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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
GENERAL STUDIES, ESSAY AND COMPREHENSION
fu/kkZfjr le; % 3 ?kaVs vf/kdre vad % 200
lkekU; vuqns’k
bl iz’u&lg& mRrj ¼D;w-lh-,-½ iqfLrdk esa 48+5 i`"B gSaA iqfLrdk izkIr gksus ds ckn] d`i;k ;g tkWap dj ys fd
bl D;q-lh-,- iqfLrdk esa dgh i`"B xyr eqfnzr vFkok QVk gqvk vFkok dksbZ i`"B ,oa vxys i"Bksa ij fn, x, vuqns’kksa
dks /;kuiwoZd i< ysaA
mEehnokj lHkh iz’uksa ds mRrj vfuok;Z #i ls fu/kkZfjr vuqns’kksa ds vuqlkj ,oa iqfLrdk esa izR;sd iz’u ds uhps fn, x,
LFkku esa gh fy[ksaA vkoafVr LFkku ds ckgj fy[ks x, mRrj ds fy, dksbZ vad iznku ugh fd;k tk ldrk gSA
iz’u&i=] D;q-lh-,- iqfLrdk ds var esa layXu gS vkSj bls vyx ¼fo;ksT;½ fd;k tk ldrk gSA ;g iz’u&i=
mEehnokj ijh{kk lekIr gksus ds mijkUr vyx djds vius lkFk ys tk ldrs gSA
General Instructions
This Questions-Cum-Answer (QCA) Booklet contains 48+5 pages. Immediately on receipt of the
Booklet please check that this QCA Booklet does not have any misprint or torn or missing pages or
items. Etc. If so, get it replace by a fresh QCA Booklet.
Candidates must read the instructions on this page and the following pages carefully before attempt-
ing the paper. Candidates should attempt all questions strictly in accordance with the specified in-
structions and in the space prescribed under each question in the Booklet. Any answer written outside
¼mEehnokj }kjk Hkjk
tk,@To be filled by the Candidate½
¼mEehnokj }kjk Hkjk tk,@To be filled by the Candidate½
vuqdzekad@Roll No. ……………………………………
ijh{kk dk uke@Name of the Examination ……………
fo"k;@iz’u&i=@Subject/Paper GENERAL STUDIES, ESAY
iz'u&lg&mRrj&iqfLrdk dze la[;k
Question-Cum-Answer
¼mi;qZDr dze la- lkj.kh esa ;k iz’u&lg&mRrj&iqfLrdk esa
vU;= ugha fy[kk tk,½
¼i;Zos{kd }kjk Hkjk tk,
mifLFkfr la- fujh{kd ds gLrk{kj
CAPF AC 2013 PAPER II
QUESTION-CUM-ANSWER BOOKLET
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
GENERAL STUDIES, ESSAY AND COMPREHENSION
fu/kkZfjr osG % ?kaVs vf/kdre vad %
iz’u&i= ds fy, fof’k"V vuqns’k
fuEufyf[kr izR;sd vuqns’k dks] iz’uksa ds mRrj nsus ls igys] /;kuiwoZd i< ysaA
lHkh N% iz’uksa ds mRrj nsuk vfuok;Z gSA
Ikz’u la[;k 1 fganh vkSj vaxzsth esa Nik gSA bldk mRrj ;k rks fganh esa fy[kk tkuk pkfg,A ijh{kkfFkZ;ksa
dks fuf’pr dj ysuk pkfg, fd fucU/k dk ek/;e ogh Hkk"kk gks tks mudh mifLFkrh lwph esa ntZ gSA
ijh{kkFkhZ dks iz’u&lg& mRrj iqfLrdk ¼D;w-lh-,-½ ds doj ist esa fu;r LFkku ij Hkh bl ckr dk
mYys[k djuk pkfg,A
vU; iz’u flQZ vaxzsth esa Nis gSa vkSj mRrj vaxzsth esa gh fy[kuk vfuok;Z gSA
gjsd iz’u@ds Hkkx ds vf/kdre vad mlds lkeus fn, x, gSaA
lHkh iz’u ds lHkh Hkkxksa ds mRrj] iz’u&lg&mRrj iqfLrdk esa muds fu;r LFkku ij fy[ks tkus
pkfg,A iz’uksa@iz’u ds Hkkx ds mRrj vuqdzeokj fxus tk,WaxsA
vxj mRrj dkVk ugh x;k gS] rks vkaf’kd mRrj nsus ij Hkh mls fxuk tk,xkA ;fn iz’u&lg&mRrj
iqfLrdk esa dksbZ i"B ;k Hkkx [kkyh NksM fn;k x;k gS] mls ydhj [khap dj Li"Vr% dkV nsuk
vko’;d gSA
Question Paper Specific Instructions
Please read each of the following instruction carefully before attempting questions.
All the SIX questions are to be attempted.
