cks/xE;rk (f}Hkkf"kd)

(Hkkx 1)

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iqfLrdk gsrq egÙoiw.kZ funsZ'k(Important Guidelines for the Booklet)

cks/xE;rk (f}Hkkf"kd) dks rhu Hkkxksa esa foHkkftr fd;k x;k gSA rhuksa gh Hkkxksa esa x|ka'kksa dh

vyx&vyx Jsf.k;k¡ gSaA

Hkkx-1: nk'kZfud] lkekftd&vkfFkZd vkSj lkaLÑfrdA

Hkkx-2: ikfjfLFkfrdh ,oa i;kZoj.k] jktuhfrd vkSj foKku ,oa izkS|ksfxdhA

Hkkx-3: varjkZ"Vªh;] vFkZO;oLFkk vkSj fofo/A

uksV% Hkkx&1 dks x|ka'kksa dh nks Jsf.k;ksa esa oxhZÑr fd;k x;k gS] tSls& nk'kZfud rFkk

lkekftd&vkfFZkd vkSj lkaLÑfrdA buesa ls çR;sd Js.kh dks nks [kaMksa esa foHkkftr fd;k x;k gSA

[kaM-I: bl [kaM esa fn;s x, x|k'kksa ds iz'uksa ds mÙkj foLr`r O;k[;k lfgr fn;s x, gSa rkfd

vki x|k'kksa ds iz'uksa ds mÙkj nsus ds rjhds dks le> ldsaA

[kaM-II: bl [kaM esa fn;s x, x|k'kksa ds iz'uksa ds mÙkj fcuk O;k[;k ds gh fn;s x, gSaA ;s iz'u

vkids fy;s vH;kl gsrq fn;s x, gSaA vkidks buds mÙkj [kaM-I esa fn, x, mÙkjksa (O;k[;k lfgr)

dh le> ds vk/kj ij gh nsus gSaA

Note: The booklet is divided into two categories such as- Philosophical, Socio-

Economic & Cultural. Each category is divided into two parts.

Section-I: In this section answers are given in detail for the given passages, so you

can understand the method of answering the questions from the passage.

Section-II: In this section answers for the given passages are without details. These

are for your practice. You have to answer these questions on the basis of answers

given in section-I.

.

DLP fo"k; lwph (Contents)

1- nk'kZfud

[kaM-I (mÙkj O;k[;k&lfgr) 5 – 20

[kaM-II 21 – 30

2- lkekftd&vkfFkZd vkSj lkaLÑfrd

[kaM-I (mÙkj O;k[;k&lfgr) 31 – 76

[kaM-II 77 – 124

3- ;wih,llh izkjafHkd ijh{kk&2011

(mÙkj O;k[;k&lfgr) 125 – 142

4- ;wih,llh izkjafHkd ijh{kk&2012

(mÙkj O;k[;k&lfgr) 143 – 164

5- ;wih,llh izkjafHkd ijh{kk 2013

(mÙkj O;k[;k&lfgr) 165 – 179

nk'kZfud (Philosophical)

Part-I

funsZ'k% fuEufyf[kr x|ka'kksa dks è;kuiwoZd i<+sa rFkk buds uhps fn;s gq, iz'uksa ds mÙkj nsaA

x|ka'k – 1

nqfoèkk D;k gS\ izFke n`"V;k ;g Li"V ugha gksrk gS fd ¶uSfrd nqfoèkk¸ 'kCnkoyh ,d gh rjg dh dqN ,slh ifjfLFkfr;ksa dh igpku djrh gS] ftudh fo'ks"krk,¡ ,d leku gksrh gSaA vc rd ge ,d udkjkRed dlkSVh viukrs vk, gSa% uSfrd nqfoèkk ,d eg”k dfBu fu.kZ; ls fHkUu gSA nqfoèkk dh fLFkfr esa dfBukbZ ifjfLFkfr dh okLrfod izÑfr ls mRiUu gksrh gS] vkSj Kku vFkok uSfrd Kku dh deh ek=k ds pyrs gesa bldk lkeuk djuk iM+rk gSA

;g lR; gS fd] vke cksypky esa gekjk #>ku nqfoèkk 'kCnkoyh dks fdlh Hkh ,sls fu.kZ; ds fy;s iz;ksx djus ds izfr gksrk gS] tgk¡ ge bl ckr dks ysdj vk'oLr ugha gksrs gSa fd nks fodYiksa esa ls fdldk pquko djuk gS_ nwljs 'kCnksa easa ;g ^dfBu fu.kZ;* dk lekukFkhZ izrhr gksrh gSA tcfd] tSlk fd ge ns[krs gSa fd fdlh ,d O;fDr ds fy;s tks tfVy gS] ogh fdlh vU; O;fDr] ftldk uSfrd cksèk vfèkd etcwr gS] ds fy;s vfèkd Li"V ,oa vklku gks ldrk gSA ;fn dksbZ O;fDr fdlh dfBu fu.kZ; dks nqfoèkk* ekuus ij cy nsrk gS] rks ,sls yksxksa dks nqfoèkk dh fofoèkrk ds fy;s ,d ,sls 'kCn dh vko';drk gksrh gS] tks ml O;fDr ds vius fnekx dh mit u gks] cfYd lekt esa fdlh okLrfod fLFkfr ds fy;s O;kid :i ls iz;ksx fd;k tkus okyk 'kCn gksA nqfoèkk ds ,d vkn'kZ mnkgj.k ds :i esa] ,d dk;Z A dks djus dk vfu;af=kr izÑfr dk ekeyk gS] rks nwljk dk;Z B dks djus dk Hkh ,d vfu;af=kr izÑfr dk ekeyk gSA ysfdu rkfdZd :i ls A vkSj B nksuksa dks gh djuk vlaHko gSA blls ;g ckr fudydj vkrh gS fd ;k rks fdlh ,d dk;Z dks jksdk tk ldrk gS] vFkok nksuksa dksA ;g ekuuk fd nksuksa gh ekeys (okLro esa) vfu;af=kr izÑfr ds gSa] bldk eryc gS fd dksbZ ,d dk;Z rks vfu;af=kr izÑfr dk gS& A vkSj B nksuksa gh ekeyksa dks ,d lkFk j[kdj ;g irk djuk fd rkfdZd :i ls D;k vlaHko gS% csodwiQh gSA

