1. Which one of the following is distinctive characteristic of human society in comparison to animal society

Interaction Interaction

Culture

Territory

Group life

2. Which one of the following is not included in positive transference

Desire for friendship

Desire for help and support

Desire for guidance

Desire for loosing trust

3. Who is responsible for starting counselling in social case work

Mary Richmond

Bartha Reynold

Hollis

William Reid

4. Perception has always been

Objective

Subjective

Negative

Positive

5. The simultaneous existence of strong feelings of both love and hatredness towards a person, an object or a situation is called

Indifference

Acceptance

Ambivalence

Isolation

6. Which of the following is not a strategy of social action as per Zeltman and Duncan

Educational strategy

Economic strategy

Facilitative strategy

Power strategy

7. Toynbee Hall was established by

Cannon Barnett

Gilchrist

Mary Ward

Jane Adams

8. Settlement houses were

Individual-based centres

Group-based centres

Kinship-based centres

Community-based centres

9. National Programme of Nutritional Support to Primary Education (NP-NSPE) was launched in

1985

1970

1975

1995

10. Null hypothesis, when it is true, it is called

Type I error

Type II error

Type III error

Synthesis

11. Which one of the following constitute domestic violence under the Protection of Women from Domestic Violence Act, 2005

Economic abuse

Elder abuse

Child abuse

Drug abuse

12. Name the report of the Child Welfare Officer to be submitted in case of child in need of care and protection as per the Juvenile Justice (Care and Protection) Act, 2015.

First Information Report

Social Investigation Report

Child Investigation Report

Family Investigation Report

13. According to the Juvenile Justice (Care and Protection) Act, 2015 the following children are kept in the Special Homes

Children in conflict with law

Neglected children

Abused children

Street children

14. Under the Industrial Disputes Act, 1947, Arbitrator refers to an

Umpire

Player

Enquiry Officer

Employer

15. Sickness Benefit, Maternity Benefit, Disablement Benefit, Dependent's Benefit, Medical Benefit and Funeral Expenses are provided to an employee under which Act

The Minimum Wages Act, 1948

The Employees' Compensation Act, 1923

The Employees' State Insurance Act, 1948

The Industrial Employment (Standing Orders) Act, 1946


16. contributed immensely to the knowledge of social casework, but much of this is related to causative factors than the strategies of intervention

Social Sciences

Behavioural Sciences

Physical Sciences

Earth Sciences

17. What is the function of control group in a study design

To quantify the impact of extraneous variables on the dependent variables.

To quantify the impact of the stimulus on the independent variables.

To change the independent variables.

To measure the impact of independent variables.

18. is the sample act of comparison and learning for organisational improvement.

Benchmarking

Feedback

Ranking

Job evaluation

19. Which one of them is not a statutory welfare provision as per the Indian Factories Act, 1948

First Aid

Crèche

Transport

Safety

20. Section of the Industrial Disputes Act, 1947, states that employer should only retrench employees who have been most recently hired.

24 F

24 G

25 F

25 G

21. For closure, every worker is to be compensated with average pay for every year of service completed.

15 days

20 days

25 days

30 days

22. A disease of the brain characterized by impairment of memory and eventually by disturbances in reasoning, planning, language and perception is called as

Parkinson's Disease

Alzheimer's Disease

Insomnia

Dyslexia

23. Which one of the following form of recording, main events are recorded

Process recording

Summary recording

Role recording

Narrative recording

24. can be defined as a written record of the duties, responsibilities, and conditions of job.

Job specification

Job profile

Job description

Job analysis

25. Which among the following sets of Articles of Indian Constitution deal with Fundamental Rights

Articles 12 to 35

Articles 15 to 32

Articles 19 to 40

Articles 14 to 39

26. 'Panchayat Raj' system can best be understood in terms of

Child and woman development

Grassroot level planning

Democratic decentralization

Integrated rural development

27. are distinct forms of 'Justice' in Indian Constitution.

