01:19:00.000-07:00

*POLITICAL SCIENCE*

1. Correct statement about Plato- Dikayosun is a greek word for justice
2. First modern pol thinker who rejected Aristotle- Machiaveli
3. First Individualist - mill
4. liberty of thought and expression - Mill
5. Not a Marx's book - The science of logic
6. Asian communism - Mao
7. Rawls book- A theory of justice
8. Author of "The Idea of Justice" - Amartya Sen
9. According to Rawles,Justice is a property of - Distribution
10. Motive behind caste based reservation - Social Egalitarianism
11. False Statement - Australia is a unitary state
12. country where all levels of judiciary can use judicial review - USA
13. first writer used the word bureucracy - Vincent Gorny
14. Development administration - veednor
15. started collector's post - varren hestings
16. who made congress a mass party - Gandhi
17. oligarchy in constituent assembly - Nehru, Patel, Prasad and Azad
18. base of constituent assembly - Cabinet Mission plan
19. Away from judiciary - article 31 b
20. New akhil bharatiy seva - article 312
21. wrong statement- 2nd and 3rd emergency declaration was drawn back in 1978
22. which committee suggested block planning - GVK Rao committee
23. Cvc was established in - 1964
24. not a panchayati raaz committee - Dinesh Goswami committee
25. committee which suggested 2 level org. - Ashok mehta committee
26. election of local bodies by - state election commission
27. which article was called heart of constitution by ambedkar - Article 32
28. any dispute between india and states is - original jurisdiction of supreme court

29. oath of the president of india - preserve protect and defend the constitution

30. system approach - chester bernard
31. staff - institutional and advisary work
32. Pac committee- 15+7
33. ombudsman was established at - sweden
34. 'ideology ' was first used in - 1797
35. theory about cold war - Trumen doctrine
36. not a effect of liberalization - statism
37. inter state council members are elected by - president of india
38. Gandhi's theory - Philosophical Anarchism
39. Aurbindo is famous for - 'Life divine'
40. india is a soft state - joseph nye
41. Hegemony - Gramscy

