KVS PRT Mock Test - 4 - KVS PGT/TGT/PRT MCQ

सही उत्तर "सामने" है।

• दिए गए विकल्पों में, 'सामने' शब्द 'समुच्चयबोधक अव्यय' नहीं है।
• 'सामने' शब्द 'सम्बन्धबोधक अव्यय' है।
• अन्य उदाहरण:

Key Points

• वे शब्द जिनमे लिंग, कारक, वचन, पुरुष आदि के कारण कोई विकार/ परिवर्तन उत्पन्न नहीं होता है, अव्यय शब्द कहलाते है।
• जैसे – आज, कब, इधर, किन्तु आदि।
• अव्यय के पांच भेद हैं –

जिसकी उतर गई लोई उसका क्या करेगा कोई- लोकोक्ति का सही अर्थ वाला विकल्प निर्लज्ज को किसी की परवाह नहीं होती होगा।

• वाक्य प्रयोग :- जब लोगों ने उसे बिरादरी से ख़ारिज कर दिया है अब वह खुलेआम आवारागर्दी कर रहा है सही कहा जाता है कि 'जिसकी उतर गई लोई तो क्या करेगा कोई’।

Key Points अन्य विकल्पों का विश्लेषण -

Additional Informationलोकोक्ति :- किसी विशेष स्थान पर प्रसिद्ध हो जाने वाले वाक्य को ‘लोकोक्ति’ कहते हैं।

• जब कोई पूरा कथन किसी प्रसंग विशेष में उद्धत किया जाता है तो लोकोक्ति कहलाता है। इसी को कहावत भी कहते है।
• लोकोक्ति शब्द दो शब्दों से मिलकर बना हैं – लोक + उक्ति = लोकोक्ति
• अर्थात ऐसी उक्ति जो किसी क्षेत्र विशेष में किसी विशेष अर्थ की ओर संकेत करती हैं लोकोक्ति कहलाती हैं। लोकोक्तियों को कहावत, सुक्ति आदि नामों से जाना जाता हैं।

Hence, option D is correct.

From statement I alone, we don’t get the answer.

From statement II alone, Q is sitting 2nd to the left of T. T is facing P. The number of friends sitting between P and Q is same as the number of friends sitting between P and W.

From statement II alone, we don’t get the answer.

Combining both statement I and II, we get,

From statements I and II together, we don’t get the answer.

Hence, option ‘D’ is correct.

A good quality Early Childhood Care and Education (ECCE) programme engages young children in a variety of theme-based experiences, inspiring them to explore their immediate world. Theme based integrated ECCE programmes create activities and experiences around an idea or theme and offer many opportunities where young children learn in enabling environments that are stimulating, emotionally supportive and inclusive. Theme based learning nurtures holistic development in every child and empowers them to use their capacities to become successful learners.  

Key Points

The purpose of evaluation at the preschool stage is not to label a child as ‘pass’ or ‘fail’. The program evaluation team should take the following steps first as it begins the process of conducting a comprehensive evaluation of an early childhood program-

• Reviewing the program's current philosophy-
  • Such studies yield requisite data and background information about learners including their instructional needs. These needs, which emerge from such field studies, are called the felt needs of that particular learner group. Reviewing teachers and employers can also help to indicate what they perceive to Existing data analysis: be the needs of certain learner groups. 
• Goals- 
  • National and social goals as enshrined in the 8 constitutions, policy documents and articulated by National Education Policies, social actions, religious and cultural groups influence curriculum, For instance, Course Design: Basics if the societal goals are to promote values like curriculum development & to give it due consideration. 
• Objectives- In general, educational objectives serve various purposes. Important among them are as follows:
  • Objectives help us to define and indicate the general direction of the curriculum.
  • Objectives help us to define, select and concretize the final shape, size structure, sequence and relevance of curricular content and coursewares for particular groups of learners and for specific levels of instruction.  