Question No. 1 is printed both in Hindi and in English. Answer to this shall be written either
in Hindi or English, conforming to the medium indicated in the Attendance list against the
name of the candidate. The same shall also be indicated by the candidate on the cover of the
Question-cum-Answer booklet (QCA) in the space provided.
Other questions are printed in English only and should be attempted in English only.
The number of marks carried by a part / question is indicated against it.
All parts of a question shall be attempted at the place designated for them in the Question-
cum-Answer booklet. Attempts of parts/questions shall be counted in sequential order.
Unless struck off, attempt of a part/question shall be counted even if attempted partly. Any
page or portion of the page left blank in the Question-cum-Answer Booklet must be clearly
struck off.
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
CAPF AC 2013
1) Write essays on any four of the following in about 300 words each. (4x2=80)
a) Nexus between health practitioners and pharmaceutical companies, a concern (CAPF 2013)
b) Inter-state water disputes in India (CAPF 2013)
c) Role of Social Reformers in the struggle for freedom (CAPF 2013)
d) Impact of falling value of rupee on Indian economy (CAPF 2013)
e) China‟s policy of aggressive dominance in South-East Asia (CAPF 2013)
f) Effect of media publicity on terrorism (CAPF 2013)
fuEufyf[kr esa ls fdUgha pkj ij yxHkx 300 'kCnksa ¼izR;sd½ esa fuca/k fyf[k,% (4x2=80)
¼d½ LokLF; lsokWa, iznkudjus okys fpfdRldksa ,oa nok fuekZrkvksa ds chp lkWaB&xkWaB ¼lEcU/k½ & ,o
fpark dk fo"k; gS
¼[k½ Hkkjr esa vkarjkZT;h; ty fookn
¼x½ Lok/khurk laxzke esa lekt lq/kkjdksa dh Hkwfedk
¼?k½ #i;s ds fxjrs gq, ewY; dk Hkkjr dh vFkZO;oLFkk ij izHkko
¼M½ nf{k.k&iwohZ ,f’k;k esa phu dh vkdzed izHkwRo uhfr
¼p½ ehfM;k izpkj dk vkardokn ij izHkko
2) Write argument for and against each of the following statements in about 300 words.
a) A casteless society becomes distant through issues raised by reservation policies. (CAPF 2013)
b) Women empowerment in India so far is an urban phenomenon. (CAPF 2013)
3) Write reports on the following in about 200 words each.
a) The Uttarakhand disaster and the role of Indian military (CAPF 2013)
b) Crisis of ethics in the game of cricket (CAPF 2013)
4) Attempt a precis of the given passage of 450 words, in one-third of its length. Suggest a suita-
ble title. Write the precis, as far as possible, in your own words. State the number of words at
the end of the answer. Write the precis on the separate sheets provided and fasten them to the
answer book (CAPF 2013)
Indian literature has a long tradition and is a reflection of its culture through the ages. This fact
is often overlooked, since literature in English is popular amongst the urban middle class. The Brit-
ish attempted to categorise the main regional languages. Despite the Orientalists‟ admiration of the
Sanskrit tradition, the need to communicate with the locals or convert them to Christianity prompted
the British to learn the local language. As a result, a number of grammar books were written to un-
derstand these better. The nationalists also recognized the importance of regional languages. Mem-
bers of the
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
Congress Party realized that if they only spoke in English, they were alienated from their own people, as
it was considered to be synonymous with cultural domination.
In 1910, the Hindi Sahitya Sammelan (Conference on Hindi Literature) was held by the conserva-
tives of the Independence Movement. In 1916 the Benares Hindu University was founded with a similar
ideological aim to defend the great Hindu tradition. Gandhi, who endorsed it in the era between the two
world wars, disassociated himself from it in the 1940s and reproached the conservatives for promoting a
very Sanskritised Hindi. He advocated a synthesis, Hindustani, which could be used by all the speakers
of Urdu and Hindi. After Independence, the government supported Hindi, which eventually became the
official language of the nation and the mass media promoted a very Sanskritised form. Later, the increas-
ing power of the Hindu nationalists also encouraged the use of Hindi. Paradoxically, the English-
speaking intelligentsia also encouraged it as they did not want the communalists to monopolise the cul-
tural traditions of the country.
