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UGC NET JUN 2006 : HOME SCIENCE PAPER II

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Signature and Name of Invigilator Answer Sheet No. : ................................................ (To be filled by the Candidate) 1. (Signature) Roll No. (Name) (In figures as per admission card) Roll No. 2. (Signature) (In words) (Name) Test Booklet No. J 1 2 0 6 PAPER II HOME SCIENCE Time : 1 hours] Number of Pages in this Booklet : 24 [Maximum Marks : 100 Number of Questions in this Booklet : 50 U Instructions for the Candidates 1. Write your roll number in the space provided on the top of this page. 1. U DU U S U U U U 2. This paper consists of fifty multiple-choice type of questions. 3. U U U, - S U U U 3. At the commencement of examination, the question booklet will be given to you. In the first 5 minutes, you are requested to open the booklet and compulsorily examine it as below : (i) 2. - - S U (i) - S U U U U S U U- U S S U U (ii) To have access to the Question Booklet, tear off the paper seal on the edge of this cover page. Do not accept a booklet without sticker-seal and do not accept an open booklet. U DU U U U - S DU U U U U U U S DU / U U U U U S S U U U U U S U U - S U U - S U UQ (ii) (iii) 4. Tally the number of pages and number of questions in the booklet with the information printed on the cover page. Faulty booklets due to pages/questions missing or duplicate or not in serial order or any other discrepancy should be got replaced immediately by a correct booklet from the invigilator within the period of 5 minutes. Afterwards, neither the question booklet will be replaced nor any extra time will be given. After this verification is over, the Serial No. of the booklet should be entered in the Answer-sheets and the Serial No. of Answer Sheet should be entered on this Booklet. (iii) - S R U- U Each item has four alternative responses marked (A), (B), (C) and (D). You have to darken the oval as indicated below on the correct response against each item. 4. U U (A), (B), (C) (D) Example : A B C U U U U- R - S U U U U U U U D where (C) is the correct response. 5. Read instructions given inside carefully. 7. Rough Work is to be done in the end of this booklet. 8. If you write your name or put any mark on any part of the test booklet, except for the space allotted for the relevant entries, which may disclose your identity, you will render yourself liable to disqualification. 9. C D U U U S U U U , U 6. U U 7. (Rough Work) S DU U U 8. U- S U , U U U U 9. U # U U- S U U U U U # U U U You have to return the test question booklet to the invigilators at the end of the examination compulsorily and must not carry it with you outside the Examination Hall. / U Z U S U U ( U U) U U 12. U U 10. 10. Use only Blue/Black Ball point pen. 11. 11. Use of any calculator or log table etc., is prohibited. 12. There is NO negative marking. J 1206 B 5. U U I U U- U Your responses to the items are to be indicated in the Answer Sheet given inside the Paper I booklet only. If you mark at any place other than in the ovals in the Answer Sheet, it will not be evaluated. 6. A ( C) U 1 P.T.O. HOME SCIENCE PAPER II Note : 1. This paper contains fifty (50) objective-type questions, each question carrying two (2) marks. Attempt all of them. The following is not used as an emulsifier : (A) (B) Butylated Hydroxy Toluene (C) 2. Methyl Cellulose Calcium Steamyl Lactate (D) Hydroxy Propyl Cellulose Loss of thiamine during cooking occurs due to : (A) (B) Addition of sodium bicarbonate (C) 3. Cutting of vegetables Exposure to sun light (D) Addition of Tamrind during preparation Additional requirement for protein, iron and folic acid for pregnant women over non - pregnant are respectively : (A) (B) 15g, 38mg, 400mg (C) 4. 