RAS PRE 2012 POLITICAL SCIENCE KEY*

2012-06-15T06:42:00.003-07:00

Here are some answers -

1. Match List (form of govt. and power structure) - (2) II,III,IV,I
2. Supremacy of constitution - (2) written enacted and rigid
3. Not inevitable characteristic of federalism - (4) List system
4. India's president not characterize - (3) presidential and republican
5. Not a combination of parliamentary and presidential forms - (1) Australia
6. Not inevitable for constitutional govt -(2) Universal adult franchise
7. Incorrect pair of country and govt - (2) France
8. Not exclusively connected to federalism - (4) Confederation
9. Vote of no confidence against Sarpanch - (4) 2 yrs
10. Match books and authors - (1) III,IV,I,II
11. Not a peasent movement -(3) Vaycom
12. Incorrect pair of party and leader-(2) Liberal party
13. Incorrect statment about 1935 - (4) in punjab and bengal
14. Not associated to Ghadar movement - (1) Roshan singh
15. Match list constitutional reforms and provisions - (3) III,I,II,IV
16. Gandhi ji's statement related to - (3) civil disobediance movement
17. Fundamental right to indian citizen only - (1) equality before law
18. match list principle and article - (1) III,IV,I,II
19. Case in which supreme court nullified - (3) Minerva mills case
20. Directive principle included by constitutional amendment-(3) free legal aid
21. article about juditial review - (1) 13
22. statment about v v giri - (3) I,II,III
23. Residual subjects included in - (4) I and II
24. mismatch statment - (2) politics means.........
25. Duverger about pol party - (3) funds and follwers
26. not related to others -(3) new conservativism
27. who defined pol theory as critique of pol - (1) Hannah arendt
28. not attack positivism - (2) robert dehl
29. Match list schools and content -(4) III,IV,I,II
30. Pair not correct - (4) Hobbes
31. Not supportor of pluralist theory - (1) jermy bentham
32. identify laski's incorrect statment - (3) state and society are synonimus
33. consider statments about hobbes locke and roussau - (4) all
34. Not connected with Roussau - (2) fear of violent death
35. Consider statment about origin of state -(3) I,II,III
36. Does not support minimum functions - (4) new right
37. Match list thinkers and key agreements - (3) III,IV,I,II
38. Beveridge report -(4) Statism
39. which state advocated neo conservativism - (1) night watchman state
40. Not opposed natural right - (1) Thomas paine
41. Loksabha seats - (4) UP 85
42. statement about union cabinet -(3) I,II,III
43. article 249 -(1) 2/3 members
44. About article 356 - (2) I,II,III
45. Regime change not happened -(4) Bahrin
46. Arrange events of cold war -(3)II,I,IV,III
47. Identify issue not tense indo- china - (4) int commitment on climate change
48 Challanging america CLAC - (1) south America
49. Incorrect pair of indian neighbours - (3) bangladesh tulbul
50. on the floor of which human rights - (1) unhrc
51. Foreign policy document of india - (4) non alignment 2.0
two statements-
52. Article 14 - (1) both true and correct explanation
53. Locke- (2)
54. Parliament in britain - (2)
55. state and Gramski -(1)
56. term internal disturbance -(1)
57. state legislative assembly and 356 -(4)
58. Non alignment and india-(2)
59. Marxian concept of freedom not consists- (3) ideological commitment
60. consider stements about inequality and roussau -(3) all
61. Marxism minus violance is gandhism -(2) Mashruwala
62. Four freedoms -(1) freedom of thought
63. concept of equality not includes -(4) equal tretment with inequals
64. Entitlement theory of justice - (2) robert nozic
65. school of thought legal positivism - (1) analytical jurisprudence
66. Match list model of democray and supportor -(3) II,IV,I,III
67. combination of elite and pluralistic -(2) polyarchy
68. Three features of pol. dev. -(3) I,II,IV
69. indicate incorrect about germeny -(1) elector caste 2 votes
70. not part of cllasical liberalism -(3) mercantilism
71. which stream of liberalism macfersion -(1) classical liberalism
72. Match books according time - (1) II,I,III,IV
73. In which book marx has said- (1) communist manifesto
74. Among following not in gandhi's 11 vows -(4) discipline
75. Principle not related to gandhi -(2) passive resistance
76. Indicate incorrect statement about mill -(3) for him democracy is synonimus
77. consider statement about marxism-(4) I,II
78. indicate incorrect pair of thinkers- (2) samuel huntington

INDIAN POLITICAL SYSTEM for RPSC EXAMS

2011-09-19T09:23:00.001-07:00

Hkkjrh; jktO;oLFkk ds dqN rF;

$ jktuhfr foKku dh n`f’V ls Hkkjr gS& ,d jkT;

$ jktLFkku gS& ,d izkar ;k bdkbZ

$ Hkkjr gS& ,d x.kjkT;

$ x.kjkT; dk vFkZ gS& jkT; dk loksZPp inkf/kdkjh turk }kjk izR;{k ;k vizR;{k #i ls fuokZfpr gksA

$ Hkkjr esa jkT; dk iz/kku gS& jk’Vªifr

$ Hkkjr esa “kklu dk iz/kku gS& iz/kkuea=h

$ jk’Vªifr uke ek= dk “kkld gS tcfd iz/kkuea=h ,oa eaf=ifj’kn okLrfod A

$ Hkkjr esa lalnkRed “kklu O;oLFkk dks viuk;k x;k gS tcfd vesfjdk esa v/{kkRed dksA

$ lalnkRed “kklu O;oLFkk esa okLrfod dk;Zikfydk laln esa ls yh tkrh gS rFkk mlh ds izfr mRrjnk;h gksrh gSA

$ jk’Vªifr fuokZfpr gksrk gS tcfd iz/kkuea=h fu;qDrA

$ jk’Vªifr dk fuokZpu vizR;{k #i ls gksrk gSA

$ jk’Vªifr ds fuokZpu esa laln ds nksuks lnuksa o izkarh; fo/kku lHkkvksa ds fuokZfpr lnL; Hkkx ysrs gSaA