Instructions: Read the following passages

carefully and answer the questions given below it.

PASSAGE – 1

What is a dilemma? It is not clear at first sight that the term ‘ethical dilemma’ picks out a class of

situations which all share the same common

characteristics. So far we have offered a negative criterion: a moral dilemma is different from a merely difficult decision. In a dilemma, the difficulty arises from the very nature of the situation with which we

are faced rather than our mere lack of wisdom or

ethical knowledge.

It is true that, in ordinary speech, we are inclined

to use the term 'dilemma' for any decision where we

are uncertain which of two alternatives we should

choose; in other words, as synonymous for a ‘difficult decision’. However, as we have seen, what is

problematic to one person may be much clearer to

another person who has stronger moral perceptions or

insight. If someone insists on calling every difficult decision a ‘dilemma’, then they still need a word for

the variety of 'dilemma' which does not refer to

something merely subjective in the mind of the agent,

but rather denotes an objectively existing situation in

the world. In the ideal example of a dilemma, there is

an irresistable case for doing A, and also an irresistable

case for doing B. But it is logically impossible to do

both A and B. It follows that either one case can after

all be resisted, or both can. To assert that both cases

are (truly) irresistable would imply the existence of a

irresistable case – combining the cases for A and for

B – for seeking to do what is logically impossible: an

absurdity.

18 lhlSV

1. In the first paragraph it is written that dilemma arises due to nature of the situation, whereas in second paragraph it is written that sometimes uncertain decision or choosing between two alternative commonly known as difficult decision is mistaken as ‘dilemma’. Hence, (a) is the correct option.

2. Dilemma arises due to nature of the situation not due to lack of knowledge. Thus, 1 ruled out. It is written that what is problematic to one is clearer to another, Thus 2 is correct. Dilemma happens when there are two choices to be made and both are equally irresistible. Thus, 3 is correct if one is more lucrative over another, then it is not a dilemma. Hence, (c) is the correct option.

3. Both the Soldiers are sure about their positions therefore it is not dilemma, whereas doctor can use his skill only on one and both are his patients that makes him difficult to decide. Thus, 1 is correct and 2 is incorrect. Hence, (a) is the correct option.

4. Theme of the passage is centred around two concept ‘dilemma’ and ‘difficult decision’ and both are study are of decision making theory. Medical science is more about symptoms, disease and psychological journal are more about human behaviour and not how to take decisions. Philosophy journal may talk about reality, values, existene etc. which is not the theme of the passage. Hence, (d) is the best option.

5. Daniel Goleman argued that emotional intelligence can be at least as important as IQ in determining people life’s chances. He put forward understanding of human emotions as one of the skills. Thus, (c) is correct. He didn’t shown the importance or supremacy of emotional intelligence over intelligence quotient. Thus, (a) and (b) ruled out. Hence, (c) is the correct answer.

1. izFke ifjPNsn esa bldk mYys[k gS fd nqfoèkk] ifjfLFkfr dh izÑfr ds ifj.kkeLo:i mRiUu gksrh gS] tcfd f}rh; ifjPNsn esa ;g ckr fy[kh gS fd dHkh&dHkh vfuf'pr fu.kZ; vFkok nks fodYiksa esa ls fdlh ,d dk p;u djus dks lkekU;r% dfBu fu.kZ; ds :i esa tkuk tkrk gS] xyrh ls bls ^nqfoèkk* eku ysrs gSaA vr% fodYi (a) lgh gSA

2. nqfoèkk ifjfLFkfr dh izÑfr ds ifj.kkeLo:i mRiUu gksrh gS] u fd Kku dh deh lsA vr% dFku 1 dh laHkkouk ugha gSA bldk Hkh mYys[k gS fd tks fdlh ,d ds fy;s tfVy gS] ogh fdlh vU; ds fy;s lgt gksrk gSA vr% dFku 2 lgh gSA nqfoèkk ogk¡ mRiUu gksrh gS] tgk¡ nks fodYiksa esa ls fdlh ,d dk p;u djuk gksrk gS] vkSj nksuksa gh vfu;af=kr izÑfr ds gksrs gSaA bl izdkj 3 lgh gS] ;fn ,d fodYi nwljs dh vis{kk vfèkd ykHkizn gS rks ;g nqfoèkk ugha gSA vr% fodYi (c) lgh gSA

3. pw¡fd nksuksa gh lSfud viuh fLFkfr;ksa ds izfr vk'oLr gSa] vr% ;g nqfoèkk ugha gS] pw¡fd MkWDVj fdlh ,d ejht ij gh viuh n{krk dk iz;ksx dj ldrk gS] tcfd nksuksa gh mlds ejht gSa vkSj ;gh ckr mlds fy;s tfVyrk mRiUu djrh gSA vr% dFku 1 lgh vkSj dFku 2 xyr gS] bl izdkj fodYi (a) lgh gSA