10g, 30mg, 100mg 15g, 8mg, 300mg (D) 20g, 10mg, 500mg Papaya is a good source of : (A) (B) Ascorbic Acid (C) 5. Protein Beta Carotene (D) Retinol The causal agent of human disease botulism can be classified under : (A) (B) Viral toxin (C) 6. Bacterial toxin Myco toxin (D) Chemical toxin The pigment present in tomato is : (A) (B) b - carotene (C) 7. Lycopene Betaline (D) Anthocyanin Synthatic textile fibers are : (A) More durable and absorbent (B) Less toxic and ecofriendly (C) More durable and smooth (D) Less smooth and weak J 1206 2 II U (50) S D (2) U 1. (A) (B) (C) 2. S (D) C (A) (B) (C) 3. (D) , (A) (B) 15 , 38 , 400 (C) 4. 10 , 30 , 100 15 , 8 , 300 (D) 20 , 10 , 500 d (A) (B) S (C) 5. (D) (A) (B) (C) 6. (D) (A) (B) (C) 7. (D) (A) Q (B) S (C) (D) J 1206 3 P.T.O. 8. The most important chemical group in cotton polymer is : (A) (B) Hydroxyl group (C) 9. Amide group Carboxyl group (D) Sulphonic group While washing fabrics of protein fibers, colour can be prevented from bleeding by using : (A) (B) Common Salt (C) 10. Vinegar Washing Soda (D) Ammonia Fineness of a yarn depends on : (A) (B) Weight of yarn (C) 11. Length of yarn Twist given to the yarn (D) Nature of yarn For effective work with hand and arm the comfortable position of upper arm is : (A) (B) Vertical and close to the body (C) Horizontal to the work surface (D) 12. Horizontal and close to the body Very close to body The affective component concerns : (A) (B) Correct posture (C) 13. Worker s personal feeling Time involved in work (D) All the above Glare can be avoided by using : (A) (B) Bright light (C) 14. Only specific light High contrast with background (D) Diffused light An important step in the recognition of people with special needs in the 2001 census of India was : (A) Enumeration of both girls and women separately (B) Listing of disabled from all caste groups (C) Enumeration of persons with disability (D) Listing all people without literacy J 1206 4 8. (A) (B) (C) 9. (D) S (A) (B) (C) 10. (D) (A) (B) (C) 11. (D) S S (A) (B) (C) S ( ) (D) 12. (A) (B) S (C) 13. Q (D) (A) (B) (C) 14. C (D) 2001 S ( ) (A) - (B) ( ) (C) Q (D) ( ) Q J 1206 5 P.T.O. 15. Poor attention span, easy distractability, excessive activity levels are seen in children with : (A) (B) Attention deficit Hyperactivity disorder (C) Cerebral Palsy (D) 16. Attention deficit disorder Attention distraction Hyperactivity disorder The phase of communication in which the receiver analyses the verbal and non - verbal message conveyed by the sender is : (A) (B) Decoding (C) 17. Coding Encoding (D) None of the above Which one of the following is not a youth service scheme ? (A) (B) Nehru Yuvak Kendra (C) 18. National Service Scheme TRYSEM (D) ICDS Poverty line is calculated in terms of : (A) (B) Total income of family (C) 19. Per head income of family Total land available to family (D) Total estate of the family Coefficient of correlation is a measure of : (A) (B) dispersion (C) 20. relative position relationship (D) central tendency Uncontrolled observation : (A) takes place in the natural setting (B) involves experimental procedure (C) uses precision instruments (D) involves pre - arranged plans Assertion (A) : The diabetic patient presents with symptoms of polyurea, polydypsia and nocturia. Reasoning (R) 21. : Deficiency of insulin in the diabetic patient s body leads to hyperglycemia which leads to glycosuria. (A) (A) is true, but (R) is false (B) Both (A) and (R) are true (C) (A) is false, but (R) is true (D) Both (A) and (R) are false J 1206 6 15. , , S (A) (B) (C) 16. (D) S , (A) (B) (C) 17. (D) Q (A) (B) M (C) 18. C (D) . . . (A) (B) (C) 19. Q (D) (A) (B) (C) 