Justice, Empowerment, Well-being

Social, Economic, Political

Social, Psychological, Emotional

Educational, Social, Judicial

28. Which one of the following is not labelled as community

Village

Neighbourhood

Nation

A Settlement

29. H.B. Trecker said that each individual wants one of the following most and worker should be aware of this

Help

Support

Recognition

Assistance

30. Which of the following is not the component of community work

The community

Worker

Bureaucrats

Individuals

31. While comparing system A with system proceeding on the assumption that system A is superior or the system B is inferior, this termed as

Alternative hypothesis

Null hypothesis

Simple hypothesis

Composite hypothesis

32. The strength of as a technique of data collection is the freedom it provides in terms of content and structure.

Structured Interview

Unstructured Interview

Rigid Interview

Flexible Interview

33. The technique of scalogram analysis was developed by

Likert

Thurston

Louis Guttmann

Bogardus

34. When the dependent variable is not free from the influence of extraneous variable(s), this relationship between dependent and independent variables is known as

Cause-effect relationship

Confounded relationship

Controlled relationship

Uncontrolled relationship

35. Test used for comparing a sample variance to a theoretical population variance is known as

Chi-square test

Z-test

F-test

t-test

36. Which one of the following is not the assumption in Karl Pearson's co-efficient of correlation

Existence of linear relationship between the two variables.

Causal relationship between two variables.

Operation of large number of independent causes in both variables so as to produce normal distribution.

Existence of no relationship.

37. Emotions, sensation, perceiving and deserving come under the category of

Integrative event

Freudian event

Objective event

Subjective event

38. "Electra complex" is a situation found in

Oral stage

Anal stage

Phallic stage

Latency stage

39. Which among the following statements are true in case of sampling

A sampling design is a definite plan for obtaining a sample from the sampling frame.

A list containing all elementary units or cluster of units from which the sample is drawn is called sampling frame.

Sampling distribution is the range within which the population average will lie in accordance with the reliability specified in the confidence level.

The mean of the sampling distribution can be taken as the mean of the universe. Codes

and only are true.

and only are true.

and only are true.

and only are true. Paper-III 10 JA-010-17

40. 'Community work as the process of delivering social welfare services' is conceptualized by

Arthur Durham

M.G. Ross

Rothman

H.B. Trecker

41. Hypergamy is

Anuloma marriage

Pratiloma marriage

Inter-caste marriage

Gandharva marriage

42. Malinowski related the function of institutions to

social needs

biological needs

structural needs

cultural needs

43. When married couple establish their own residence in a place, it is called

Bi-local

Neo-local

Patri-local

Matri-local

44. A women faces difficulty in reconciling to multiple roles is called

Role repertoire

Role set

Role conflict

Role consistency

45. Which is not a basic characteristic of "ascribed status"

Race

Sex

Age

Knowledge

46. Of the following, which does not imply membership

Association

Community

Institution

Secondary groups

47. Tolerance is a form of

Adaptation

Accommodation

Cooperation

Integration

48. Which one is an association

Gemeinschaft

Folk Society

Gesellschaft

Tribe

49. According to the following authors, which of the following is not properly matched with respect to meaning of Social Action

Mary Richmond Mass betterment through propaganda and legislation

Maslin Mass attack on mass problems

Baldwin Organised effort to change social and economic institutions

Coyle Change of social environment

50. Match the List with List II and choose the correct answer from the codes given below

List I (Concepts) List II (Authors)

Instinct Maslow

Emotions Freud Achievement

James Self-actualisation

McClelland

Codes









51. Match List I with List II and choose the correct answer from the codes given
List I (Authors) List II (Books)

M.G. Ross Community Organisation Theory and Practice

Siddique H.Y. PRA Concept, Methodology and Techniques

Britto G.A.A. Social Work and Human Relations

Luigi Cavestro Some Principles of Social Action in Social Work

Codes









52. Match List I with List II and choose the correct answer from the codes given

List I (Programmes) List II (Focus)