4. x|ka'k dh fo"k;oLrq nks ladYiukvksa ^nqfoèkk* vkSj ^dfBu fu.kZ;* ij dsafær gS] vkSj nksuksa gh fu.kZ;u fl¼kar ds vè;;u {ks=k ls lacafèkr gSaA fpfdRlk foKku cgqr dqN chekjh ds y{k.kksa ,oa chekjh ls lacafèkr gksrk gSA euksfoKku ds tuZy dk lacaèk ekuo O;ogkj ls gksrk gS u fd blls fd fu.kZ; dSls fy;k tk,A n'kZu'kkL=k ds tuZy esa ;FkkFkZ] ewY;ksa] vfLrÙo vkfn dh ppkZ gksrh gS] tks x|ka'k dh fo"k;oLrq ugha gSA vr% fodYi (d) gh loksZÙke gSA

5. Msfu;y xksyeu dk rdZ Fkk fd yksxksa ds thou voljksa dks fuèkkZfjr djus esa HkkoukRed ckSf¼drk de ls de cqf¼yfCèk ftruh egÙoiw.kZ rks gks gh ldrh gSA mUgksaus ekuoh; Hkkoukvksa dh le> dks ,d dkS'ky ds :i esa izLrqr fd;kA vr% (c) lgh gSA mUgksaus cqf¼yfCèk ds mQij HkkoukRed ckSf¼drk ds egÙo ,oa izeq[krk dks LFkkfir ugha fd;kA vr% (a) vkSj (b) dh rks laHkkouk gh ugha curhA bl izdkj (c) gh lgh mÙkj gSA

iz'uksa ds gy

21cks/xE;rk (f}Hkkf"kd)

Instructions: Read the following passage

carefully and answer the questions given below it.

PASSAGE – 1

"Economists, ethicists and businessmen persuade

us that honesty is the best policy, but their evidence

is weak. We hope to find data that would support their theories and thus perhaps, encourage higher standards

of business behaviour. To our surprise, our pet theories

fail to stand up. Treachery, we find, can pay. There is no compelling economic reason to tell the truth or

keep one’s word. Punishment for the treacherous in

the real world is neither swift nor sure.

Honesty is, in fact, primarily a moral choice.

Business people do tell themselves that, in the long

run, they will do well by doing good. But there is little

factual or logical basis for this conviction. Without

values, without a basic preference for right over

wrong, trust based on such self-delusion would

crumble in the fact of temptation. Most of us choose

virtue because we want to believe in ourselves and

have other’s respect and belief in us.

And for this, we should be happy. We can be

proud of a system in which people are honest because

they want to be, not because they have to be.

Materially, too, trust based on morality provides great

advantages. It allows us to join in great and exciting

enterprises that we could never undertake if we relied

on economic incentives alone.

Economists tell us that trust is enforced in the

market place through risk of reputation. If you violate

trust, your victim is apt to seek revenge and others are

likely to stop doing business with you, at least under

favourable terms. A man or woman with a reputation

for fair dealing will prosper. Therefore, profit

maximizers are honest. This sound plausible enough

until you look for concrete examples. Cases that

funsZ'k% fuEufyf[kr x|ka'k dks è;kuiwoZd i<+sa rFkk blds uhps fn;s gq, iz'uksa ds mÙkj nsaA

x|ka'k&1

^^vFkZ'kkL=kh] uhfr'kkL=kh vkSj O;kikjh gesa fo'okl fnykus dk iz;kl djrs gSa fd bZekunkjh loksZÙke uhfr gS] ysfdu mudk izek.k det+ksj gSA ge ,sls vk¡dM+ksaa dks izkIr djus dh vk'kk djrs gSa tks muds fl¼karksa dks leFkZu nsa vkSj laHkor% O;kikj&O;ogkj ds mPp ekudksa dks izksRlkfgr djsaA gekjs fy;s vk'p;Z dh ckr ;g gS fd gekjs ilanhnk fl¼kar fVds jgus esa vliQy gSaA ge ns[krs gSa fd Ny&diV ykHk igq¡pk ldrk gSA lR; cksyus ,oa viuk opu fuHkkus dk dksbZ Bksl vkfFkZd dkj.k ugha gSA O;ogkj&txr esa Ny&diV ds fy;s n.M u rks rqjar feyrk gS] u gh lqfuf'pr gSA

lgh ek;us esa bZekunkjh] izkFkfed :i ls] ,d uSfrd p;u gSA O;kikjh yksx vius vki ls dgrs gSa fd yEcs le; esa os lgh djds gh vPNk djsaxsA ysfdu bl èkkj.kk ds fy;s rF;kRed ,oa rkfdZd vkèkkj cgqr de gSA xgjs ewY;ksa ds fcuk] xyr ds LFkku ij lgh ds i{k esa ewyHkwr izkFkfedrk ds fcuk vius izfr Hkzked èkkj.kkvksa ij fVdk fo'okl izyksHkuksa dh fLFkfr esa VqdM+s&VqdM+s gks tk,xkA geesa ls vfèkdka'k yksx ln~xq.kksa dks blfy;s pqurs gSa D;ksafd ge [kqn esa fo'okl j[kuk pkgrs gSa vkSj nwljksa dk lEeku vkSj fo'okl gkfly djuk pkgrs gSaA