20. S (D) (A) S (B) R (C) (D) S (A) : , (R) : 21. (A) (A) , (R) (B) (A) (R) (C) (A) , (R) (D) (A) (R) J 1206 7 P.T.O. 22. Assertion (A) : Some amount of fat is essential in diet for absorption of Vitamin A. Reasoning (R) : Vitamin A, a fat soluble vitamin, is insoluble in aqueous medium, and therefore, requires fat in the diet for its solubility. (A) (B) Both (A) and (R) are true (C) Both (A) and (R) are false (D) 23. (A) is true, but (R) is false (A) is false, but (R) is true Assertion (A) : The fixed costs of running a Food Service Establishment remain unaffected by changes in the volume of business. Reasoning (R) : Even when the fixed costs are subject to change, they remain fixed over an accounting period. (A) Both (A) and (R) are true (B) (A) is true, but (R) is false (C) (A) is false, but (R) is true (D) Both (A) and (R) are false Assertion (A) : Slits are given on an inward curve seam. Reason (R) 24. : Inward curve seam falls over the smaller area of the garment. (A) (B) (A) is correct, but (R) is false (C) Both (A) and (R) are correct (D) 25. (A) is false, but (R) is correct Both (A) and (R) are false Assertion (A) : Fabrics can be made fluffy with slub yarns. Reason (R) : Use of slub yarns makes fabrics abrasion resistant. (A) (B) (A) and (R) both are correct (C) (A) is false, but (R) is correct (D) 26. (A) and (R) both are false (R) is correct, but (A) is false Assertion (A) : Proper work posture reduces energy requirement. Reasoning (R) : Proper posture means keeping body parts in alignment, therefore, reduced energy cost. (A) (A) and (R) both are correct with correct explanation (B) (A) is true and (R) is also true but explanation is not correct (C) (A) is true and (R) is false statement but explanation is incorrect (D) (A) and (R) both are incorrect statement J 1206 8 (A) : M (R) : 22. , , , S (A) (B) (A) (R) (C) 23. (A) , (R) (A) (R) (D) (A) , (R) (A) : , (R) : S (A) (B) (A) , (R) (C) 24. (A) (R) (A) (R) (D) (A) (R) (A) : (R) : S (A) (B) (A) (R) (C) 25. (A) (R) (A) (R) (D) (A) (R) (A) : (R) : (A) (B) (A) (R) (C) 26. (A) (R) (A) (R) (D) (R) (A) (A) : Q S (R) : Q S S (A) (A) (R) (B) (A) (R) (C) (A) (R) (D) (A) (R) J 1206 9 P.T.O. 27. Assertion (A) : Adolescence is not a period of stress and storm in all cultures. Reasoning (R) : Many cultures provide experiences of continuity to their adolescents. (A) (B) Both (A) and (R) are false (C) Both (A) and (R) are true (D) 28. (A) is false, but (R) is true (A) is true, but (R) is false Assertion (A) : Learning by doing is the most effective method of teaching. Reasoning (R) : We tend to remember 90% of what we do, than what we hear or see. (A) (A) is true, but (R) is false (B) Both (A) and (R) are true (C) Both (A) and (R) are true but the explanation of (R) is incomplete (D) Both (A) and (R) are false Assertion (A) : Extension programmes should provide for equitable distribution of benefits amongst the members of the community. Reasoning (R) 29. : In a community generally the resource rich persons benefit more than the resource poor persons in capturing public benefits. (A) (B) (A) is false, and (R) is true (C) Both (A) and (R) are true (D) 30. (A) is true, and (R) is false Both (A) and (R) are false Assertion (A) : Multiple choice items are superior to true and false items. Reasoning (R) : Multiple choice items provide better opportunity for thinking. (A) (B) (A) is true, but (R) is false (C) (A) is false, but (R) is true (D) 31. Both (A) and (R) are true (A) is true, but (R) is not the correct explanation of (A) Identify the statement giving the correct sequence of foods in ascending order of their purine content : (A) Cheese, sago, peas, liver (B) Sago, cheese, peas, liver (C) Liver, peas, cheese, sago (D) Peas, sago, cheese, liver J 1206 10 S (A) : S / S (R) : 27. S / / (A) (A) (R) (B) (A) (R) (C) (A) (R) (D) (A) (R) (A) : , (R) : 28. 