$ euksuhr lnL; jk’Vªifr ds fuokZpu esa Hkkx ugha ysrs gSaA

$ izkarh; fo/kku ifj’knksa ds lnL; jk’Vªifr ds fuokZpu esa Hkkx ugha ysrs gSaA

$ jk’Vªifr dk fuokZpu vkuqikfrd izfrfuf/kRo dh ,dy ladze.kh; er iz.kkyh ls gksrk gSA

$ jk’Vªifr cuus ds fy, yksdlHkk lnL; cuus ds fy, vko”;d ;ksX;rk rFkk 35 o’kZ dh vk;q pkfg,A

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$ jk’Vªifr dk dk;Zdky “kiFk xzg.k dh fnukad ls izkjaHk gksrk gS u fd fuokZfpr gksus dh fnukad lsA

$ jk’Vªifr laln dk vfHkUu vax gSA

$ jk’Vªifr dh vuqifLFkfr esa mijk’Vªifr rFkk mudh Hkh vuqifLFkfr esa loksZPp U;k;ky; ds eq[; U;k;k/kh”k jk’Vªifr ds #i esa dk;Z djrs gSaA

$ jk’Vªifr ds osru rFkk HkRrs Hkkjr dh lafpr fuf/k ij Hkkfjr gksrs gSaA

$ Hkkjr esa nks fuf/k;ka gSa& lafpr rFkk vkdfLed fuf/kA

$ egkfHk;ksx dsoy jk’Vªifr ij yxk;k tkrk gS vU; inkf/kdkfj;ksa ij dsoy in ls gVkus dk izLrko ikfjr fd;k tkrk gSA

$ egkfHk;ksx ls iwoZ jk’Vªifr dks 14 fnu dk uksfVl nsuk vko”;d gSA

$ jk’Vªifr viuk R;kxi= mijk’Vªifr dks lkSairs gSaA

$ eaf=ifj’kn laoS/kkfud laLFkk gS tcfd eaf=e.My xSjlaoS/kkfudA

$ eaf=ifj’kn esa 3 Lrj ds ea=h gksrs gSa& dschusV]jkT; rFkk mi ea=hA

$ eaf=e.My esa dsoy dschusV Lrj dsA

$ iz/kkuea=h ,oa vU; eaf=;ksa dh fu;qfDr jk’Vªifr }kjk dh tkrh gSA

$ laln ds lnL; cus fcuk dksbZ O;fDr 6 ekg rd iz/kkuea=h ;k ea=h jg ldrk gSA

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$ eaf=;ksa dh fu;qfDr esa jk’Vªifr Lofoosd dk iz;ksx ugha dj ldrs gSaA

$ vkikr dky ds 3 izdkj gSa& jk’Vªh;] jkT; rFkk foRrh;A

$ vkikr dky eaf=ifj’kn ds fyf[kr ijke”kZ ij jk’Vªifr }kjk ykxw fd;k tkrk gSA

$ mijk’Vªifr ds pquko esa euksuhr lnL; Hkh Hkkx ysrs gSaA

$ mijk’Vªifr ds pquko esa dsoy laln ds lnL; Hkkx ysrs gSa] jkT; fo/kkulHkk lnL; ughaA

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$ jkT;lHkk dk lnL;

gksrs gq, Hkh mijk’Vªifr blds insu lHkkifr gksrs gSaA

$ $ $ $ $ $ $

SHRI RAMCHARIT MANAS

2011-09-19T07:10:00.000-07:00

Jh jke pfjr~ ekul ds pqfuank va”k

& *cpu ije fgr lqur dBksjsA lqufga ts dgfga rs uj izHkq FkksjsAA*

lquus esa dBksj ijUrq fgrdkjh opu dgus o lquus okys euq’; cgqr FkksMs gSaA

& *ukfj lqHkkm lR; lc dgfgaA voxqu vkB lnk mj jgghaAA

lkgl vu`r piyrk ek;kA Hk; vfccsd vlkSp vnk;kAA*

ukjh ds ân; esa vkB voxq.k lnk jgrs gSa&lkgl] >wB] papyrk] Ny] Hk;] vfoosd]vifo=rk o funZ;rkA