vkSj blds fy;s] gesa izlUu gksuk pkfg;sA ge ,d ,slh O;oLFkk ij xoZ dj ldrs gSa ftlesa yksx blfy;s bZekunkj gSa D;ksafd os ,slk cuuk pkgrs gSa] u fd blfy;s fd mUgsa ,slk cuuk iM+rk gSA HkkSfrd txr esa Hkh] uSfrdrk ij vkèkkfjr fo'okl vR;fèkd ykHk iznku djrk gSA ;g gesa dbZ egku vkSj mRlkgtud m|eksa esa 'kkfey gksus dh vuqefr nsrk gS ftUgsa dsoy vkfFkZd mRiszjdksa ij fuHkZj jgdj ge dHkh Hkh vkjaHk ugha dj ldrs FksA

vFkZ'kkL=kh gesa crkrs gSa fd ckt+kj esa izfr"Bk ds [krjs ds ekè;e ls fo'okl dks cy izkIr gksrk gSA ;fn vki fo'okl rksM+rs gSa rks ihfM+r O;fDr vkils cnyk ysus dks lgh ekurk gS vkSj vklkj curs gSa fd vU; yksx] de ls de vuqowQy ifjfLFkfr;ksaa esa] vkids lkFk O;kikj djuk can dj nsaA lkiQ&lqFkjs O;ogkj ds fy;s izfrf"Br iq#"k ,oa efgyk le`¼ cu tkrs gSaA blfy;s] vfèkdre ykHk dekus okys bZekunkj gksrs gSaA tc rd ge etcwr mnkgj.k u [kkstus yxsas] rc rd ;g ckr dkiQh fo'oluh; yxrh gSA

Part-II

funsZ'k% fuEufyf[kr x|k'kksa dks è;kuiwoZd i<+sa rFkk bu ij vkèkkfjr iz'uksa ds mÙkj nsaA

x|ka'k – 1

fo'o ds yxHkx 10 izfr'kr vkfFkZd lalkèku LokLF; lacaèkh ns[kjs[k ds fy;s lefiZr gSaA ysfdu dqN ns'k lkoZtfud LokLF; ds fy;s vfèkd lalkèkuksa dk mi;ksx D;ksa djrs gSa\ leku Lrj ds lalkèkuksa dk mi;ksx djds dqN ns'k vU; dh vis{kk csgrj LokLF; ifj.kke D;ksa vftZr djrs gSa\ bl izkFkfed tk¡p&iM+rky esa] fofHkUu ns'kksa ds chp LokLF; ij lkoZtfud ,oa futh O;; ds Lrj esa vkSj muds }kjk vftZr LokLF; ifj.kkeksa ds Lrj esa fo|eku varj dk ijh{k.k djus ds fy;s ge fo'o LokLF; laxBu (MCY;w-,p-vks-) ds u, vk¡dM+ksa ,oa ekin.Mksa dk iz;ksx djsaxsA ge ikrs gSa fd fujaoqQ'krk] u`tkrh; fofoèkrk vkSj fu;fer varjkZ"Vªh; ;q¼fLFkfr LokLF; ds fy;s lkoZtfud lalkèkuksa ds vkoaVu dh ek=kk dks grksRlkfgr djrs gSaA ge ;g Hkh ns[krs gSa fd vleku ,oa fofoèkrkiw.kZ lektksa esa futh O;; vfèkd gksrk gS] vkSj bu ns'kksa ds leku vk; Lrj okys ysfdu vfèkd lekurkiw.kZ ns'kksa dh vis{kk bu ns'kksa dk oqQy LokLF; O;; cgqr de gksrk gSA blds vfrfjDr ge ikrs gSa fd lHkh ckrsa leku jgrs gq, Hkh] ,sls ns'k tgk¡ rs”kh ls vkS|ksxhdj.k gks jgk gks vFkok ogk¡ dHkh x`g;q¼ gqvk gks] mudk LokLF; dk Lrj detksj gksrk gSA

vkuqoaf'kd o`fÙk] i;kZoj.kh; n'kkvksa] vkSj LokLF; lqfoèkkvksa rd igq¡p] blds vykok vk;q] fyax] vk; Lrj vkSj ns'k ds vkèkkj ij ekuo LokLF; esa vR;fèkd varj ns[kus dks feyrk gSA dqN yksx 'kkafriwoZd nh?kZ ,oa LoLFk thou thrs gSa_ tcfd cgqr ls yksx chekjh vFkok pksV dh otg ls gqbZ v{kerk ds pyrs vR;ar NksVh ,oa cksf>y f”kanxh thrs gSaA ns'k Lo;a gh LFkwy izHkkoksa dks lesVs gq, gksrk gS] ftuesa jktuhfrd 'kklu] LokLF; ds fy;s lkoZtfud ,oa futh lalkèkuksa ds vkoaVu dk fu.kZ;] ns'k esa vk; ds forj.k ds lkFk&lkFk mldk Lrj] uxjhdj.k] ns'k esa iztkrh;] Hkk"kkbZ] vFkok èkkfeZd lewgksa dh fo'ks"kkfèkdkj izkIr vFkok fu%'kDr fLFkfr rFkk ns'k esa gq, fgald ukxfjd la?k"kZ vFkok iM+kslh jkT;ksa ls lSU; [krjs 'kkfey gSaA buesa ls dqN izHkko

Instructions: Read the following passages

carefully and answer the questions given below it.