The growing domination of Hindi, which is evident due to a demographic balance of power, has
however not eclipsed other regional literatures. In 1954, the Sahitya Akademi was established by the
government. It considers Indian literature as „a literature in several languages.‟ Two of its fellows, UR
Ananthamurthy and K Satchidanandan, write in Dravidian languages – in fact, Ananthamurthy was
awarded the Jnanpith Award in 1994 for his work in Kannada. If the Akadami makes allowances for
Hindi literature, notably by giving prizes, it supports all other regional literatures equally. It acknowledg-
es more languages than the constitution, including Maithili, Dogri, Rajasthani and English and tries hard
to support them by following an active publications policy. The States Reorganization Act of 1956 rear-
ranged the States according to a linguistic principle. This too helped foster regional literature as the State
Governments supported it. The Sahitya Akademi seeks to focus on the common cultural traits that under-
lie literature written in Indian languages. The unity is associated with the structure of Indian society, its
caste divisions, its religious communities and gender inequality. This social dimension of Indian litera-
ture is important. (450 words)
5) Read the following passage and answer the questions. (CAPF 2013) (15)
Ever since the dawn of civilization, class inequality has existed. Among savage tribes at the present day,
it takes very simple forms. There are Chiefs and the Chiefs are able to have several wives. Savages, un-
like civilized men, have found a way of making wives a source of wealth, so that the more wives a man
has the wealthier he becomes. But this primitive form of social inequality soon gave way to others more
complex. In the main, social inequality has been bound up with inheritance and therefore, in all patriar-
chal societies, with descent in the male line. Originally, the greater wealth of certain persons was due to
military prowess. The successful fighter acquired wealth and transmitted it to his sons.
Congress Party realized that if they only spoke in English, they were alienated from their own people, as
it was considered to be synonymous with cultural domination.
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
In 1910, the Hindi Sahitya Sammelan (Conference on Hindi Literature) was held by the conserva-
tives of the Independence Movement. In 1916 the Benares Hindu University was founded with a
similar ideological aim to defend the great Hindu tradition. Gandhi, who endorsed it in the era be-
tween the two world wars, disassociated himself from it in the 1940s and reproached the conserva-
tives for promoting a very Sanskritised Hindi. He advocated a synthesis, Hindustani, which could be
used by all the speakers of Urdu and Hindi. After Independence, the government supported Hindi,
which eventually became the official language of the nation and the mass media promoted a very
Sanskritised form. Later, the increasing power of the Hindu nationalists also encouraged the use of
Hindi. Paradoxically, the English-speaking intelligentsia also encouraged it as they did not want the
communalists to monopolise the cultural traditions of the country.
The growing domination of Hindi, which is evident due to a demographic balance of power, has
however not eclipsed other regional literatures. In 1954, the Sahitya Akademi was established by the
government. It considers Indian literature as „a literature in several languages.‟ Two of its fellows,
UR Ananthamurthy and K Satchidanandan, write in Dravidian languages – in fact, Ananthamurthy
was awarded the Jnanpith Award in 1994 for his work in Kannada. If the Akadami makes allowanc-
es for Hindi literature, notably by giving prizes, it supports all other regional literatures equally. It
acknowledges more languages than the constitution, including Maithili, Dogri, Rajasthani and Eng-
lish and tries hard to support them by following an active publications policy. The States Reorgani-
zation Act of 1956 rearranged the States according to a linguistic principle. This too helped foster
regional literature as the State Governments supported it. The Sahitya Akademi seeks to focus on the
common cultural traits that underlie literature written in Indian languages. The unity is associated
with the structure of Indian society, its caste divisions, its religious communities and gender inequal-
ity. This social dimension of Indian literature is important. (450 words)
6) Read the following passage and answer the questions. (CAPF 2013) (15)
Ever since the dawn of civilization, class inequality has existed. Among savage tribes at the present
day, it takes very simple forms. There are Chiefs and the Chiefs are able to have several wives. Sav-
ages, unlike civilized men, have found a way of making wives a source of wealth, so that the more
wives a man has the wealthier he becomes. But this primitive form of social inequality soon gave
way to others more complex. In the main, social inequality has been bound up with inheritance and
therefore, in all patriarchal societies, with descent in the male line. Originally, the greater wealth of
certain persons was due to military prowess. The successful fighter acquired wealth and transmitted
it to his sons.
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
long discussions with them and some tried to convert him. It was a Jainist poet and thinker from
Bombay, Raychandbhai, who confirmed Gandhi in the faith of his fathers.
Gandhi met him on his return to India from England and continued to correspond with him
from South Africa, until the poet‟s premature death. In his autobiography, Gandhi wrote that only
once in his life had he come close to choosing a personal guru: yes, Raychandbhai. He considered
him “The best Indian of his time” and freely acknowledged his debt to the Jain. If his Christian
friends in London had awakened in him “the thirst for a religious quest,” Raychandbhai had taught
him that religion was essentially the control of one‟s own spirit and liberation from any attachment
or aversion to people or things.
It was principally during his South African years that Gandhi became acquainted with writers
whom he would consider masters for the rest of his life: Ruskin, Thoreau, Carpenter, Tolstoy. In
1904 he read Ruskin‟s Unto this Last, a book identifying the individual good with the common
good and speaking of the importance of work as the cornerstone of life; for Ruskin, all types of
work have equal dignity and value, whether they be intellectual or manual, noble or humble. In
1907, Gandhi read Thoreau‟s “On the Duty of Civil Disobedience” and was struck by its central
theme: one‟s duty to refuse to obey a country‟s laws if one believes them to be unjust. Two years
later, while in London, he read a volume written by the idealistic socialist, Edward Carpenter: civi-
lization: Its Cause and Cure. He found it „enlightening,‟ excellent in its analysis of civilization. An
advocate of the return to a simple life in harmony with nature, carpenter condemned modern civili-
zation as degrading and corrupting; like Ruskin, he exalted the joy of manual work, which indus-
trialism had separated from the creative project.