& *izhfr fojks/k leku lu dfjv uhfr vfl vkfgA

tkSa e`xifr c/k esMqdfUg Hky fd dgbZ dksm rkfgAA*

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& *dky naM xfg dkgq u ekjk gjb /keZ cy cqf) fcpkjkA*

dky naM¼ykBh½ ysdj fdlh dks ugha ekjrk( og rks /keZ]cy cqf) o fopkj dks gj ysrk gSA

& *lqr] fcr] ukfj Hkou ifjokjkA gksfga tkfga tx ckjfga ckjkAA

vl fcpkfj tkxgq rkrkA feyb u txr lgksnj HkzkrkAA*

iq=]/ku]L=h]?kj vkSj ifjokj( ;s txr esa ckj&ckj gksrs gSa vkSj tkrs gSa]ijUrq txr esa lgksnj HkkbZ ckj ckj ugha feyrkA

& *ij minsl dqly cgqrsjsA ts vkpjfga rs uj u ?kusjsAA*

& *ij nzksgh ij nkj jr ij /ku ij vioknA

rs uj ik¡oj ikie; nsg /kjsa euqtknAA*

tks nwljksa ls nzksg djrs gSa] ijk;h L=h] ijk;k /ku] ijk;h fuUnk esa vklDr jgrs gSa os ikie; euq’; uj “kjhj /kkj.k fd, gq, jk{kl gh gSaA

& *Jh en cØ u dhUg dsfg izHkqrk cf/kj u dkfgA

e`x ykspfu ds uSu lj dks vl ykx u tkfgAA*

y{eh ds en~ us fdldks Vs<k vkSj izHkqrk us fdldks cgjk u dj fn;k\ ,slk dkSu gS ftls e`xu;uh ds us= ck.k u yxs gksaA

& *ukfj fccl uj ldy xkSlkbZaA ukpfga uV edZV dh ukbZaAA*

lHkh euq’; fL=;ksa ds fo”ks’k o”k esa gSa vkSj ckthxj ds canj dh rjg ukprs gSaA ¼dfy;qx esa½

NCF 2005 for RPSC SECONDARY HM EXAM

2011-09-17T21:41:00.000-07:00

NCF 2005 SUMMARY

CHAPTER 1
• Strengthening a national system of education in a pluralistic society.
• Reducing the curriculum load based on insights provided in 'Learning Without Burden'.
• Systemic changes in tune with curricular reforms.
• Curricular practices based on the values enshrined in the Constitution, such as social justice, equality, and secularism.
• Ensuring quality education for all children.
• Building a citizenry committed to democratic practices, values, sensitivity towards gender justice, problems faced by the Scheduled Castes and the Scheduled Tribes, needs of the
disabled, and capacities to participate in economic and political processes.

CHAPTER 2
• Reorientation of our perception of learners and learning.
• Holistic approach in the treatment of learners' development and learning.
• Creating an inclusive environment in the classroom for all students.
• Learner engagement for construction of knowledge and fostering of creativity.
• Active learning through the experiential mode.
• Adequate room for voicing children's thoughts, curiosity, and questions in curricular practices.
• Connecting knowledge across disciplinary boundaries to provide a broader frame work for insightful construction of knowledge.
• Forms of learner engagement — observing, exploring, discovering, analysing, critical reflection,
etc. — are as important as the content of knowledge.
• Activities for developing critical perspectives on socio-cultural realities need to find space in
curricular practices.
• Local knowledge and children's experiences are essential components of text books and pedagogic practices.
• Children engaged in undertaking environment-related projects may contribute to generation of knowledge that could help create a transparent public database on India's environment.
• The school years are a period of rapid development, with changes and shifts in hildren's capabilities, attitudes and interests that have implications for choosing
and organising the content and process of knowledge.