PASSAGE – 1

Nearly 10 percent of the world’s economic

resources are devoted to health care. But why do

certain countries devote more resources to public

health? Why are some countries better than others at

achieving tangible health outcomes using the same

level of economic resources? In this preliminary

investigation, we use new data and measures from the

World Health Organization (WHO) to examine cross-

national variation first in the level of public and private expenditures on health, and then in the level of

achievement of health outcomes. We find that

autocracy, income inequality, ethnic heterogeneity,

and persistent international hostilities significantly depress the amount of public resources allocated to

health care. We also find that while private expenditures tend to be higher in unequal and heterogeneous

societies, total health expenditures still fall far short

of those in countries with similar income levels but

that are more equal and homogenous. We further find, all other things equal, that countries that are rapidly

urbanizing or have experienced a civil war tend to

have poorer health.

The health of humanity varies enormously: by

genetic endowment, environmental conditions, and

access to health care; by age, gender, income level,

and country. Some people live long healthy lives in

peace and affluence; many others’ lives are briefer and burdened by major disabilities from disease or injury,

“Country” is itself a catch-all of macro-influences, including type of political regime, decisions to devote

public and private resources to health, the distribution

as well as the level of income within the country,

urbanization, the privileged or unempowered position

of racial, linguistic, or religious groups in the country,

and the state’s experience of violent civil conflict or military threats from neighboring states. Some of these

lkekftd&vkfFkZd vkSj lkaLÑfrd (Socio-Economic and Cultural)

Part-I

77cks/xE;rk (f}Hkkf"kd)

funsZ'k% fuEufyf[kr x|k'kksa dks è;kuiwoZd i<+sa rFkk bu ij vkèkkfjr iz'uksa ds mÙkj nsaA

x|ka'k – 1

^^Hkkjr esa ckSf¼d laink vfèkdkjksa dh O;oLFkk esa varfuZfgr vkSfpR; vFkok bldk nk'kZfud vkèkkj rhu ewy mís';ksa esa lfEefyr gSA igyk] ;g ,d vksj mRikndksa ds vkSj nwljh vksj miHkksDrkvksa ds fgrksa ds chp larqyu lkèkuk pkgrk gS] vFkkZr~ muds tks oSKkfud Kku vFkok uokpkj dk fodkl djrs gSa rFkk muds] tks muls O;qRiUu oLrqvksa vFkok lsokvksa dk mi;ksx djrs gSa] ds chp larqyu lkèkuk pkgrk gSA dgus dh vko';drk ugha fd izR;sd ns'k ;gh iz;kl djrk gS] ijUrq larqyu dgk¡ igq¡prk gS& ;g fodkl ds Lrj ij fuHkZj djrk gSA blfy;s] bl lanHkZ esa vFkZO;oLFkk esa vk; dk Lrj rFkk lekt esa fodkl dh voLFkk fo'ks"kdj egÙoiw.kZ gSaA

dqN oLrqvksa dks isVsaV ds {ks=k ls ckgj j[kus dk rdZ blh mís'; ls vuqlfjr gSA ckxokuh rFkk Ñf"k dh fofèk;ksa rFkk Hkkstu dks blls ckgj j[kk x;k gS D;ksafd cgqr cM+s vuqikr esa tula[;k viuh thfodk ds fy;s Ñf"k ij fuHkZj gS rFkk xjhcksa dh Hkkstu rd ds fy;s Ø;&{kerk de gS_ tcfd nok,¡ rFkk fpfdRlk blfy;s ckgj gSa D;ksafd djksM+ksa yksxksa dh ewyHkwr LokLF; lqfoèkkvksa rd igq¡p gh ugha gSA

f}rh;] ;g Kku&èkkjdksa ;k uokpkfj;ksa ds fy;s iqjLdkj lqfuf'pr djus dk iz;kl djrk gS] ysfdu lkFk gh lkFk ,dkfèkdkjh ykHkksa vFkok mu v¼Z&fdjk;ksa (Quasi-rents) dks lhfer djus dk Hkh y{; j[krk gS] tks ml bdkbZ }kjk v£tr fd;k tk ldrk gS tks izkS|ksfxdh dk okf.kT;hdj.k vFkok oSKkfud Kku dks ,d ckt+kj&mRikn dss :i esa ifjofrZr djrh gSA vfuok;Z ykblSaflax dk ;gh rdZ gSA isVsaV vfèkfu;e esa nks ewy fl¼kar gSa% isVsaV vkfo"dkjksa dks izksRlkfgr djus ds fy;s rFkk ;g lqfuf'pr djus ds fy;s fd vkfo"dkj Hkkjr esa O;kogkfjd iz;ksx esa vkrs gSa] ds fy;s iznku fd;s tkrs gSa; rFkk isVsaV dsoy isVsaV djkus okyksa dks isVsaV mRiknksa ij ,dkfèkdkj dk ykHk mBkus ds fy;s iznku ugha fd;s tkrs gSaA

rhljs] ;g ,d ,sls okrkoj.k ds fuekZ.k dk iz;kl djrh gS tks ekStwnk rduhdksa ds izlkj esa rFkk ubZ rduhdksa ds fodkl esa lgk;d gks] D;ksafd izkS|ksfxdh ,sls lekt ds

Instructions: Read the following passages

carefully and answer the questions given below it.

PASSAGE – 1

"The implicit rationale for or the philosophical

foundation of the intellectual property rights system

in India is embodied in three underlying objectives.