Thus from the above-mentioned points it is clear that reviewing the program's current philosophy, goals, and objectives are the steps should a program evaluation team take first as it begins the process of conducting a comprehensive evaluation of an early childhood program.

'The timetable is a necessary tool for the efficient working of a school. It is really a mirror that reflects the entire educational program of the school. "It is the timetable that supplies the framework within which the work of the school proceeds. 

Key Points

Principles of Timetable Construction: Relative importance and difficulty of subjects:

• The distribution of time and periods among the various school subjects is a matter of great importance. Each subject should be provided in the timetable according to its importance, which, of course, is determined by academic, social, economic as well as by the future needs of the pupils.
• There is also the consideration of the relative difficulty of subjects. Thus, more time in secondary schools is given to Mathematics and English, not because they are more important but because they are considered difficult.
• In junior basic schools, more time is devoted to reading, writing, Arithmetic, and Craft because of their difficult nature, as compared to Science.
• Similarly, the number of subjects, combination of subjects provided, and the number of elective groups introduced in a particular higher secondary school must also be taken into consideration while framing a suitable timetable.

Hence, it is clear that 'Importance and difficulty of subject' is the most appropriate principle of timetable construction that strengthens the teaching-learning process.

Hint

Factors that limit freedom in the design of school timetable:

• Restricted time is a time determined by superior authorities over which the head has no control.
• Lack of public utilities: This can restrict the timetable, for example, no electricity can mean no evening work; a lack of water supply can affect Art, Science, Agriculture and Home Economics.
• Traditional attitudes: These can militate against the innovative use of resources that would add to the school's efficiency, such as how the school hall is used, and the time of registration and assembly.

A community is a social group determined by geographical boundaries and/or common values and interests. Its members know and interact with each other. It functions within a particular social structure and exhibits and creates certain norms and values, and social institutions.

Key Points

• Community Engagement in education can be acknowledged as a key driving force that has influenced the efforts of eliminating the problems and hindrances in the path of providing quality education for the education deprived. 
• Though it is a known fact that problems like low school enrollment are the reason for a large chunk of the community being education deprived. But it is not the root cause, neither it is the solution. It is barely an observation that can lead us to the solution. Here low school enrollment indicates that school is still beyond reach, either physically or financially for many of those who need it. 
• Successful engagement of the community as a provider of education can open multiple service channels of education for the deprived students. 
• Involvement of the community can facilitate better school management as it will increase the accountability at a community level for quality education. 
• The indulgence of community in education will ensure the preservation of cultural heritage and history through the learning channel and would create a coherence between the culture and the subjects. This synchronization of community with education will help in the better contribution of local human resources and would parallelly be productive for the community as well.

Thus, it is concluded that community engagement refers to the establishment of sustainable relationships with the local community to improve students learning and wellbeing and assists students to understand their role in the broader community.

Hint

• ​Community participation is an active process of working groups to define the needs of the community. This takes place based on dialogue, sharing of understanding, and ensuring that the needs that are acted upon are based on informed decision-making and represent the interest of all sections of the community.
• Socialization is a process of learning the rules, habits, and values of a group to which a person belongs whether it is family, friends, colleagues or any other group. It is the process by which a child slowly becomes aware of her/himself as a member of a group and gains knowledge about the culture of the family and also the society into which she/he is born.

Development is a lifelong process that occurs in various domains, such as physical development, social development, emotional development, cognitive development, etc. 

Key Points

• Anxiety, stress and fatigue influence emotional development. 
• Fatigue has a direct relationship with emotions. When tired, people generally feel frustrated when talked to. 
• Anxiety is the major outcome of imbalances in emotional well-being. 
• Stress about a particular thing majorly impacts the emotional area of development. 
• Although stress can harm the physical health of an individual. 
• It can result in improper emotional development. 

Thus, it can be concluded option C is the correct answer.  