However, the author that struck Gandhi more than any other was Tolstoy. All during the rest
of his life, Gandhi would recognize his debt to the Russian writer. He probably read Tolstoy for
the first time during the London years of his youth, when he greatly admired the author‟s ideas and
work. But his first great encounter with Tolstoy dated back to 1894, in South Africa, when a friend
gave him a copy of God‟s reign is Within You. Gandhi‟s reading of it left an indelible impression
on him. He felt for the book and its author the same admiration that he had held for the Sermon on
the Mount. He found in it an admonition against responding to evil with violence, an exhortation to
love one‟s neighbor and practice pacifism and a confirmation of the ancient Indian commandment
(Jainist, in particular) of ahimsa. He also found a brief story of the forerunners of non-violence and
a catalogue of its advocates and „militants‟ at that time: from the Quakers to Tom Paine, from the
American abolitionists to the Russian duchobors.
In other books, by Tolstoy which he read in the years that followed, Gandhi was led to agree
more and more adamantly with the Russian‟s distillation of Christianity and of every religious
faith to the commandment to love one‟s neighbor; the aspiration toward a profound moral rebirth
of man; a highly critical attitude toward progress, science, luxury and wealth, as well as toward the
city, a place of alienation and destruction of man‟s deepest values.
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
(i) Why was Gandhi‟s experience in South Africa decisive? (CAPF 2013) (3)
(ii) Who was Gandhi‟s personal guru and why did he consider him so? (CAPF 2013) (3)
(iii) Who were the writers whom he considered as masters? (CAPF 2013) (3)
(iv) How did these masters influence Gandhi? (CAPF 2013) (3)
(v) How much was Gandhi impressed by Tolstoy? (CAPF 2013) (3)
A) Answer the following as directed. (CAPF 2013)
(i) Both of them did not partake in the function. (Correct the Sentence) (CAPF 2013)
(ii) As soon as the bell rang, the train started. (Rewrite the sentence using „No sooner‟) (CAPF
2013)
(iii) She would not … how old she was. (say. tell) (CAPF 2013)
(iv) If it does not stop raining we cannot play. (Begin with Unless‟) (CAPF 2013)
(v) The cattle damaged both the fence and the crop. (Rewrite using „not only…but also‟) (CAPF
2013)
(vi) He shouted, “Let me go,” (Change to Indirect Speech) (CAPF 2013)
(vii) Give the order. (Change the voice) (CAPF 2013)
(viii) Notwithstanding his hard work he did not succeed. (Rewrite the sentence using „yet‟) (CAPF
2013)
(ix) Durga is a brave girl (Change to Exclamatory Sentence) (CAPF 2013)
(x) He is as strong as his brother. (Change the degree of comparison without changing the meaning)
(CAPF 2013)
B) Use the following phrasal verbs in sentence of your own.
(i) to do away with (CAPF 2013)
(ii) to put up with (CAPF 2013)
(iii) turn down (CAPF 2013)
(iv) do without (CAPF 2013)
Fall back upon (CAPF 2013)
C) Fill in the blanks with prepositions
(i) She swims everyday………the summer. (CAPF 2013)
(ii) World War II lasted …….more than five years. (CAPF 2013)
(iii) They work everyday……… 7 am. (CAPF 2013)
(iv) He spoke …….. me. (CAPF 2013)
(v) India became a Republic ….. 1950. (CAPF 2013)
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
egRoiw.kZ vuqns’k
mEehnokj fuEufyf[kr vuqns’kkksa dks /;kuiwoZd i<saA fdlh Hkh vuqn’k dk mYya?ku gksus dh fLFkfr esa naM fn;k tk ldrk gSA
d`i;k u djsa%
bl iqfLrdk ds Hkhrj dgha Hkh viuk uke vFkok uqdzekad vFkok iz’u&lg&mRrj&iqfLrdk dh dze la- u fy[ksaA
fdlh Hkh iz’u&i= esa fn, x, ʺi=&ys[ku˝ iz’u ds uhps fdlh Hkh uke ls gLrk{kj u djsa vkSj u gh blds uhps
viuk vuqdzekad nsaA
viuh iz’u&lg&mRrj&iqfLrdk ds Hkhrj dgha Hkh iz’uksa ds okLrfod mRrjksa ds vfrfjDr dqN u fy[ksaA
viuh iz’u&lg&mRrj&iqfLrdk esa ls iUus u QkMsaA ;fn vkidks yxrk gS fd dksbZ i`"B ugha gS] rks blds ckjsa esa
i;Zos{kd@fujh{kd dks lwfpr djsaA
fo;ksT; :i esa miyC/k iz’u&i= vFkok izos’k&i= ij dqN u fy[ksaA mRrj dsoy fu/kkZfjr LFkku esa fy[ksaA viuh
iz’u&lg&mRrj&iqfLrdk Vscy ij vdsyk u NksaMsaA ijh{kk lekIr gksus ds ckn bls fujh{kd dks lkSai nsaA
Important Instructions
Candidates should read the under mentioned instructions carefully. Violation of any of the
instructions may lead to penalty.