CHAPTER 3
Language
• Language skills — speech and listening, reading and writing — cut across school subjects and isciplines. Their foundational role in children's construction of knowledge right from
elementary classes through senior secondary classes needs to be recognised.
• A renewed effort should be made to implement the three-language formula, emphasising he recognition of children's home language(s) or mother tongue(s) as the best medium of
instruction. These include tribal languages.
• English needs to find its place along with other Indian languages.
• The multilingual character of Indian society should be seen as a resource for the enrichment of school life.
Mathematics
• Mathematisation (ability to think logically, formulate and handle abstractions) rather than 'knowledge' of mathematics (formal and mechanical procedures) is the main goal of
teaching mathematics.
• The teaching of mathematics should enhance children's ability to think and reason, to visualise and handle abstractions, to formulate and solve problems. Access to quality mathematics education is the right of every child.
Science
• Content, process and language of science teaching must be commensurate with the learner's age-range and cognitive reach.
• Science teaching should engage the learners in acquiring methods and processes that will nurture their curiosity and creativity, particularly in relation to the environment.
• Science teaching should be placed in the wider context of children;s environment to equip them with the requisite knowledge and skills to enter the world of work.
• Awareness of environmental concerns must permeate the entire school curriculum.
Social Sciences
• Social science content needs to focus on conceptual understanding rather than lining up facts to be memorised for examination, and should equip children with the ability to think independently and reflect critically on social issues.
• Interdisciplinary approaches, promoting key national concerns such as gender, justice, human rights, and sensitivity to marginalised groups and minorities.
• Civics should be recast as political science, and the significance of history as a shaping influence
on the children's conception of the past and civic identity should be recognised.

Work
• School curricula from the pre-primary stage to the senior secondary stage need to be
reconstructed to realise the pedagogic potential of work as a pedagogic medium in
knowledge acquisition, developing values and multiple-skill formation.
Art
• Arts (folk and classical forms of music and dance, visual arts, puppetry, clay work, theatre, etc.) and heritage crafts should be recognised as integral components of the school curriculum.
• Awareness of their relevance to personal, social, economic and aesthetic needs should be built among parents, school authorities and administrators.

• The arts should comprise a subject at every stage of school education.
Peace
• Peace-oriented values should be promoted in all subjects throughout the school years with the help of relevant activities.
• Peace education should form a component of teacher education.
Health and Physical Education
• Health and physical education are necessary for the overall development of learners. Through health and physical education programmes (including yoga), it may be possible to handle successfully the issues of enrolment, retention and completion of school.
Habitat and Learning
• Environmental education may be best pursued by infusing the issues and concerns of the environment into the teaching of different disciplines at all levels while ensuring that adequate time is earmarked for pertinent activities.

CHAPTER 4
• Availability of minimum infrastructure and material facilities, and support for planning a flexible daily schedule, are critical for improved teacher performance.
• A school culture that nurtures children's identities as 'learners' enhances the potential and interests of each child.
• Specific activities ensuring participation of all children — abled and disabled — are essential conditions for learning by all.
• The value of self-discipline among learners through democratic functioning is as relevant as ever.
• Participation of community members in sharing knowledge and experience in a subject area helps in forging a partnership between school and community.
• Reconceptualisation of learning resources in terms of
- textbooks focused on elaboration of concepts, activities, problems and exercises encouraging reflective thinking and group work.
- supplementary books, workbooks, teachers' handbooks, etc. based on fresh thinking and new perspectives.
- multimedia and ICT as sources for two-way interaction rather than one-way reception.
- school library as an intellectual space for teachers, learners and members of the community to deepen their knowledge and connect with the wider world.
• Decentralised planning of school calendar and daily schedule and autonomy for teacher professionalism practices are basic to creating a learning environment.