First, it seeks to strike a balance between the interests

of producers on the one hand and consumers on the

other, that is, those who develop the scientific

knowledge or innovate and those who use the goods

or services derived there from. Needless to say, every

country attempts the same, but where the balance is

reached depends on the level of development. The

levels of income in the economy and the stage of

development in the society are thus particularly

important in this context.

The logic of exclusions from patentability follows

from this objective. Methods of horticulture and

agriculture, as also food, are excluded because such

a large proportion of the population is dependent on

agriculture for a livelihood and the purchasing power

of poor even for food is limited, while drugs and

medicines are excluded because millions do not have

access to basic health care.

Second, it endeavors to ensure rewards for the

owners of knowledge or the innovators but, at the

same time, aims to place a limitation on the monopoly

profits or the quasi-rents which may be appropriated by the entity that commercializes the technology or

transforms the scientific knowledge into a marketable product. This is the logic of compulsory licensing.

There are two underlying principles set out in the

Patent Act: patents are granted to encourage inventions

and to secure that the inventions are worked in India

and patents are not granted merely to enable patentees

to enjoy a monopoly for the importation of the

patented article.

Third, it attempts to create an environment which

is conducive for the diffusion of existing technologies and the development of new technologies, in so far as

technology is a basic determinant of development in

Part-II

fuEufyf[kr 27 (lÙkkbl) iz'uka'kksa ds fy;s funsZ'k% fuEufyf[kr lkr ys[kka'kksa esa ls çR;sd dks if<+;s vkSj muds mijkar fn;s x, ç'uka'kksa ds mÙkj nhft;sA bu ç'uka'kksa ds vkids mÙkj dsoy ys[kka'kksa ij gh vkèkkfjr gksus pkfg;saA

ys[kka'k-1

lekos'kh lao`f¼ dh çkfIr ds fy;s jkT; dh Hkwfedk ij iqufoZpkj dh xaHkhj vko';drk gSA ljdkj ds vkdkj ds fo"k; esa vFkZ'kkfL=k;ksa ds chp gqbZ vkjafHkd cgl Hkzked gks ldrh gSA le; dh vko';drk gS fd ,d lkeF;Zdkjh ljdkj gksA jkT; lHkh vko';drkvksa dh iwfrZ dj lds] ;g Hkkjr jk"Vª ds fo'kky vkSj tfVy Lo:i dks ns[krs gq, vklku ugha gSA ljdkj lHkh vfuok;Z oLrqvksa dk mRiknu djs] lHkh vko';d ukSdfj;ksa dk l`tu djs] vkSj lHkh oLrqvksa dh dherksa ij fu;a=k.k j[ks] ,slh vis{kk fo'kky cksf>y ukSdj'kkgh vkSj O;kid Hkz"Vkpkj dh vksj ys tk,xhA

y{; ;g gksuk pkfg;s fd jk"Vª ds laLFkkidksa us ftl lekos'kh lao`f¼ dk mís'; j[kk Fkk] ge mlds lkFk cus jgsa vkSj lkFk gh blds çfr ,d vis{kkÑr vfèkd vkèkqfud n`f"Vdks.k viuk,¡ fd jkT; ;FkkFkZr% D;k çnku dj ldrk gSA

;gh ,d lkeF;Zdkjh jkT; ds fopkj dh vksj ys tkrk gS] vFkkZr~] ,d ,slh ljdkj tks ukxfjdksa dks mudh vko';drk dh gj ph”k dh çR;{kr% iwfrZ djus dk ç;kl ugha djrhA cfYd] (1) og ck”kkj ds fy;s ,d lkeF;Zdkjh yksdkpkj dk l`tu djrh gS rkfd O;f"Vd m|e iQy&iwQy lds] vkSj ukxfjd] vfèkdka'k Hkkx ds fy;s] ,d&nwljs dh vko';drkvksa ds fy;s çkoèkku dj ldsa_ vkSj (2) og ,sls yksxksa dh enn ds fy;s vkxs vkrh gS tks Lo;a viuh csgrjh ugha dj ikrs] D;ksafd dSlh Hkh O;oLFkk D;ksa u gks] dqN yksx ges'kk ,sls gksrs gSa ftUgsa lgkjs vkSj enn dh vko';drk gksrh gSA vr% gesa ,d ,slh ljdkj dh ”k:jr gS tks ck”kkj ds ekeys esa çHkkoh] çksRlkgu&vuqdwy fu;e LFkkfir djs vkSj U;wure gLr{ksi djrh gqbZ gkf'k;s ij cuh jgs] vkSj lkFk gh lkFk] fuèkZuksa dks f'k{kk vkSj LokLF; dh cqfu;knh lqfoèkk,¡ rFkk i;kZIr iks"k.k vkSj vkgkj dh miyCèkrk lqfuf'pr djrs gq, mudh çR;{k lgk;rk djus esa egÙoiw.kZ Hkwfedk fuHkk,A

Directions for the following 27 (Twenty-seven) items:

Read each of the following seven passages and answer

the items that follow. Your answers to these items

should be based on the passages only.

PASSAGE–1

For achieving inclusive growth there is a critical

need to rethink the role of the State. The early debate

among economists about the size of the Government

can be misleading. The need of the hour is to have an

enabling Government. India is too large and complex

a nation for the State to be able to deliver all that is

needed. Asking the Government to produce all the

essential goods, create all the necessary jobs, and keep

a curb on the prices of all goods is to lead to a large

cumbersome bureaucracy and widespread corruption.