DONTS:
Do not write your Name or Roll number or Serial No. of Question-Cum-Answer-Booklet
anywhere inside this Booklet. Do not sign the “Letter Writing”, if set in any paper by
name, nor append your roll number to it.
Do not write anything other than the actual answers to the questions anywhere inside
your Question-Cum-Answer-Booklet.
Do not tear off any leaves from your Question-Cum-Answer-Booklet. If you find any page
missing, do not fail to notify the Supervisor/Invigilator.
Do not write anything on the Question Paper available in detachable form or admission
certificate. Write answers at the specified space only.
Do not leave behind your Question-Cum-Answer-Booklet on your table unattended. It
should be handed over to the Invigilator after conclusion of the exam.
CAPF AC 2013
PAPER II
QUESTION CUM ANSWER
BOOKLET
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
/;ku nsus ;ksX; ckrs%
eq[; i`"B ij fn, x, vuqns’kksa rFkk bl iqfLrdk ds vxys i`"B ij bl iz’u&i= ds fy, fn, x, fo’ks"k vuqn’ksa
dks /;kuiwoZd i<sa vkSj budk dMkbZ ls vuqikyu djsA
iz’u&lg&mRrj&iqfLrdk ds eq[; i`"B ij fn, x, LFkku esa viuk vuqdzekad rFkk vU; fooj.k fy[ksaA
L;k gh esa fy[ksa vkSj fy[kkoV dks lqLi"V j[ksaA vkjs[k] fp=] bR;kfn dks cukus ds fy, isafly dk iz;ksx dj ldrs gSA
jQ dk;Z ¼dPph fVIif.k;kWa½ ds fy,] bl iqfLrdk ds vUr esa fn, x, [kkyh i`"Bksa dk iz;ksx fd;k tkuk pkfg,A jQ dk;Z
ckn esa iwjh rjg ls dkV nsaA
;fn vki vius fdlh mRrj dks jÌ djuk pkgsa rks mls isu ls dkV nsa vkSj ml ij ʺjÌ˝ fy[k nsa] vU;Fkk mldk ewY;kadu
fd;k tk ldrk gSA
ijh{kk Hkou NksMus ls igys viuh iz’u&lg&mRrj&iqfLrdk O;fDrxr #i ls fujh{kd dks lkSai nsaA
DO’TS:
Read the instructions on the cover page and the specific instructions to this Question Paper
mentioned on the next page of this Booklet carefully and strictly follow them.
Write your Roll number and other particulars, in the space provided on the cover page of the
Question-Cum-Answer-Booklet.
Write legibly and neatly in ink. Pencil may be used for drawing diagrams, sketches, etc
For rough work, blank pages provided at the end of this booklet should be used. The rough
work should be crossed through afterwards.
¼dsoy ijh{kkvksa }kjk Hkjk tk,@To be filled by the Examiners only½
iz’u la-
Question No.
‘’kq#vkrh i`"B la-
Starting Page No.
vad
Marks
[k.M ;ksx
Section Total
ijh{kd ds gLrk{kj
Signature of Examine
1
2
3
4
5
6
ldy ;ksx@ Grand Total
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
mEehnokjksadks
bl gkf’k, esa
ugh fy[kuk
pkfg,
Candidates must not write on this margin.
PATHFINDERS' ACADEMY PUNE
Enter to learn, Depart to serve!
ONE STOP SOLUTION FOR UPSC CAPF AC PREPARATION!
Write essays on any four of the following in about 300 words each. (4x20=80)
fuEufyf[kr esa ls fdUgha pkj ij yxHkx 300 'kCnksa ¼izR;sd½ esa fuca/k fyf[k,% (4x20=80)
a) Nexus between health practitioners and pharmaceutical companies, a concern
LokLF; lsokWa, iznkudjus okys fpfdRldksa ,oa nok fuekZrkvksa ds chp lkWaB&xkWaB ¼lEcU/k½
& ,o fpark dk fo"k; gS
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
mEehnokjksadks
bl gkf’k, esa
ugh fy[kuk
pkfg,
Candidates must not write on this margin.
PATHFINDERS' ACADEMY PUNE
Enter to learn, Depart to serve!
ONE STOP SOLUTION FOR UPSC CAPF AC PREPARATION!