AYUSH Skill

NACO AIDS

NITI Health

PMKVY Planning

Codes









53. Match List I with List II and choose the correct answer from the codes given

List I (Averages) List II (Situation where best used)

Geometric Mean Open end grouped distributions

Median To describe quantitative data

Mode In averaging ratio and percentage

Harmonic Mean Comparing the values of variable with constant quantity of another variable

Codes









54. Match List I with List II and choose the correct answer from the codes given List I (Analysis) List II (Scope)

Skewness Asymmetry in the shape of a frequency distribution

Correlation An analysis of covariation between variables

Regression Measure of variation of the items

Dispersion To establish the nature of relationship between variables

Codes









55. Match List I with List II and choose the correct answer from the codes given

List I (Ideologies of Economic Development Paradigm) List II (Ideologies of Social Development Paradigm)

Liberalism Human Rights

Capitalism Post-colonialism

Social Darwinism Ecologism

Neo-Liberalism Multiculturalism

Codes









56. Match List I (Area) with List II (Related issues) and select the correct answers from the codes given below List I (Area) List II (Related issues)

Planning for organisations, jobs Selection Tests and people

Acquiring human resources Forecasting the demand for labour

Building individual and Providing feedback to organisational performance employees

Rewarding employees Training methods

Codes









57. Match List I with List II and choose the correct answer from the codes given

List I (Diseases) List II (Explanations)

Illusion An experience involving the apparent perception of something not present

Delusion Long term mental disorder
Hallucination an idiosyncratic belief
Schizophrenia an instance of wrong or misinterepted perception of sensory experience

Codes







58. Match the List I with List II and choose the correct answer from the codes given below

List I (Latin words) List II (Meaning)

cf. Namely

e.g. In the work cited

viz. For example

op.cit. Compare

Codes









59. Identify the correct sequence of events

Impairment, Disease, Handicap, Disability

Disability, Handicap, Disease, Impairment

Handicap, Disability, Impairment, Disease

Disease, Impairment, Disability, Handicap

60. Match the List I with List II and choose the correct answer from the codes given below

List I (Approaches to Child Welfare) List II (Paradigm Shift taken place in approaches)

Welfare Inclusion and mainstreaming

Institutional and Residential Participant and Partner case

Segregation and Isolation Development

Beneficiary and Recipient Non-institutional and family-based alternatives

Codes









61. Assertion Oppositional Defiant Disorder is a childhood behavioural problem characterized by constant disobedience and hostility.

Reason ODD is one of a group of behavioural disorders which include conduct disorder and Attention Deficit Hyperactive Disorder (ADHD).

Codes

is correct and is wrong.

Both and are wrong.

Both and are correct.

is wrong and is correct.

62. Assertion Students receiving counselling show a greater increase in creativity.

Reason Person giving counselling to students has creative ideas.

Codes

Both and are not correct.

Both and are correct and is the correct explanation of

is correct and is incorrect.

Both and are correct, but is not the correct explanation of

63. Assertion Social legislation is a decree issued by the government for the removal of certain social evils and for the improvement of social conditions.

Reason The ultimate aim of social legislation is to bring about social reform in the society.

Codes

is correct and is not correct.

is wrong and is correct.

Both and are correct.

Both and are wrong.

64. Assertion The socially excluded groups are likely to benefit from the normal process of economic growth.

Reason Socially excluded groups own resources of various kinds than other sections of poor.

Codes

is correct, but is wrong.

is wrong, but is correct.

Both and are correct.

Both and are wrong.

65. Assertion Weak civil societies are ineffective as a counter weight to state power.

Reason Inadequate popular participation and governmental transparency and accountability strengthen civil societies.

In the light of the two statements, which of the following is correct

is correct and is wrong.

is wrong and is correct.

Both and are correct and is correct explanation of

Both and are correct and is not the correct explanation for

66. Assertion Social protection is emerging as a key social development policy focusing on social security and poverty reduction.