Childhood begins when the relative dependency of babyhood is over, at approximately the age of two years, and extends to the time when the child becomes sexually mature, at about thirteen years on average for a girl and fourteen for a boy. After children become sexually mature, they are known as adolescents.Key Points

• During this long period of time about eleven years for girls and twelve years for boys, marked changes occur in the child both physically and psychologically.
• As boys begin their puberty growth spurt approximately a year later than girls, they tend to be slightly
  shorter and lighter in weight than girls of the same age.
• The growth spurt is completed in girls around the age of 17-19 years as the growth spurt starts in them early all changes happen in them till the age of 19.
• Boys begin growing later than girls and carry on for longer, after the girls have stopped growing. The growth spurt in boys begins around 13- 14 years and ends at 16-17 years.

​​​​Hence, statement I is correct. 

• Interdependent means the participants mutually depend on one another to get work done; the teacher's part is to teach as the students strive to learn. 
• Reciprocal influence refers to mutual effects exchanged and felt by the same people.
• Classroom group allows students to interact with each other. They build a strong impact on the confidence level of each individual.
• A wise teacher allows the class group to discuss about the academic issues where the pupil's choice leads to more desired goals.
• Classroom groups can solve the issues related to academics with each other.

Thus, it is concluded that A wise teacher will permit the classroom group to decide academic issues, where pupil choice of the means will lead to more effective attainment of desired ends.

Hint

•  The classroom groups cannot decide all classroom issues as they are not incharge of the class. It is the teacher's duty to solve the issues of the class.
• The classroom group is not allowed to solve all issues in which they alone are involved and in which all the decisions-right or wrong will not matter much but they need to address the academic issues.

A variety of ways and approaches to organising a social studies curriculum have been tried out. Each one of these has some limitations and strengths. It is the responsibility of the teacher to ensure the achievement of objectives according to learners' needs, age level as well as societal and national-international demands. Rigidity in organising the curriculum in a singular manner will generate an imbalance in achieving the goals earlier stated. The following section will focus on the various approaches of curriculum organisation of social studies and the governing factors in adopting alternative approaches too.

Key Points Integrated Approach:

• It responds to the changing nature of the scientific study. An integrated approach can design the instruction in consonance with children's stages of mental growth.
• Secondly, it is more likely to maintain focus on enhancing individual goals and promoting social goals. Thirdly, advances in scientific knowledge have broken boundaries between traditional academic disciplines and new disciplines.
• For example, areas such as political behaviour, economic history and cultural geography have taken the place of old singular disciplines, and new fields of studies like population studies, environmental studies, global studies, etc., have emerged and they draw their content from various traditional disciplines. Hence, the integrated approach is being justified on the above grounds.

Integration in the organisation of content can be achieved in many ways but at least three alternatives that are significant should be noted:

• Integrating while preserving discipline identification
• Integration through social science concepts and generalisations
• Integration through unification

Thus from the above-mentioned points, it is clear that the objective can be fulfilled by an integrated approach. 

Children with special needs (CWSN) are those who have some form of physical or cognitive impairment and require extra aid, care, and different teaching and learning methodologies as they might experience learning challenges.

• To suit the academic and personal requirements of children, they may require customized physical infrastructure and teaching approaches.
• Students with special needs can be classified into five categories :
  • Physical impairment
  • Visual impairment
  • Hearing and speech impairment
  • Low mental ability
  • Learning disability

 Key Points Hearing impairment affects the ability of a person to communicate freely and effectively with hearing persons, share ideas and feelings, and express oneself. The inability to hear interferes with the learning and performance of children.

• Hearing impairment does not automatically lead to the inability to speak. It is a barrier to the normal development of language. However, people with hearing impairment can be taught how to communicate effectively with others.
• A person with a hearing impairment is not necessarily retarded. Her intellectual capacities may be equal to or even better than those of a normal person. 
• Hearing impairment has a wide range of gradation - from profound to a partial loss of hearing. 
• It is believed that some amount of residual hearing is present in all people with hearing impairment. 
• A hearing aid is helpful for all people with hearing problems.
• Early detection of hearing loss and training is essential to help the child make use of whatever hearing she has and to help her develop communication skills. 