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
mEehnokjksadks
bl gkf’k, esa
ugh fy[kuk
pkfg,
Candidates must not write on this margin.
PATHFINDERS' ACADEMY PUNE
Enter to learn, Depart to serve!
ONE STOP SOLUTION FOR UPSC CAPF AC PREPARATION!
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
mEehnokjksadks
bl gkf’k, esa
ugh fy[kuk
pkfg,
Candidates must not write on this margin.
PATHFINDERS' ACADEMY PUNE
Enter to learn, Depart to serve!
ONE STOP SOLUTION FOR UPSC CAPF AC PREPARATION!
b) Inter-state water disputes in India
Hkkjr esa vkarjkZT;h; ty fookn
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
mEehnokjksadks
bl gkf’k, esa
ugh fy[kuk
pkfg,
Candidates must not write on this margin.
PATHFINDERS' ACADEMY PUNE
Enter to learn, Depart to serve!
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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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c) Role of Social Reformers in the struggle for freedom
Lok/khurk laxzke esa lekt lq/kkjdksa dh Hkwfedk
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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d) Impact of falling value of rupee on Indian economy
#i;s ds fxjrs gq, ewY; dk Hkkjr dh vFkZO;oLFkk ij izHkko
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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e) China‟s policy of aggressive dominance in South-East Asia
nf{k.k&iwohZ ,f’k;k esa phu dh vkdzed izHkwRo uhfr
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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f) Effect of media publicity on terrorism
ehfM;k izpkj dk vkardokn ij izHkko
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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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2) Write argument for and against each of the following statements in about 300 words.
a) A casteless society becomes distant through issues raised by reservation policies. (CAPF 2013)
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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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b) Women empowerment in India so far is an urban phenomenon. (CAPF 2013)
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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3) Write reports on the following in about 200 words each.
a) The Uttarakhand disaster and the role of Indian military (CAPF 2013)
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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PATHFINDERS' ACADEMY PUNE
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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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b) Crisis of ethics in the game of cricket (CAPF 2013)
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FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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4) Attempt a précis of the given passage in one-third of its length. Do not suggest a title.
Write, as far as possible, in your own words. The précis must be written only in the
précis-format given below:
Indian literature has a long tradition and is a reflection of its culture through the ages. This
fact is often overlooked, since literature in English is popular amongst the urban middle class. The
British attempted to categorise the main regional languages. Despite the Orientalists‟ admiration of
the Sanskrit tradition, the need to communicate with the locals or convert them to Christianity
prompted the British to learn the local language. As a result, a number of grammar books were writ-
ten to understand these better. The nationalists also recognized the importance of regional languages.
Members of the Congress Party realized that if they only spoke in English, they were alienated from
their own people, as it was considered to be synonymous with cultural domination.
In 1910, the Hindi Sahitya Sammelan (Conference on Hindi Literature) was held by the
conservatives of the Independence Movement. In 1916 the Benares Hindu University was founded
with a similar ideological aim to defend the great Hindu tradition. Gandhi, who endorsed it in the era
between the two world wars, disassociated himself from it in the 1940s and reproached the con-
servatives for promoting a very Sanskritised Hindi. He advocated a synthesis, Hindustani, which
could be used by all the speakers of Urdu and Hindi. After Independence, the government supported
Hindi, which eventually became the official language of the nation and the mass media promoted a
very Sanskritised form. Later, the increasing power of the Hindu nationalists also encouraged the
use of Hindi. Paradoxically, the English-speaking intelligentsia also encouraged it as they did not
want the communalists to monopolise the cultural traditions of the country.
The growing domination of Hindi, which is evident due to a demographic balance of pow-
er, has however not eclipsed other regional literatures. In 1954, the Sahitya Akademi was established
by the government. It considers Indian literature as „a literature in several languages.‟ Two of its
fellows, UR Ananthamurthy and K Satchidanandan, write in Dravidian languages – in fact, Anan-
thamurthy was awarded the Jnanpith Award in 1994 for his work in Kannada. If the Akadami makes
allowances for Hindi literature, notably by giving prizes, it supports all other regional literatures
equally. It acknowledges more languages than the constitution, including Maithili, Dogri, Rajasthani
and English and tries hard to support them by following an active publications policy. The States
Reorganization Act of 1956 rearranged the States according to a linguistic principle. This too helped
foster regional literature as the State Governments supported it. The Sahitya Akademi seeks to focus
on the common cultural traits that underlie literature written in Indian languages. The unity is associ-
ated with the structure of Indian society, its caste divisions, its religious communities and gender
inequality. This social dimension of Indian literature is important. (450 words)
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SPECIAL SHEET FOR PRECIS
Write one word ineach division and five words in each line. Punctuate your passage
in the usual way and divide it into paragraphs, if necessary. You may make a rough
copy first, if you so wish, on the rough pages in the answer-book. The rough work
should be scored through before you hand over your answer-book.
Do not
write
On this
margin.