Reason A unified approach in response to the perceived increase in the vulnerability of populations cannot improve social protection.

Codes

Both and are correct and is the correct explanation for

Both and are correct, but is not the correct explanation of

is correct, but is wrong.

is wrong, but is correct.

67. Arrange the following stages of group development as enunciated by Trecker

Beginning

Development of Bond

Strong group

Emergence of group feeling

Decline in group feeling

Ending Codes









68. Arrange the following phases of field work in social work in an order of sequence

Placement phase

Orientation phase

(iii)Exploration-Assessment-Action Phase

Evaluation Phase

Codes









69. Arrange the following Maslow's hierarchy of needs in a sequential order

Social needs

Physiological needs

Esteem needs

Safety needs

Self-actualization needs Codes

and

and

and

and

70. Organise the following steps in intervention research in a sequence

Identification of objectives

Problem formulation

Selection of single subject design

Intervention strategies

Pre-intervention assessment

Assessment of intervention effects

Drawing of conclusions Codes









71. Read the passage given below and answer the following question as per the understanding of the passage.

Skills and knowledge are the driving forces of economic growth and social development for any country. India currently faces a severe shortage of well-trained, skilled workers. It is estimated that only 2.3% of the workforce in India has undergone formal skill training as compared to 68% in the UK, 75% in Germany, 52% in USA, 80% in Japan and 96% in South Korea. Large sections of the educated workforce have little or no job skills, making them largely unemployable. Therefore, India must focus on scaling up skill training efforts to meet the demands of employers and drive economic growth. India's annual skilling capacity was estimated at approximately 7 million during the period 2013-14. Apart from meeting its own demand, India has the potential to provide a skilled workforce to fill the expected shortfall in the ageing developed world. India is one of the youngest nations in the world, with more than 54% of the total population below 25 years of age and over 62% of the population in the working age group (15-59 years). The country's population pyramid is expected to bulge across the 15-59 age groups over the next decade. This demographic advantage is predicted to last only until 2040. India therefore has a very narrow time frame to harness its demographic dividend and to overcome its skill shortages. The enormity of India's skilling challenge is further aggravated by the fact that skill training efforts cut across multiple sectors and require the involvement of diverse stakeholders such as multiple government departments at the centre and state levels, private training providers, educational and training institutions, employers, industry associations, assessment and certification bodies and trainees. All these stakeholders need to align their work together in order to achieve the target of 'Skill India'. The Ministry of Skill Development and Entrepreneurship was set up in November 2014 to drive the 'Skill India' agenda in a 'Mission Mode' in order to converge existing skill training initiatives and combine scale and quality of skilling efforts, with speed. The Ministry, therefore, proposes to launch the National Skill Development Mission, which will provide the overall institutional framework to rapidly implement and scale up skill development efforts across India. The vision, objectives and design of the Mission, draw on the lessons learnt from the implementation of skill development efforts over the past decade. It seeks to provide the institutional capacity to train a minimum of 300 million skilled people by the year 2022.

Question:

Why India must focus on scaling up skill training efforts

Meeting the demands of employers

Scaling up economic growth

Providing a skilled workforce to ageing developed world

Striving for social cohesion Codes

only

and only

and only

and

72. Read the passage given below and answer the following question as per the understanding of the passage.

Skills and knowledge are the driving forces of economic growth and social development for any country. India currently faces a severe shortage of well-trained, skilled workers. It is estimated that only 2.3% of the workforce in India has undergone formal skill training as compared to 68% in the UK, 75% in Germany, 52% in USA, 80% in Japan and 96% in South Korea. Large sections of the educated workforce have little or no job skills, making them largely unemployable. Therefore, India must focus on scaling up skill training efforts to meet the demands of employers and drive economic growth. India's annual skilling capacity was estimated at approximately 7 million during the period 2013-14. Apart from meeting its own demand, India has the potential to provide a skilled workforce to fill the expected shortfall in the ageing developed world. India is one of the youngest nations in the world, with more than 54% of the total population below 25 years of age and over 62% of the population in the working age group (15-59 years). The country's population pyramid is expected to bulge across the 15-59 age groups over the next decade. This demographic advantage is predicted to last only until 2040. India therefore has a very narrow time frame to harness its demographic dividend and to overcome its skill shortages. The enormity of India's skilling challenge is further aggravated by the fact that skill training efforts cut across multiple sectors and require the involvement of diverse stakeholders such as multiple government departments at the centre and state levels, private training providers, educational and training institutions, employers, industry associations, assessment and certification bodies and trainees. All these stakeholders need to align their work together in order to achieve the target of 'Skill India'. The Ministry of Skill Development and Entrepreneurship was set up in November 2014 to drive the 'Skill India' agenda in a 'Mission Mode' in order to converge existing skill training initiatives and combine scale and quality of skilling efforts, with speed. The Ministry, therefore, proposes to launch the National Skill Development Mission, which will provide the overall institutional framework to rapidly implement and scale up skill development efforts across India. The vision, objectives and design of the Mission, draw on the lessons learnt from the implementation of skill development efforts over the past decade. It seeks to provide the institutional capacity to train a minimum of 300 million skilled people by the year 2022.

Question:

As per paragraph, which one of the following is not stakeholder of skill training efforts

Government departments

General masses

Employers

Industry Associations

73. Read the passage given below and answer the following question as per the understanding of the passage.

Skills and knowledge are the driving forces of economic growth and social development for any country. India currently faces a severe shortage of well-trained, skilled workers. It is estimated that only 2.3% of the workforce in India has undergone formal skill training as compared to 68% in the UK, 75% in Germany, 52% in USA, 80% in Japan and 96% in South Korea. Large sections of the educated workforce have little or no job skills, making them largely unemployable. Therefore, India must focus on scaling up skill training efforts to meet the demands of employers and drive economic growth. India's annual skilling capacity was estimated at approximately 7 million during the period 2013-14. Apart from meeting its own demand, India has the potential to provide a skilled workforce to fill the expected shortfall in the ageing developed world. India is one of the youngest nations in the world, with more than 54% of the total population below 25 years of age and over 62% of the population in the working age group (15-59 years). The country's population pyramid is expected to bulge across the 15-59 age groups over the next decade. This demographic advantage is predicted to last only until 2040. India therefore has a very narrow time frame to harness its demographic dividend and to overcome its skill shortages. The enormity of India's skilling challenge is further aggravated by the fact that skill training efforts cut across multiple sectors and require the involvement of diverse stakeholders such as multiple government departments at the centre and state levels, private training providers, educational and training institutions, employers, industry associations, assessment and certification bodies and trainees. All these stakeholders need to align their work together in order to achieve the target of 'Skill India'. The Ministry of Skill Development and Entrepreneurship was set up in November 2014 to drive the 'Skill India' agenda in a 'Mission Mode' in order to converge existing skill training initiatives and combine scale and quality of skilling efforts, with speed. The Ministry, therefore, proposes to launch the National Skill Development Mission, which will provide the overall institutional framework to rapidly implement and scale up skill development efforts across India. The vision, objectives and design of the Mission, draw on the lessons learnt from the implementation of skill development efforts over the past decade. It seeks to provide the institutional capacity to train a minimum of 300 million skilled people by the year 2022.

Question:

Why India is one of the youngest nations in the world

More than half of the population below 25 years of age.

Young population have no skills.

Young people in India are unemployed.

Young people in India are not tolerant.