Thus, it can be inferred that there is a general misunderstanding that hearing impaired children cannot perceive sounds whereas in fact most of these children have a residual hearing.

Hint

• The cochlear implant is a surgically implanted hearing aid.
• Conductive hearing loss happens when sound waves are unable to move from the outer ear to the eardrum.
• Communicative competence is defined as an individual's ability to communicate or converse effectively and articulately.
  • to describe, and account for, the ability that speakers and listeners have in order to convey and interpret messages or communicate appropriately in different social contexts. 
  • This term is coined by Dell Hymes.

Additional InformationEducation of disabled students :

• Students with hearing problems should be asked to sit near the teacher for improved listening.
• The teacher should use a reasonable level of pitch (voice) while speaking.
• The teacher should avoid mumbling and speaking too fast.
• While reading from the textbook, the teacher's lips should be visible to the students so that they are able to supplement listening by lip-reading.
• While speaking or writing on the blackboard, the teacher should face the students. 

Teaching with a heuristic approach is a cost-effective and quick way. The pupil must be a self-discoverer while using the Heuristic technique. As a result, this technique does not include any instructor support or direction. The teacher gives an issue to the pupils and then steps away while they figure out the solution.

Important Points

• The teaching strategy in which students do not acquire the knowledge themselves by discovering the facts themselves supported by the teacher's guidance is the Lecture method. In this method, the teacher presents information to the students in a structured and organized manner through lectures, presentations, and other forms of verbal communication.
• The students are passive recipients of the information and do not actively engage in discovering the facts themselves.
• The other methods listed - The discussion method, Heuristic method, and Demonstration method - all involve active student engagement in the learning process, with guidance from the teacher.

​Thus we can conclude lecture method teaching strategies does not allow student to acquire knowledge himself/herself by discovering the facts himself/herself supported by the guidance of the teacher

Additional Information

• Discussion techniques are several platforms for an open-ended, collaborative exchange of ideas between a teacher and students or among students with the goal of improving students' thinking, learning, problem-solving, comprehension, or literary appreciation..
• A heuristic technique is a strategy for locating a solution to a problem derived from the ancient Greek term 'eurisko,' which means 'to find, search, or discover.' It's all about employing a realistic approach that doesn't have to be flawless.

Apart from the community in general and the parents of the students, the school seeks collaboration with several agencies. Such joint ventures are mutually beneficial. Schools can collaborate with institutions offering higher education.

Key Points

• Institutions are often motivated to partner because they share interest in students’ success. One focus of student learning initiatives involves preparing students for college.
• Partnership with Higher Education Institutes involves colleges’ and universities’ partnering with public schools and community groups to open paths to college for students not typically attending.
• Another focus on student learning occurs in vocational training programs in community colleges that work to support apprenticeships for students in area businesses and in technology preparation programs that provide high school students with work experiences.

Hence, it is clear that partnership with Higher Education Institutes involves colleges’ and universities’ partnering with public schools and community groups to open paths to college.

Additional Information

• Partnership with industries involves partnering with industries (for example - IT industry) for the benefit of the students. 
• Partnership with neighbouring schools involves partnering with other schools to improve transition pathways between schools.
• Partnership with Health Center involves partnering with hospital/clinic for the general well-being of the students.

The teacher is a pillar in the teaching-learning process. In the present context, a teacher is not merely a disseminator of knowledge, rather plays a variety of roles. The teacher has to play diverse roles like a planner, facilitator, co-creator of knowledge, leader in the classroom and outside the classroom, manager, counselor, and apart from that, a true human being. Key Points

Teacher act as Dynamic Leader: When the notion of ‘Leader’ is suffixed with the teacher, it is often viewed as Leadership in Teachers’ Association. In teaching-learning, it is not so a microscopic view. By definition, “leadership is the ability to lead a group, motivate to complete the given task, and share the responsibility and accountability of the task”. As a leader, the teacher must try to be dynamic to be positive in attitude and full of energy, and have new ideas. Also, a dynamic leader measures his and other's leadership abilities by their ability to empower others. It means a teacher has to perform various dynamic leadership roles, which could be classified in two ways:

• leadership in the classroom: When we talk about leadership in the classroom, it means a teacher has to lead the class either to complete a task or sometimes to develop and maintain positive and effective relationships among the class. 
• leadership roles in school: Whereas when we think of teachers’ leadership roles in school, we generally count his/her role in various school committees, responsibilities to organize various events, co-curricular activities as well as professional development activities for fellow teachers. In this role, it is expected from a teacher that his/her professional aim should be in sync with the school’s vision and mission. Teachers should share various responsibilities in the school, or with the management for the success and betterment of the school.

Additional Information

Following skills, which are common among teacher leaders are:

1. Trust Building: A teacher-leader always believes in having trust in others as well as develops an environment where people can trust him/her. For leading a group, one needs to develop a rapport among those with whom the task is to be performed. This is an essential skill for a leader without which sharing of responsibilities is not possible
2. Diagnosing Institutional Conditions: A good teacher-leader is also well aware of the institutional conditions. It includes the working environment, freedom of work, and willingness of management of the school/institution for experimentation. S/he diagnoses the situation before planning or suggesting for any event or activity as well as analyze the scope for his/her role.
3. Dealing with Processes: You must have observed that while organizing any activity Teacher in Diverse Role, the leader has to deal with certain processes. Sometimes, these may be internal like approval from the discipline group or management committee, or finance committee. Sometimes, there may be various processes involved with outside agencies or government bodies. A teacher-leader always identifies such processes and ready to deal with all such processes.
4. Work Management: Leadership involves the mobilization of various persons associated with you, which may be your learners or colleagues. A good teacher-leader always knows how to share work, how to motivate all for achieving a common target, and how to build a team.

From the above, we can conclude that as a leader, the teacher must try to be dynamic.

The correct answer is 1 and 2 only.

Key Points

• Right of Children to Free and Compulsory Education Act, 2009 (RTE Act):
  • The act provides to every child of the age of six to fourteen years the right to free and compulsory education in a neighborhood school till the completion of elementary education.
  • It provides an institutional mechanism for the protection of the rights of the child through the National/ State Commissions for Protection of Child Rights.

Important Points

• Children are entitled to the following under RTE:
  • Special Training for age-appropriate education: The RTE Act specifically provides an opportunity for admission to all such out-of-school children in the age-appropriate classes and continues support to them till the completion of the elementary stage for the achievement of Universalization of Elementary Education (UEE).
  • Mid-day Meal: Everyone has a fundamental right to be free from hunger, thus it is the responsibility of the state to provide free mid-day meals to the students of the elementary stage.
  • Play material
  • Transportation
  • Sports equipment
  • Library with books, newspapers, magazines
  • Free Textbooks & uniforms.
• No direct or indirect costs on uniforms, textbooks, midday meal transportation, etc need to be borne by the child or parents to obtain elementary education.

Confusion Points

Pre School learning:

• Pre-school learning is not conferred under the RTE Act, 2009 as RTE is concerned with the free and compulsory education of children of the age of six to fourteen years.
• RTE is not so rigid about pre-schooling, instead, it leaves the decision on the concerned government.
• The appropriate government may make necessary arrangements if the situation demands so.

Additional Information

• Early childhood education (ECE) programs include any type of educational program that serves children in the preschool years and is designed to improve later school performance.
• Early childhood care and education (ECCE) is more than preparation for primary school. It aims at the holistic development of a child's social, emotional, cognitive, and physical needs to build a solid and broad foundation for lifelong learning and wellbeing.
• Early Childhood Care and Education (ECCE) in the Indian context is generally defined as the care and education of children from birth to eight years. Early childhood education (ECE) programs for 3-6-year-olds (as seen in anganwadis, balwadis, nurseries, preschools, kindergartens, preparatory schools, etc.).