90 (A) (A) , (R) (B) (A) (R) (C) (A) (R) , (R) (D) (A) (R) (A) : S , S M (R) : 29. (A) (A) (R) (B) (A) (R) (C) (A) (R) (D) (A) (R) (A) : , D (R) : 30. - (A) (B) (A) (R) (C) (A) (R) (D) 31. (A) (R) (A) (R), - (A) l Z , , (A) $ , , , (B) , $ , , (C) , , $ , (D) , , $ , J 1206 11 P.T.O. 32. Give the correct sequence for Bread making process from the activities listed : (i) mixing of ingredients (ii) proofing the dough (iii) selecting the ingredients (iv) cooling (v) slicing (vi) baking (vii) wrapping (A) (B) (iii), (iv), (i), (ii), (v), (vi), (vii) (C) (i), (iii), (ii), (iv), (vi), (v), (vii) (D) 33. (iii), (i), (iv), (ii), (vi), (v), (vii) (iii), (i), (ii), (vi), (iv), (v), (vii) Write the correct sequence in which a formal menu can be arranged for buffet service. (i) Starter (ii) Cereal (iii) Salad (iv) Main dishes (v) Accompaniments (vi) Side dishes (vii) Dessert (A) (B) (i), (iv), (vi), (ii), (iii), (v), (vii) (C) (i), (iii), (iv), (vi), (vii), (v), (ii) (D) 34. (ii), (i), (v), (vii), (vi), (iii), (i) (i), (ii), (iii), (vi), (iv), (v), (vii) Give the correct sequence in preparation of fabric for clothing construction. (A) (B) Shrinking, straightening, blocking, pressing (C) Straightening, blocking, shrinking, pressing (D) 35. Blocking, shrinking, pressing, straightening Pressing, straightening, blocking, shrinking Identify the correct stages of a fashin cycle from the following : (A) Acceleration, General Acceptance, Rise, Innovation, Decline, Obsolescence (B) General Acceptance, Rise, Innovation, Acceleration, Decline, Obsolescence (C) Innovation, Acceleration, Rise, General Acceptance, Decline, Obsolescence (D) Innovation, Rise, Acceleration, General Acceptance, Decline, Obsolescence J 1206 12 32. R R (i) (ii) (iii) (iv) (v) (vi) (vii) (A) (B) (C) (D) 33. (iii), (i), (iv), (ii), (vi), (v), (vii) (iii), (iv), (i), (ii), (v), (vi), (vii) (i), (iii), (ii), (iv), (vi), (v), (vii) (iii), (i), (ii), (vi), (iv), (v), (vii) R (i) (ii) l (iii) (iv) (v) (vi) Q (vii) (A) (B) (C) (D) 34. S (ii), (i), (v), (vii), (vi), (iii), (i) (i), (iv), (vi), (ii), (iii), (v), (vii) (i), (iii), (iv), (vi), (vii), (v), (ii) (i), (ii), (iii), (vi), (iv), (v), (vii) S (A) (B) , , , S (C) , , , S (D) 35. , , S , S , , , S (A) , S , , , , (B) S , , , , , (C) , , , S , , (D) , , , S , , J 1206 13 P.T.O. 36. Decision making is a process involving following steps in sequence : (i) (ii) Identify the problem (iii) Evaluate the decision (iv) Identify the alternatives (v) Make a decision (A) (v), (ii), (i), (iv), (iii) (B) (ii), (iv), (i), (iii), (v) (C) 37. Evaluate the alternatives (ii), (iv), (iii), (i), (v) (D) (ii), (i), (iv), (iii), (v) Arrange the following statements in the order in which kohlberg states these stages appear during childhood : (i) (ii) Obedience and punishment orientation (iii) Social order maintaining orientation (iv) Good boy - Good girl orientation (A) (ii), (i), (iii), (iv) (B) (ii), (i), (iv), (iii) (C) 38. Hedonistic and instrumental orientation (i), (ii), (iii), (iv) (D) (i), (ii), (iv), (iii) Arrange in sequence the programmes given below by the order of the year of implementation : (i) (ii) TRYSEM (iii) SGSY (iv) DWCRA (A) (ii), (i), (iii), (iv) (B) (i), (ii), (iv), (iii) (C) 39. IRDP (iii), (iv), (ii), (i) (D) (iv), (iii), (i), (ii) Identify the statement giving the correct sequence of scale of measurement in ascending order : (A) Ratio, ordinal, nominal, interval (B) Nominal, ordinal, interval, ratio (C) Ordinal, interval, nominal, ratio (D) Interval, ratio, ordinal, nominal J 1206 14 36. R R (i) (ii) S (iii) (iv) (v) (A) (v), (ii), (i), (iv), (iii) (B) (ii), (iv), (i), (iii), (v) (C) 37. (ii), (iv), (iii), (i), (v) (D) (ii), (i), (iv), (iii), (v) R S (i) (ii) (iii) (iv) - - - (A) (ii), (i), (iii), (iv) (B) (ii), (i), (iv), (iii) (C) 38. S S (i), (ii), (iii), (iv) (D) (i), (ii), (iv), (iii) R R (i) (ii) (iii) . . . (iv) . . . . . (A) (ii), (i), (iii), (iv) (B) (i), (ii), (iv), (iii) (C) 39. . . . (iii), (iv), (ii), (i) (D) (iv), (iii), (i), (ii) h (A) , R , - , (B) - , R , , (C) R , , - , (D) , , R , J 1206 15 P.T.O. 40. Match the diseases given in List - I with the organs given in List - II : List - I List - II (a) Diabetes (i) Kidney (b) Hepatitis (ii) Gall bladder (c) Nephrotic Syndrome (iii) Pancrease (d) Cholelithiasis (iv) Liver Codes : (b) (c) (d) (A) (iii) (iv) (i) (ii) (B) (ii) (iii) (i) (iv) (C) (i) (ii) (iii) (iv) (D) 41. (a) (iv) (iii) (ii) (i) Match the micronutrients in List - I with deficiency diseases in List - II : List - I List - II (a) Cyanocobalamin (i) Beriberi (b) Thiamin (ii) Gingivitis (c) Ascorbic acid (iii) Anaemia (d) Vitamin D (iv) Rickets Codes : (b) (c) (d) (A) (ii) (iv) (iii) (i) (B) (i) (ii) (iii) (iv) (C) (ii) (iii) (i) (iv) (D) 42. (a) (iii) (i) (ii) (iv) Match the items in List - I with List - II : List - I List - II (a) Waiter service (i) Cafeteria (b) Self service (ii) Railway catering (c) Vending (iii) Banquet (d) Contract catering (iv) Airline Service Codes : (b) (c) (d) (A) (iv) (iii) (i) (ii) (B) (iii) (i) (iv) (ii) (C) (i) (iv) (ii) (iii) (D) J 1206 (a) (iii) (i) (ii) (iv) 16 40. I II - I - II (a) (i) (b) (ii) (c) (iii) R (d) (iv) Codes : (A) (B) (C) (b) (iv) (iii) (ii) (c) (i) (i) (iii) (d) (ii) (iv) (iv) (D) 41. (a) (iii) (ii) (i) (iv) (iii) (ii) (i) - I R - II - I - II (a) (i) (b) (ii) (c) (iii) (d) (iv) Codes : (A) (B) (C) (D) 42. (a) (ii) (i) (ii) (iii) (b) (iv) (ii) (iii) (i) (c) (iii) (iii) (i) (ii) (d) (i) (iv) (iv) (iv) I II - I - II (a) (i) (b) (ii) (c) (iii) ` (d) (iv) Codes : (A) (B) (C) (D) J 1206 (a) (iv) (iii) (i) (iii) (b) (iii) (i) (iv) (i) (c) (i) (iv) (ii) (ii) (d) (ii) (ii) (iii) (iv) 17 P.T.O. 43. Match the items in List - I with items in List - II : List - I List - II (a) Drafting requires (i) Coconut (b) Softness or roughness (ii) Details (c) Fabric suitable for travel (iii) Texture (d) Coir is obtained from (iv) Nylon Codes : (b) (c) (d) (A) (i) (ii) (iii) (iv) (B) (iv) (iii) (ii) (i) (C) (ii) (iii) (iv) (i) (D) 44. (a) (iii) (i) (iv) (ii) Match the items in List - I with description in List - II : List - I List - II (a) Designer dorts (i) Yoke in bodice (b) Midriff yoke (ii) Yoke in skirt (c) Torso yoke (iii) Dart till pivot point (d) Dress makers dort s (iv) Shortened dart Codes : (b) (c) (d) (A) (i) (ii) (iv) (iii) (B) (iii) (i) (ii) (iv) (C) (iv) (iii) (i) (ii) (D) 45. (a) (ii) (iv) (iii) (i) Match the items in List - I with List - II : List - I List - II (a) Privacy (i) Planning doors and windows (b) Grouping of rooms (ii) Proper grouping of rooms (c) Flexibility (iii) Placing those rooms together which are used for related activities (d) Ventilation (iv) Using one room for more than one purpose Codes : (b) (c) (d) (A) (i) (iii) (ii) (iv) (B) (iv) (iii) (ii) (i) (C) (ii) (iii) (iv) (i) (D) J 1206 (a) (i) (iv) (ii) (iii) 18 43. I II - I - II (a) (i) (b) (ii) S (c) (iii) (d) (iv) Codes : (A) (B) (C) (D) 44. (a) (i) (iv) (ii) (iii) (b) (ii) (iii) (iii) (i) (c) (iii) (ii) (iv) (iv) (d) (iv) (i) (i) (ii) I II - I - II (a) (i) (b) (ii) S (c) (iii) (d) (iv) Codes : (A) (B) (C) (D) 45. (a) (i) (iii) (iv) (ii) (b) (ii) (i) (iii) (iv) (c) (iv) (ii) (i) (iii) (d) (iii) (iv) (ii) (i) I II - I - II (a) (i) (b) (ii) (c) (iii) (d) (iv) R Codes : (A) (B) (C) (D) J 1206 (a) (i) (iv) (ii) (i) (b) (iii) (iii) (iii) (iv) (c) (ii) (ii) (iv) (ii) (d) (iv) (i) (i) (iii) 