The aim must be to stay with the objective of

inclusive growth that was laid down by the founding

fathers of the nation and also to take a more modern

view of what the State can realistically deliver.

This is what leads to the idea of an enabling State,

that is, a Government that does not try to directly

deliver to the citizens everything that they need.

Instead, it (1) creates an enabling ethos for the market

so that individual enterprise can flourish and citizens can, for the most part, provide for the needs of one

another, and (2) steps in to help those who do not

manage to do well for themselves, for there will always

be individuals, no matter what the system, who need

support and help. Hence we need a Government that,

when it comes to the market, sets effective, incentive-compatible rules and remains on the sidelines with

minimal interference, and, at the same time, plays an

important role in directly helping the poor by ensuring

that they get basic education and health services and

receive adequate nutrition and food .

;wih,llh izkjafHkd ijh{kk 2011

fuEufyf[kr 32 (cÙkhl) iz'uka'kksa ds fy;s funsZ'k%

fuEufyf[kr vkB ifjPNsnksa dks if<+;s vkSj mlds mijkar çR;sd ifjPNsn ds vkèkkj ij fn;s ç'uka'kksa ds mÙkj nhft;sA bu ç'uka'kksa ds vkids mÙkj dsoy ifjPNsnksa ij gh vkèkkfjr gksus pkfg;sA

ifjPNsn&1

f'k{kk dk] fuLlansg] ,d egÙoiw.kZ dk;Zijd] uSfefÙkd rFkk mi;ksfxrkoknh vk;ke gksrk gSA ;g rc mn~?kkfVr gksrk gS tc dksbZ bl rjg ds ç'u iwNs] tSls fd ^f'k{kk dk ç;kstu D;k gS\* cgqèkk blds mÙkj gksrs gSa] jks”kxkj@ÅèoZxkeh xfr'khyrk ds fy;s vgZrk,¡ vftZr djuk*] ^vkSj O;kid@mPprj (vk; ds lanHkZ esa) volj çkIr djuk*] ^jk"Vªh; fodkl gsrq fofoèk {ks=kksa esa çf'kf{kr tu&'kfDr dh vko';drkvksa dh iwfrZ djukA ijarq vius xgure vFkZ esa f'k{kk uSfefÙkd ugha gSA dgus dk vk'k; ;g gS] fd bldk Lo;aek=k ls ijs vkSfpR; ugha crk;k tk ldrk] D;ksafd ;g vkSipkfjd dkS'kyksa ;k dfri; fuf'pr okafNr euksoSKkfud& lkekftd xq.kksa ds vtZu dh vksj ys tkrh gSA ;g Lo;a esa gh leknj.kh; gSA bl rjg f'k{kk dksbZ oLrq ugha gS ftls vftZr dj] ;k ftlls Lo;a dks laiUu dj] rRi'pkr mldk bLrseky fd;k tk,] cfYd ;g O;fDr;ksa rFkk lekt ds fy;s vifjfer egÙo j[kus okyh çfØ;k gS] ;|fi blesa vikj mi;ksx&ewY; gks ldrk gS vkSj gksrk gSA vr,o f'k{kk foLrkj.k ,oa :ikarj.k dh çfØ;k gS] fo|kfFkZ;ksa dks bathfu;jksa ;k MkWDVjksa esa cnyus ds vFkZ esa ugha] cfYd eu dks foLrkj.k ,oa ifjorZu&l`tu iks"k.k ,oa vkRe&foospukRed cksèk dk fodkl rFkk fopkj dh Lora=krk çnku djus ds vFkZ esaA ;g uSfrd&ckSf¼d fodkl dh vkarfjd çfØ;k gSA

1. vki f'k{kk ds uSfefÙkd* nf"Vdks.k ls D;k le>rs gSa\ (a) f'k{kk vius ç;k stuk s a es a dk;Zijd o

mi;ksfxrkoknh gSA

(b) f'k{kk dk mís'; ekuoh; vko';drkvksa dh iwfrZ gSA

(c) f'k{kk dk ç;kstu ekuo cqf¼ dks çf'kf{kr djuk gSA

(d) f'k{kk dk mís'; uSfrd fodkl dh çkfIr gSA

Directions for the following 32 (Thirty-two) items:

Read the following eight passages and answer the

items that follow each passage. Your answers to these

items should be based on the passages only.

PASSAGE–1

Education, without a doubt, has an important

functional, instrumental and utilitarian dimension.

This is revealed when one asks questions such as 'what

is the purpose of education?'. The answers, too often,

are 'to acquire qualifications for employment/upward mobility', 'wider/higher (in terms of income)

opportunities', and 'to meet the needs for trained

human power in diverse field for national development'. But in its deepest sense education is not instrumentalist.

That is to say, it is not to be justified outside of itself because it leads to the acquisition of formal skills or

of certain desired psychological – social attributes. It

must be respected in itself. Education is thus not a

commodity to be acquired or possessed and then used,

but a process of inestimable importance to individuals

and society, although it can and does have enormous

use value. Education then, is a process of expansion

and conversion, not in the sense of converting or

turning students into doctors or engineers, but the

widening and turning out of the mind – the creation,

sustenance and development of self-critical awareness

and independence of thought. It is an inner process of

moral-intellectual development.

1. What do you understand by the 'instrumentalist'

view of education?

(a) Education is functional and utilitarian in

its purposes.

(b) Education is meant to fulfill human needs. (c) The purpose of education is to train the

human intellect.