Hence, we conclude that free textbooks and uniforms, and mid-day meals are conferred under the Right of Children to Free and Compulsory Education Act, 2009.

Schools contribute majorly to the overall development of children. They are responsible for the growth and development of children in various aspects. 

Important Points

• Parent-Teacher Association ensures effective and cooperative learning with the involvement of parents, teachers, and staff of the school.
  • It facilitates parental participation in the school to monitor and support the progress of the child.
  • The parent-teacher meeting benefits both the teacher and parent to agree about the goal and achievement of the child.
• For effective functioning of School Management, the responsibility lies on its various stakeholders.
• The term stakeholders mean all those individuals, groups, and organizations who have an interest in the school and its success.
• These stakeholders include the Principal, administrators, teachers, managers, boards, non-teaching staff and parents (by actively participating in the school management committee, PTA meetings, etc) and other community members who play either a direct or indirect role in the efficient management of a school.
• So, PTA, board, and staff communicate closely and regularly so that all sectors of the school community are working effectively towards achieving common goals.

Hence, option 4 is correct.

National Curriculum Framework, 2005, published by NCERT, is quite significant for bringing contemporary changes in school and teacher education curriculum. Keeping in view the changing perspectives and contexts of school education across the globe, necessary curricular changes have been recommended in NCF, 2005.

Key Points

The major features of NCF, 2005 has been articulated in five different areas of School Curriculum, are ‘Perspectives of Education’; ‘Learning and Knowledge’; ‘Curricular Areas, School Stages and Assessment’; ‘School and Classroom Environment’; and ‘Systemic Reforms’.

• Learning and Knowledge-
  • To focus on the holistic development of the students to enhance their physical and mental development.
  • To create an inclusive environment in the schools and classrooms for all students.
  • To provide ample opportunity in the school for children to voice their thoughts, curiosity, and questions in curricular practices.
  • Bringing children to connect their knowledge across disciplinary boundaries and to help them construct their knowledge.
  • Engaging learners in observation, exploration, discovery, analyzing, critical reflection, inquiry etc. with the content knowledge.
  • Connecting children’s experiences and local knowledge with the content presented in the textbooks and practice of pedagogy.
  • Encouraging students to interact with peers, teachers and other people would open up many more rich learning opportunities. 

Thus from the above-mentioned points, it is clear that according to NCF, the curriculum should focus on the holistic development of the learners to enhance their mental and physical abilities.

The correct answer is 'till'.

Key Points

• The line given in the passage: I think I'll wait ________ Saturday before I decided what to do.
• The line requires the blank to be filled with a word that means up to Saturday.
• 'till' can be used as preposition or conjunction and means up to (the point in time or the event mentioned); until.
  • e.g. I will have to stay in till afternoon.

Hence, the correct answer is Option 3.

Additional Information

• unto is a preposition and is an archaic form of both to and until, but nowadays, it doesn't find much use whether in writing or spoken English.
  • e.g. Do unto others as you would have done to you.
• before means during the period of time preceding a particular event or time. It can also mean in front of. It can be used both as preposition and conjunction.
  • e.g. Raj had approached him before we could even make an introduction
• from is a preposition indicating the point in space scale, or range at which a journey, motion, or action starts,
  • e.g. He has been released from the penitentiary this Monday.

The correct answer is 'walks'.

Key Points

• The most appropriate word for the given blank is 'walks'.
• The simple present tense is commonly used with the adverbs always, every morning, every day, usually, seldom, never, sometimes, often, frequently, generally, habitually, occasionally, once, twice, thrice etc.
• They denote a habitual action.
  • Example: I drink a cup of coffee every morning.
• Thus, as per the above explanation, we find that the correct answer is Option 3.
  

Correct Sentence: My father walks every morning in the fresh air.

The correct answer is - "Rohan will be sleeping in the afternoon."