19 P.T.O. 46. Match the following authors with the concepts they have introduced in Home Management : List - I List - II (a) Swanson (i) Household, near and large environment (b) Gross, Crandall and Knowl (ii) Sphere of interaction (c) Deacon and Firebaugh (iii) Worker, work and workplace (d) Steidle and Braton (iv) Macro and Micro Environment Codes : (b) (c) (d) (A) (i) (ii) (iii) (iv) (B) (ii) (i) (iv) (iii) (C) (ii) (iv) (i) (iii) (D) 47. (a) (ii) (iv) (iii) (i) Match the following List - I with List - II : List - I List - II (a) Mental Retardation (i) Equal number in males and females (b) Autosomes (ii) Intelligent quotient (c) Dyslexia (iii) Number differ in males and females (d) Sex Chromosomes (iv) Learning disabilities Codes : (b) (c) (d) (A) (i) (ii) (iii) (iv) (B) (ii) (iii) (iv) (i) (C) (ii) (i) (iv) (iii) (D) 48. (a) (i) (iv) (iii) (ii) Match the following from List - I and List - II : List - I List - II (a) Hierarchy of Needs (i) Edgar Dale (b) Cone of Experience (ii) Balwantraj Mehta (c) Democratic Decentralization (iii) Maslow (d) Participatory Rural Appraisal (iv) Robert Chamber Codes : (b) (c) (d) (A) (i) (iii) (ii) (iv) (B) (iii) (i) (ii) (iv) (C) (ii) (i) (iii) (iv) (D) J 1206 (a) (iv) (ii) (i) (iii) 20 46. I II - I - II (a) S (i) , (b) , R (ii) S (c) (iii) , S (d) S (iv) Codes : (A) (B) (C) (b) (ii) (i) (iv) (c) (iii) (iv) (i) (d) (iv) (iii) (iii) (D) 47. (a) (i) (ii) (ii) (ii) (iv) (iii) (i) I II - I - II (a) h (i) L (b) $ (ii) h (c) (iii) L (d) (iv) Codes : (A) (B) (C) (D) 48. (a) (i) (ii) (ii) (i) (b) (ii) (iii) (i) (iv) (c) (iii) (iv) (iv) (iii) (d) (iv) (i) (iii) (ii) I II - I - II (a) M R (i) (b) (ii) (c) (iii) (d) (iv) Codes : (A) (B) (C) (D) J 1206 (a) (i) (iii) (ii) (iv) (b) (iii) (i) (i) (ii) (c) (ii) (ii) (iii) (i) (d) (iv) (iv) (iv) (iii) 21 P.T.O. Read the passage below and answer the questions that follow based on your understanding of the passage : The styles of teaching and learning now - a - days go far beyond traditional pedagogic efforts within the four walls of the class room. Another style of learning which is used as a stand alone style under certain circumstances is e - learning. Both these styles can be effectively combined. Such a combination is called blended learning. Blended learning integrates e - learning techniques including on - line delivery of materials through web pages, discussion boards and e - mail with traditional teaching methods including lectures, in - person discussions, seminars or tutorials. Blended learning may include m - learning (mobile learning) that takes place via wireless devices such as cell phones, Personal Digital Assistants (PDAs) or laptop computers. Sometimes the term hybrid learning and mixed learning are used instead of blended learning. 49. Blended learning is a combination of : (i) (ii) Learning techniques used within the classroom (iii) Traditional learning, e - learning and m - learning (iv) Computer aided techniques and Personal Digital Assistants (A) (i) and (ii) (B) (i) and (iii) (C) 50. Traditional learning and e - learning techniques (iii) and (iv) (D) (i) and (iv) The other terms used for blended learning are : (i) Hybrid learning (ii) Mixed learning (iii) e - learning (iv) m - learning (A) (i) and (iv) (B) (i) and (iii) (C) (i) and (ii) (D) (iii) and (iv) -oOo- J 1206 22 - - - Z , Z ( ) - Z - m - , , , c - Z ( - ) ( - Z ) - S ( . . ) m Z Z Z 49. - Z (i) (ii) (iii) , - Z - Z (iv) - S (A) (i) (ii) (B) (i) (iii) (C) 50. - Z (iii) (iv) (D) (i) (iv) - Z (i) - Z (ii) - Z (iii) - (iv) - (A) (i) (iv) (B) (i) (iii) (C) (i) (ii) (D) (iii) (iv) -oOo- J 1206 23 P.T.O. Space For Rough Work J 1206 24

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