74. Read the passage given below and answer the following question as per the understanding of the passage.

Skills and knowledge are the driving forces of economic growth and social development for any country. India currently faces a severe shortage of well-trained, skilled workers. It is estimated that only 2.3% of the workforce in India has undergone formal skill training as compared to 68% in the UK, 75% in Germany, 52% in USA, 80% in Japan and 96% in South Korea. Large sections of the educated workforce have little or no job skills, making them largely unemployable. Therefore, India must focus on scaling up skill training efforts to meet the demands of employers and drive economic growth. India's annual skilling capacity was estimated at approximately 7 million during the period 2013-14. Apart from meeting its own demand, India has the potential to provide a skilled workforce to fill the expected shortfall in the ageing developed world. India is one of the youngest nations in the world, with more than 54% of the total population below 25 years of age and over 62% of the population in the working age group (15-59 years). The country's population pyramid is expected to bulge across the 15-59 age groups over the next decade. This demographic advantage is predicted to last only until 2040. India therefore has a very narrow time frame to harness its demographic dividend and to overcome its skill shortages. The enormity of India's skilling challenge is further aggravated by the fact that skill training efforts cut across multiple sectors and require the involvement of diverse stakeholders such as multiple government departments at the centre and state levels, private training providers, educational and training institutions, employers, industry associations, assessment and certification bodies and trainees. All these stakeholders need to align their work together in order to achieve the target of 'Skill India'. The Ministry of Skill Development and Entrepreneurship was set up in November 2014 to drive the 'Skill India' agenda in a 'Mission Mode' in order to converge existing skill training initiatives and combine scale and quality of skilling efforts, with speed. The Ministry, therefore, proposes to launch the National Skill Development Mission, which will provide the overall institutional framework to rapidly implement and scale up skill development efforts across India. The vision, objectives and design of the Mission, draw on the lessons learnt from the implementation of skill development efforts over the past decade. It seeks to provide the institutional capacity to train a minimum of 300 million skilled people by the year 2022.

Question:

Which one of the following countries has maximum workforce undergone for formal skill training

UK

Germany

USA

South Korea

75. Read the passage given below and answer the following question as per the understanding of the passage.

Skills and knowledge are the driving forces of economic growth and social development for any country. India currently faces a severe shortage of well-trained, skilled workers. It is estimated that only 2.3% of the workforce in India has undergone formal skill training as compared to 68% in the UK, 75% in Germany, 52% in USA, 80% in Japan and 96% in South Korea. Large sections of the educated workforce have little or no job skills, making them largely unemployable. Therefore, India must focus on scaling up skill training efforts to meet the demands of employers and drive economic growth. India's annual skilling capacity was estimated at approximately 7 million during the period 2013-14. Apart from meeting its own demand, India has the potential to provide a skilled workforce to fill the expected shortfall in the ageing developed world. India is one of the youngest nations in the world, with more than 54% of the total population below 25 years of age and over 62% of the population in the working age group (15-59 years). The country's population pyramid is expected to bulge across the 15-59 age groups over the next decade. This demographic advantage is predicted to last only until 2040. India therefore has a very narrow time frame to harness its demographic dividend and to overcome its skill shortages. The enormity of India's skilling challenge is further aggravated by the fact that skill training efforts cut across multiple sectors and require the involvement of diverse stakeholders such as multiple government departments at the centre and state levels, private training providers, educational and training institutions, employers, industry associations, assessment and certification bodies and trainees. All these stakeholders need to align their work together in order to achieve the target of 'Skill India'. The Ministry of Skill Development and Entrepreneurship was set up in November 2014 to drive the 'Skill India' agenda in a 'Mission Mode' in order to converge existing skill training initiatives and combine scale and quality of skilling efforts, with speed. The Ministry, therefore, proposes to launch the National Skill Development Mission, which will provide the overall institutional framework to rapidly implement and scale up skill development efforts across India. The vision, objectives and design of the Mission, draw on the lessons learnt from the implementation of skill development efforts over the past decade. It seeks to provide the institutional capacity to train a minimum of 300 million skilled people by the year 2022.

Question:

What efforts have been mentioned in paragraph for boosting up 'Skill India' agenda

Aligning of stakeholders

Working in 'Mission Mode'

Converging existing skill initiatives

Seeking people's participation

Codes

and only

and only

and only

and