Key Points

• The given sentence is in Past Continuous Tense.
• The structure of the Future Continuous Tense is -
  • Structure - Subject + will / shall + be + Verb (ng Form) + Object
    • Eg. Rahul will be reaching to the Kashmir.
• Therefore, Option 1 shows the sentence correctly in Future Continuous Tense.

Correct Sentence: ​Rohan will be sleeping in the afternoon.

Correct answer is: Everyone know.

Key Points

• Here 'Everyone know' is incorrect
• The word 'Everyone' is Indefinite Pronoun which is singular in form
  • For e.g.- Everyone in the street was shocked when they heard the news.
• Thus, verb will be used in singular form; hence, 'know' will be replaced by 'knows'

Correct Sentence: Everyone knows who killed her, but they’re all afraid to tell anyone.
Additional Information

• Indefinite Pronouns- everyone, everybody, anyone, anybody, someone, somebody, and no one are singular and required a singular verb.

The correct answer is 'harder than'.

Key Points

• There is an error in the adjective usage in the underlined part of the given sentence.
• There is a comparison happening in the sentence between the work done by an individual and the work done by others.
• To make it correct we need to substitute it with the correct comparative adjective form of hard.
• Adjectives with two syllables can form the comparative either by adding -er or by preceding the adjective with more.
• So, harder is the correct comparative degree of the adjective for the given sentence.
• So, either option 1 or option 3 is the correct substitute.
• But the given sentence has two clauses - The independent clause 'One should work hard' and the dependent clause 'other to succeed'.
• We need to join the two parts with a conjunction.
• Than is a conjunction while to is a preposition.
• Hence, option 1 or harder than is the most appropriate option that can substitute the underlined segment in the given sentence.

Correct sentence - One should work harder than others to succeed.

The correct answer is - "Present Continuous Tense"

Key Points

• The given sentence is in Present Continuous Tense.
• Present Continuous Tense is used for an event is on going while speaking in present.
• The structure of the Present Continuous Tense is - Subject + is/am/are + Verb (ing form) + Object
• Eg. I am drinking water.
• Doing is (ing form or V4) of the verb "Do".
• Thus the Option 1 is correct answer.

भाववाचक संज्ञा- किसी प्राणी या पदार्थ के स्वभाव, गुण, भाव आदि का बोध करने वाले शब्द भाववाचक संज्ञा कहलाते हैं।

जैसे- मीठा, थकान, गुस्सा आदि
Additional Information

'वह दूसरों को नहीं बल्कि अपने-आप को सुधार रहा है।'

• इस वाक्य में अधोरेखित शब्द में निजवाचक सर्वनाम का प्रयोग हुआ है।
• निजवाचक सर्वनाम 'अपने-आप' जोकि स्वयं के लिए प्रयोग होता है।

निजवाचक सर्वनाम:

• वह सर्वनाम शब्द जो खुद के लिए प्रयोग किया जाता है निजवाचक सर्वनाम कहलाता है।
• जैसेे - स्वयं,आप, अपने आप

Key Pointsनिजवाचक सर्वनाम:

अन्य विकल्प :

• निश्चयवाचक सर्वनाम - यह,वह,उसे।
• पुरुषवाचक सर्वनाम: - मैं, तुम,वह, वे।
• संबंधवाचक सर्वनाम - जो,सो,जिसे।

Additional Informationसर्वनाम की परिभाषा:

• संज्ञा के स्थान पर आने वाले शब्दों को सर्वनाम कहते हैं। जैसे: तुम, हम, आप, उसका, आदि I
• सर्वनाम संज्ञा के स्थान पर आता है। सर्वनाम दो शब्दों का योग करके बनता है: सर्व+नाम, इसका यह अर्थ है कि जो नाम शब्द के स्थान पर उपयुक्त होता है उसे सर्वनाम कहते हैं।

उदाहरण:

वह मोहन है।
इस वाक्य में शब्द वह ‘सर्वनाम’ है। जो व्यक्ति के नाम की जगह पर मौजूद है।