CHAPTER 5
• Quality concern, a key feature of systemic reform, implies the system's capacity to reform itself by enhancing its ability to remedy its own weaknesses and to develop new capabilities.
• It is desirable to evolve a common school system to ensure comparable quality in different regions of the country and also to ensure that when children of different backgrounds
study together, it improves the overall quality of learning and enriches the school ethos.
• A broad framework for planning upwards, beginning with schools for identifying focus areas and subsequent consolidation at the cluster and block levels, could form a decentralised planning strategy at the district level.
• Meaningful academic planning has to be done in a participatory manner by headmasters and teachers.
• Monitoring quality must be seen as a process of sustaining interaction with individual schools in terms of teaching–learning processes.
• Teacher education programmes need to be reformulated and strengthened so that the teacher can be an :
- encouraging, supportive and humane facilitator in teaching–learning situations to enable learners (students) to discover their talents, to realise their physical and intellectual
potentialities to the fullest, to develop character and desirable social and human values to function as responsible citizens; and
- active member of a group of persons who make conscious efforts for curricular renewal so that it is relevant to changing social needs and the personal needs of learners.
• Reformulated teacher education programmes that place thrust on the active involvement of learners in the process of knowledge construction, shared context of learning, teacher as a facilitator of knowledge construction, multidisciplinary nature of knowledge of teacher education, integration theory and practice dimensions, and engagement with issues and
concerns of contemporary Indian society from a critical perspective.
• Centrality of language proficiency in teacher education and an integrated model of teacher education for strengthening professionalisation of teachers assume significance.
• In-service education needs to become a catalyst for change in school practices.
• The Panchayati Raj system should be strengthened by evolving a mechanism to regulate the functioning of parallel bodies at the village level so that democratic participation in
development can be realised.
• Reducing stress and enhancing success in examinations necessitate:
- a shift away from content-based testing to problem solving skills and understanding.
The prevailing typology of questions asked needs a radical change.
- a shift towards shorter examinations.
- an examination with a 'flexible time limit'.
- setting up of a single nodal agency for coordinating the design and conduct of entrance examinations.
• Institutionalisation of work-centred education as an integrated part of the school curriculum from the pre-primary to the +2 stage is expected to lay the necessary foundation for
reconceptualising and restructuring vocational education to meet the challenges of a globalised economy.
• Vocational Education and Training (VET) need to be conceived and implemented in a mission mode, involving the establishment of separate VET centres and institutions from
the level of village clusters and blocks to sub-divisional/district towns and metropolitan areas in collaboration with the nation wide spectrum of facilities already existing in this sector.
• Availability of multiple textbooks to widen teachers' choices and provide for the diversity in children's needs and interests.
• Sharing of teaching experiences and diverse classroom practices to generate new ideas a n d facilitate innovation and experimentation.
• Development of syllabi, textbooks and teaching-learning resources could be carried out in a decentralised and participatory manner involving teachers, experts from universities, NGOs and teachers' organisations.

RPSC HM SECONDARY EDUCATION EXAM 2011

2011-09-17T10:11:00.001-07:00

FRIENDS,
RPSC IS GOING TO ORGANIZE HM EXAM VERY SOON (PERHAPS IN NOVEMBER), SO IT IS TIME TO BURN MID NIGHT OIL. THERE IS NO OTHER SINGLE EXAM WHICH CAN GIVE US A POST WITH GP-4800. SO COME ON LET'S CRACK IT.........
IN THIS BLOG I WILL POST SOME MATERIAL FOR THIS EXAM TIME TO TIME... PLEASE BE IN TOUCH AND GIVE YOUR VALUABLE COMMENTS.

RPSC HAS DECLARED ITS DETAILED SYLLABUS- CLICK ON THE LINK BELOW TO DOWNLOAD IT-
http://rpsc.gov.in/PDF_Reports_Files/Syllabus_Headmaster_13_09_11.pdf

MAIN FEATURES OF NEW SYLLABUS-

FRIENDS, THE NEW SYLLABUS IS MUCH WIDER THAN EARLIER BUT IT IS MUCH RATIONAL NOW.
GK HAS BEEN GIVEN MORE WEIGHTAGE THAN BEFORE, SO WE SHOULD CONCENTRATE ON IT. RSR,GF&AR AND CCA RULES ARE THERE BUT THEIR IMPORTANCE HAS DECREASED.