(d) Education is meant to achieve moral

development.

;wih,llh izkjafHkd ijh{kk 2012

165cks/xE;rk (f}Hkkf"kd)

Directions for the following 23 (twenty three) items:

Read the following nine passages and answer the

items that follow each passage. Your answers to these

items should be based on the passages only.

PASSAGE -1

The subject of democracy has become severely

muddled because of the way the rhetoric surrounding

it has been used in recent years. There is, increasingly,

an oddly confused dichotomy between those who want

to ‘impose’ democracy on countries in the non-

Western world (in these countries' ‘own interest’, of

course) and those who are opposed to such ‘imposition’

(because of the respect for the countries' 'own ways’).

But the entire language of ‘imposition’, used by both

sides, is extraordinarily inappropriate since it makes

the implicit assumption that democracy belongs

exclusively to the West, taking it to be a quintessentially

'Western' idea which has originated and flourished only in the West.

But the thesis and the pessimism it generates

about the possibility of democratic practice in the

world would be extremely hard to justify. There were

several experiments in local democracy in ancient

India. Indeed, in understanding the roots of democracy

in the world, we have to take an interest in the history

of people participation and public reasoning in

different parts of the world. We have to look beyond thinking of democracy only in terms of European and

American evolution. We would fail to understand the

pervasive demands for participatory living, on which

Aristotle spoke with far-reaching insight, if we take

democracy to be a kind of a specialized cultural

product of the West.

It cannot, of course, be doubted that the

institutional structure of the contemporary practice of

democracy is largely the product of European and

American experience over the last few centuries. This

is extremely important to recognize since these

developments in institutional formats were immensely

innovative and ultimately effective. There can be little doubt that there is a major 'Western' achievement here.

fuEufyf[kr 23 (rsbZl) iz'uka'kksa ds fy;s funsZ'k% fuEufyf[kr ukS ifjPNsnksa dks if<+;s vkSj muds uhps vkus okys iz'uka'kksa ds mÙkj nhft,A bu iz'uka'kksa ds vkids mÙkj dsoy bu ifjPNsnksa ij gh vkèkkfjr gksus pkfg;sA

ifjPNsn&1

gky ds o"kks± esa] yksdra=k ds fo"k; dks ysdj mlds vkl&ikl ftl izdkj ls 'kCnkMacj iz;qDr gq, gSa] mlds iQyLo:i ;g fo"k; vR;ar laHkzeiw.kZ gks x;k gSA xSj&if'peh fo'o ds ns'kksa ij yksdra=k ^vfèkjksfir* djus ds leFkZdksa (oLrqr% bu ns'kksa ds Lofgr* esa gh)] vkSj ,sls vfèkjksi.k* ds fojksfèk;ksa (mu ns'kksa ds ^vius rkSj&rjhdksa* ds fy;s leknj gksus ds dkj.k) ds chp ,d c<+rk gqvk] fofp=k :i ls Hkzkar f}Hkktu cu x;k gSA fdarq] bu nksuksa gh i{kksa ds }kjk iz;qDr ^vfèkjksi.k* dh iwjh Hkk"kk vlkèkkj.k :i ls vlaxr gS] D;ksafd blls ;g vLi"V èkkj.kk curh gS fd yksdra=k vuU; :i ls if'peh ns'kksa ls gh lacaèk j[krk gS] ;g ekurs gq,] fd ;g loksZRÑ"Vrk ls ^if'peh* fopkj gS tks dsoy if'pe esa gh tUek vkSj iQyk&iQwykA

fdarq bl vfHkèkkj.kk dks] vkSj blls fo'o esa yksdrkaf=kd izFkk dh laHkkouk ds ckjs esa tfur fujk'kkokn dks] vkSfpR;iw.kZ Bgjkuk cgqr dfBu gksxkA izkphu Hkkjr esa LFkkuh; yksdra=k ds vusd iz;ksx fd;s x, gSaA lpeqp] fo'o esa yksdra=k dh tM+ksa dks le>us ds fy;s gesa fo'o ds fofHkUu Hkkxksa esa gqbZ tu&lgHkkfxrk vkSj yksd&foospu ds bfrgkl esa :fp ysuh gksxhA ;wjksih; vkSj vesfjdh Øefodkl ds vkèkkj ij gesa ek=k yksdra=k ds fopkj.k ds ijs ns[kuk gksxkA ;fn ge yksdra=k dks if'pe dk ,d izdkj dk fo'ks"khÑr lkaLÑfrd mRikn eku ysa] rks vjLrw us nwjxkeh varnZf"V ds lkFk lgHkkxh thou dh ftu O;kid ekaxksa ds fo"k; esa ckr dh Fkh] mUgsa le>us esa ge vliQy gks tk,axsA

okLro esa bl ij lansg ugha fd;k tk ldrk fd yksdra=k dh ledkyhu izFkk dk lkaLFkkfud <k¡pk vfèkdka'k :i esa ;wjksi vkSj vesfjdk ds xr dqN 'krkfCn;ksa esa gq, vuqHkoksa dh nsu gSA bls igpkuuk vR;ar egÙoiw.kZ gS] D;ksafd lkaLFkkfud izk:iksa esa ;s fodkl vR;fèkd uoifjorZu'khy vkSj varr% izHkkoh gq,A blesa dksbZ la'k; ugha gks ldrk fd ;gk¡ ,d izeq[k ^if'peh* miyfCèk gSA

;wih,llh izkjafHkd ijh{kk 2013

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