10
20
30
40
50
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90
100
110
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On this mar-
gin.
120
130
140
150
160
170
180
190
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210
220
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5) Read the following passage and answer the questions. (3x5=15)
Ever since the dawn of civilization, class inequality has existed. Among savage
tribes at the present day, it takes very simple forms. There are Chiefs and the Chiefs
are able to have several wives. Savages, unlike civilized men, have found a way of
making wives a source of wealth, so that the more wives a man has the wealthier he
becomes. But this primitive form of social inequality soon gave way to others more
complex. In the main, social inequality has been bound up with inheritance and
therefore, in all patriarchal societies, with descent in the male line. Originally, the
greater wealth of certain persons was due to military prowess. The successful fight-
er acquired wealth and transmitted it to his sons.
Wealth acquired by the sword usually consisted of land and to this day land-
owning is the mark of the aristocrat, the aristocrat being in theory the descendant of
some feudal baron, who acquired his lands by killing the previous occupant and
holding his acquisition against all comers. This is considered the most honourable
source of wealth. There are others slightly less honourable, exemplified by those
who, while completely idle themselves, have acquired their wealth by inheritance
from an industrious ancestor and yet others, still less respectable, whose wealth is
due to their own industry. In the modern world, the plutocrat who, though rich, still
works is gradually ousting the aristocrat, whose income was in theory derived sole-
ly from ownership of land and natural monopolies. There have been two main legal
sources of property: one, the aristocratic source, namely, ownership of land; the
other, the bourgeois source, namely, the right to the produce of one‟s own labour.
The right to the produce of one‟s own labour has always existed only on paper, be-
cause things are made out of other things and the man who supplies the raw materi-
al exacts a right to the finished product in return for wages or where slavery exists,
in return for the bare necessaries of life. We have thus three orders of men-the land-
owner, the capitalist and the proletarian. The capitalist in origin is merely a man
whose savings have enabled him to buy the raw materials and the tools required in
manufacturing and who has thereby acquired the right to the finished product in re-
turn for wages. The three categories of land-owner, capitalist and proletarian are
clear enough; but in practice the distinctions are blurred.
A land-owner may employ business methods in developing a seaside resort
which happens to be upon his property. A capitalist whose money is derived from
manufacture may invest the whole or part of his fortune in land and take to living
upon rent. A proletarian, in so far as he has money in the savings bank or a house
which he is buying on the instalment plan, becomes to that extent a capitalist or a
land-owner as the case may be. The eminent barrister who charges a thousand guin-
eas for a brief should, in strict economics, be classified as a proletarian. But he
would be indignant if this were done and has the mentality of a plutocrat.
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(i) How is social inequality bound with inheritance? (3)
(ii) What is the irony in the most honourable source of wealth? (3)
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(iii) What are the two legal sources of property? (3)
(iv) How does the writer distinguish the three orders of men? (3)
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(v) Who is a plutocrat? (3)
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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Read the following passage and answer the questions. (15)
Gandhi‟s experience in South Africa was decisive: not only in his political,
family and social life, but also for his culture and religion. Two of his most faithful
collaborators there, Henry Polak and Hermann Kallenbach, were secular Jews. Gan-
dhi had occasion to meet exponents of diverse religions and denominations, includ-
ing Christian ones; he held long discussions with them and some tried to convert
him. It was a Jainist poet and thinker from Bombay, Raychandbhai, who confirmed
Gandhi in the faith of his fathers.
Gandhi met him on his return to India from England and continued to corre-
spond with him from South Africa, until the poet‟s premature death. In his autobi-
ography, Gandhi wrote that only once in his life had he come close to choosing a
personal guru: yes, Raychandbhai. He considered him “The best Indian of his time”
and freely acknowledged his debt to the Jain. If his Christian friends in London had
awakened in him “the thirst for a religious quest,” Raychandbhai had taught him
that religion was essentially the control of one‟s own spirit and liberation from any
attachment or aversion to people or things.
It was principally during his South African years that Gandhi became acquaint-
ed with writers whom he would consider masters for the rest of his life: Ruskin,
Thoreau, Carpenter, Tolstoy. In 1904 he read Ruskin‟s Unto this Last, a book iden-
tifying the individual good with the common good and speaking of the importance
of work as the cornerstone of life; for Ruskin, all types of work have equal dignity
and value, whether they be intellectual or manual, noble or humble. In 1907, Gan-
dhi read Thoreau‟s “On the Duty of Civil Disobedience” and was struck by its cen-
tral theme: one‟s duty to refuse to obey a country‟s laws if one believes them to be
unjust. Two years later, while in London, he read a volume written by the idealistic
socialist, Edward Carpenter: civilization: Its Cause and Cure. He found it
„enlightening,‟ excellent in its analysis of civilization. An advocate of the return to
a simple life in harmony with nature, carpenter condemned modern civilization as
degrading and corrupting; like Ruskin, he exalted the joy of manual work, which
industrialism had separated from the creative project.