हिंदी के मूल सर्वनाम 11 होते हैं, जैसे-

• मैं, तू, आप, यह, वह, जो, सो, कौन, क्या, कोई, कुछ

दिए गए विकल्पों में सही उत्तर 'सोना' होगा। अन्य विकल्प अनुचित उत्तर होंगे।

Key Points

• दिए गए शब्दों में से नित्य एकवचन में प्रयोग होने वाला 'सोना' शब्द है।
• कुछ शब्द एकवचन और बहुवचन में प्रयोग किये जाते हैं - गुरु, घर, बन्दर आदि।
• कुछ शब्द सदैव एकवचन में प्रयोग किये जाते हैं - पानी, तेल, घी, दूध, आकाश, बारिश, जनता आदि।

वचन के दो प्रकार होते हैं : एकवचन तथा बहुवचन

कुछ नियम

Concept:

• Various diseases are caused by animals or are transmitted by them to humans.

Explanation:

Dengue:

• Dengue is carried by the female mosquito Aedes.
• Its symptoms are nausea, vomiting, aches and pains, rash.
• Whereas, vomiting blood, bleeding from the nose or gums are symptoms of severe dengue.
• It can be prevented by the cleanliness and preventing oneself from mosquito bites.
• It can be cured by taking paracetamol, drinking fluids.

Malaria:

• Malaria spreads only by the disease-carrying mosquitoes.
• The vector of malaria is the female anopheles mosquito.
• Malaria spreads only when a female mosquito that has bitten a malaria patient bites another person.
• A blood test is done to check if a person has malaria or not.
• People with malaria get a fever with chills, sweating, headache, nausea and rigours.
• Malaria is caused by protozoan Plasmodium.
• In early times, the dried and powdered bark of the Cinchona tree was used to make medicine for malaria.
• Earlier people used to boil the bark powder and strain the water which was given to patients.
• Now tablets are made from this in the form of quinine, chloroquine is given to patients.

Chikungunya:

• It is a viral disease that is transmitted to humans by infected mosquitoes.
• It is spread by Aedes aegypti and Aedes albopictus.
• The most common symptoms of infection are fever and joint pain.
• Other symptoms may include headache, muscle pain, joint swelling, or rash.

​Thus, Dengue, Malaria and Chikungunya are the diseases spread by mosquitoes.

​Additional Information

HIV-AIDS:

• The human immunodeficiency virus is a virus that attacks cells that help the body fight infection.
• It makes a person more vulnerable to other infections and diseases.
• It is spread by contact with certain bodily fluids of a person with HIV.
• Most commonly during unprotected sex (sex without a condom or HIV medicine to prevent or treat HIV), or through sharing injection drug equipment.
• AIDS is the late stage of HIV infection that occurs when the body’s immune system is badly damaged because of the virus.

Typhoid:

• Typhoid fever is a systemic infection caused by Salmonella Typhi.
• It is usually through the ingestion of contaminated food or water.
• It can lead to a high fever, diarrhoea, and vomiting.
• It can be fatal.
• It is more prevalent in places where handwashing is less frequent.

Cholera:

• It is an acute diarrhoeal infection.
• It is caused by ingestion of food or water contaminated with the bacterium Vibrio cholerae.
• Key symptoms are diarrhoea and dehydration.
• Rarely, shock and seizures may occur in severe cases.

Key Points

Some common communicable diseases are:

Key Points

Environmental Protection Act:

• In the wake of the Bhopal tragedy, the government of India enacted the Environmental Protection Act of 1986.
• The Environmental Protection Act (EPA) of 1986 is umbrella legislation with wide legislative coverage.
• This act was enacted by the Parliament of India in 1986 to provide for the protection and improvement of the environment and for matters connected therewith.
• It gives wide powers to the central government to take all such measures as it deems necessary for the purpose of protecting and improving the quality of the environment.
• The central government can close down offending industries and restrict the setting up of new industries at environmentally non-compatible sites.

​Thus, the 'Environmental Protection Act' in India was enacted in the year 1986 A.D.

Additional Information