PRESCRIBED READINGS-

1. BHARTIY RAJ VYAVASTHA (PD.EXTRA ESSUE)
2. PD. MONTHLY MAGAZINE
3. RAY SAMSAMYIKI
4. SHIKSHA SANHITA
5. SANSTHA PRADHAN MARGDARSHIKA
5. HINDI (RAGHAV PRAKASH OR SOME OTHER BOOK)
6. RAJASTHAN GK (ANY ONE OF THE FOLLOWING BOOKS- 1BHALLA 2DHAROHAR 3 AAJTAK 4RAY
7. LUCENT SCIENCE
THERE IS NO LIMIT OF BOOKS, WE HAVE TO MAKE BEST USE OF FEW BOOKS..
FRIEND REMEMBER THAT- "IT IS BETTER TO READ FEW BOOKS MORE OFTEN THAN MORE BOOKS

TODAY I AM GIVING SOME MATTER ON EDUCATION PSYCHOLOGY

v f'k{kk euksfoKku %&

v 1-izFke euksoSKkfud iz;ksx”kkyk→fofy;e oqaV us] teZuh ds fyiftx LFkku ij 1879 esaA

2-loZizFke iz”ukoyh dk fuekZ.k→oqMoFkZ

usA

3-“krkfCn;ksa iwoZ euksfoKku dks ekuk tkrk Fkk→n”kZu”kkL= dh “kk[kkA

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5-17oha “krkCnh euksfoKku dks ekuk x;k→eu ;k efLr’d dk foKkuA

6-19oha “krkCnh esa fofy;e oqaV] fofy;e tSEl o okbOl us euksfoKku dks ekuk→psruk dk foKkuA

7-20 oha “krkCnh esa okVlu us euksfoKku dks ekuk→O;ogkj dk foKkuA

8-f”k{kk esa euksfoKkud n`f’Vdks.k ds vkUnksyu dk lw=ikr fd;k→:lks dh izd`froknh fopkj/kkjk

usA

9-f”k{kk euksfoKku ds dkj.k f”k{kk gks xbZ →cky dsfUnzrA

10-euksfoKku O;ogkj dk fuf”pr foKku dh voLFkk→okVluA

11-laosnukRed fLFkfr o KkusfUnz;ksa dh foJke dh voLFkk→tUe ls 2 o’kZA

12-izfrdkjkRed fopkjksa dh rS;kjh voLFkk→2 ls 4 o’kZA

13-foospuk jfgr fopkj voLFkk→4 ls 8 o’kZA

14-oSpkfjd fdz;k voLFkk→7 ls 12 o’kZA

v ,d utj esa %&

f'k{kk euksfoKku ds lEiznk;
lEiznk;	izorZd
1-lajpukokn	teZu izksQslj] fofy;e oqUV¼1832&1920½A
2-dk;kZReokn	vesfjdk ds fofy;e tsEl¼1842&1910½A
3-O;ogkjokn	okWVlu¼1842&1958½A
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6-izsjdh; lEiznk;	fofy;e eSDMwxyA
7-lkgp;Zokn	tkWu ykWd

v euksfoKku esa “kCn dgk ls fy;s x;s gSA

'kCn	Hkk"kk	vFkZ
euksfoKku Psychology¼lkbdksykWth½	;wukuh	Psyche lkbdh + Logos yksxl¼vkRek dk½¼v/;;u djuk½A
f'k{kk Education ¼,tqds'ku½	ySfVu	E ¼b½+ DucoM~;wdks¼vUnj ls½¼vkxs c<+kuk½ Educare,Mqds;j, Educere,mqflvj¼vkxs c<+kuk ;k fodflr djuk½A
O;fDrRo Personality ¼ilZusfyVh½	ySfVu	Persona¼ijlksuk½udyh psgjk ;k eq[kkSVkA

fd'kksjkoLFkk Adolescence¼,Mksylsal½	ySfVu	Adolesscere ,Mksysfl;j¼ifjiDork dh vksj c<+uk½A
vfHkizsj.kk Motivation¼eksVhos'ku½	ySfVu	Motum eksVe] Move,Motor,Motion¼xfr djuk½A

v →[ksy dh voLFkk→ckY;koLFkkA

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→[ksy LokHkkfod] LorU=] vkRe&izsfjr] LQwfrZ nk;d] vkuUnnk;d o Loyf{kr izo`fr gSA

→[ksy dk fdz;k ds vfrfjDr vkSj dksbZ mís”; ugha gksrk gSA [ksy ds lkFkthfodksiktZu dk y{; tqM+ tkus ls og dk;Z gks tkrk gSA

→[ksy dk lEcU/k dYiuk txr ls gksrk gSA