However, the author that struck Gandhi more than any other was Tolstoy. All
during the rest of his life, Gandhi would recognize his debt to the Russian writer.
He probably read Tolstoy for the first time during the London years of his youth,
when he greatly admired the author‟s ideas and work. But his first great encounter
with Tolstoy dated back to 1894, in South Africa, when a friend gave him a copy of
God‟s reign is Within You. Gandhi‟s reading of it left an indelible impression on
him. He felt for the book and its author the same admiration that he had held for the
Sermon on the Mount. He found in it an admonition against responding to evil with
violence, an exhortation to love one‟s neighbor and practice pacifism and a confir-
mation of the ancient Indian commandment (Jainist, in particular) of ahimsa. He
also found a brief story of the forerunners of non-violence and a catalogue of its
advocates and „militants‟ at that time: from the Quakers to Tom Paine, from the
American abolitionists to the Russian duchobors.
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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In other books, by Tolstoy which he read in the years that followed, Gandhi
was led to agree more and more adamantly with the Russian‟s distillation of Chris-
tianity and of every religious faith to the commandment to love one‟s neighbor; the
aspiration toward a profound moral rebirth of man; a highly critical attitude toward
progress, science, luxury and wealth, as well as toward the city, a place of aliena-
tion and destruction of man‟s deepest values.
(i) Why was Gandhi‟s experience in South Africa decisive? (3)
(ii) Who was Gandhi‟s personal guru and why did he consider him so? (3)
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
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(iii) Who were the writers whom he considered as masters? (3)
(iv) How did these masters influence Gandhi? (3)
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(v) How much was Gandhi impressed by Tolstoy? (3)
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7) A) Answer the following as directed. (CAPF 2013)
(i) Both of them did not partake in the function. (Correct the Sentence)
(ii) As soon as the bell rang, the train started. (Rewrite the sentence using
„No sooner‟)
(iii) She would not … how old she was. (say. tell)
(iv) If it does not stop raining we cannot play. (Begin with Unless‟)
(v) The cattle damaged both the fence and the crop.
(Rewrite using „not only…but also‟)
(vi) He shouted, “Let me go,” (Change to Indirect Speech)
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(vii) Give the order. (Change the voice)
(viii) Notwithstanding his hard work he did not succeed.
(Rewrite the sentence using „yet‟)
(ix) Durga is a brave girl (Change to Exclamatory Sentence)
(x) He is as strong as his brother. (Change the degree of comparison without
changing the meaning) (CAPF 2013)
B) Use the following phrasal verbs in sentence of your own.
(i) to do away with
(ii) to put up with
(iii) turn down
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
mEehnokjksadks
bl gkf’k, esa
ugh fy[kuk
pkfg,
Candidates must not write on this margin.
PATHFINDERS' ACADEMY PUNE
Enter to learn, Depart to serve!
ONE STOP SOLUTION FOR UPSC CAPF AC PREPARATION!
(iv) do without
(v) Fall back upon
C) Fill in the blanks with prepositions
(i) She swims everyday………the summer.
(ii) World War II lasted …….more than five years.
(iii) They work everyday……… 7 am.
(iv) He spoke …….. me.
(v) India became a Republic ….. 1950.
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
mEehnokjksadks
bl gkf’k, esa
ugh fy[kuk
pkfg,
Candidates must not write on this margin.
PATHFINDERS' ACADEMY PUNE
Enter to learn, Depart to serve!
ONE STOP SOLUTION FOR UPSC CAPF AC PREPARATION!
SPACE FOR ROUGH WORK
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
mEehnokjksadks
bl gkf’k, esa
ugh fy[kuk
pkfg,
Candidates must not write on this margin.
PATHFINDERS' ACADEMY PUNE
Enter to learn, Depart to serve!
ONE STOP SOLUTION FOR UPSC CAPF AC PREPARATION!
SPACE FOR ROUGH WORK
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
mEehnokjksadks
bl gkf’k, esa
ugh fy[kuk
pkfg,
Candidates must not write on this margin.
PATHFINDERS' ACADEMY PUNE
Enter to learn, Depart to serve!
ONE STOP SOLUTION FOR UPSC CAPF AC PREPARATION!
SPACE FOR ROUGH WORK
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
mEehnokjksadks
bl gkf’k, esa
ugh fy[kuk
pkfg,
Candidates must not write on this margin.
PATHFINDERS' ACADEMY PUNE
Enter to learn, Depart to serve!
ONE STOP SOLUTION FOR UPSC CAPF AC PREPARATION!
EVALUATION AND FEEDBACK Q. No. Question Sr. No. Feedback Marks
1 Essay 1
2
3
4
5
6
2 Arguments 1
2
3 Reports 1
2
4 Précis
5 Comprehen-
sion
6 Grammar
FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF
www.pathfindersacademypune.com
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