Mission IAS Prelim Main Exam, Trends

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T he darkness after failure in the life of IAS aspirants and changing dynamics in UPSC
Civil Services Exam pattern persuaded me to take “Mission IAS” as a dream project.
Being a failure for the same due to lack of fruitful guidance and a research scholar for
M.Phil. and Ph.D. in 1990s, I took “Mission IAS” as a research topic to make others
succeed.
I set a hypothesis for cracking the CS Exam. For this I divided the proposed book into 4
chapters: WHAT, WHY, WHO and HOW. To prove my hypothesis and complete the project
I began doing research on each chapter with the help of different sources and analysed
exam pattern, nature of previous questions, results cut-off variations; weightage of marks
in essay, G.S., optional subject and interview for final result.
In Chapter-1 (WHAT is IAS?) , I covered all civil services (IAS, IPS & 22 central) and their
profile along with recruitment pattern/process and training.
In Chapter-2 (WHY IAS as a career) , reasons and view of aspirants and IAS finalists are
covered, and how that countered their exam stress to stay motivated till selection.
For Chapter-3 (WHO can be IAS?) , I approached analytically for real case studies of 12
IAS aspirants who cracked the exam finally regardless of favourable social, educational
and economic conditions. For examples, Rickshawalla’s son, physically challenged girl,
famer’s son, peon’s daughter, a newspaper hawker, dowry victim, orphanage boy,
distance education learner, lottery ticket seller, a housewife, and a waiter. I concluded
from these case studies that if they can why not others.
In Chapter 4 (HOW, i.e. FORMULA-1 to crack Civil Services Exam) , research based tips,
mantras and formulas are given in strategic and scientific parameters in the following
chronological order:
A. General Tips:
v IAS selection mantra/formula.
v Do’s/Don’t while preparing for the exam.
v How to manage exam stress?
v How to stay motivated?
v Official cut-off (Prelim, Main & Final): 2012-2015.
v Subject/topic-wise trend analysis of previous questions (Prelims & Main).
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v Management of Time, Syllabus & study (infographics).

B. Subject/Topic-wise planning for prelim exam preparation based on previous
questions pattern with examples and source linkage.
C. Planning for Main Exam preparation with the following analytical approaches:
v How to read, prepare notes and discuss in group?
v Guidelines for “Essay Writing” (Paper-1) with examples.
v Preparation for GS Papers 1-4 with questions & answers’ linkages.
v Answer writing based on nature and terminologies used in questions.
v How is revision the key to success?
D. How to prepare for the personality test?
I am sure and hopeful that this book will be helpful and fruitful to those IAS aspirants who
have set their goal to be IAS officer if their goal let them not to dream other than IAS and
follow the tips, mantras and strategies mentioned in this book. If the aspirants follow the
guidance and strategies earnestly and regularly success will follow them.
I welcome the aspirant’s and reader’s valuable suggestions for improvement in making
this book the best guide to IAS aspirants.
With Best Wishes
Dr. Md. Usmangani Ansari
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Contents
Part-A
Chapter-1: What is IAS/Indian Civil Services? A- 1
to A- 54
v Classification of Services
v Service Profiles (IAS, IPS, IFS, IRS, ...)
v Recruitment:
* Eligibility & Examination Centres (Prelim & Main)

* Number of attempts
* Reservation Criteria & How to Apply
* Exam Pattern (Prelim & Main)
v Training of Recruits
Chapter-2: Why IAS as a Career? A- 55 to A- 56
Chapter-3: Who can be an IAS? A- 57 to A- 72

v Who can be the cream?
v The rickshawallah’s son who cracked the IAS
v First diviyang woman Topped IAS Exam 2014
v Can a farmer’s son become IAS?
v A peon’s daughter who cracked IAS exam
v Can a newspaper hawker crack the IAS?
v How a dowry victim turns as IAS officer?
v How an orphanage boy crack the IAS?
v How IAS topper’s interview inspire her to become IAS?
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v A distance education learner made way to IAS
v Journey of a lottery ticket seller to IRS Officer
v How a housewife became an IAS officer?
v Can a waiter be an IAS officer?
Chapter-4: Formula-1 to crack Civil Services Exam

A- 73 to A- 232
A. General Strategies to succeed:
v IAS selection Mantra/Formula
v Do’s & Don’ts while preparing for the CS exam.
v How to manage exam stress?
v How to stay motivated?
v Healthy food habits
v How to manage study?
v Applicants data (Prelim, Main & Interview) 2012-13 to 2014-15
v Official category-wise cut-off marks (Prelim, Main & Final):

2012-2015
v Topics from which questions asked in CSAT Papers-1 & 2
(2011-15)
v Subject-wise trend analysis of question pattern (Prelim & Main)
2011-2015
v Management of time, syllabus & study (Infographics)
v How to manage time?
v Revision is the key to success
B. Planning for Prelim Exam Preparation:

v Tips & Planning for CSAT paper 1
v Tips & Planning for CSAT paper 2
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v Subject-wise Planning For Prelim with sources of study:
*Planning for Current Events with examples & newspapers

linkages
*Planning for history with examples from previous years questions
*Planning for geography with examples from previous years
questions
*Planning for polity with examples from previous years questions
*Planning for economics with examples from previous years
questions
*Planning for culture with examples from previous years
questions
*Planning for environment with examples from previous years
questions
*Planning for Sc. & Tech. with examples from previous years
questions
*Basics to remember in examination hall
*Sources for study
C. Planning for Main Exam Preparation:

v Facing the Main Exam
v Writing a good essay
v How to read, prepare notes & discuss in group
v How to prepare for Main Paper-1(Essay):
*Analysis & Guidelines for essay writing

*Previous years IAS essay topper’s essays
v Preparation for GS Paper-1 with questions & answers’ linkages
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v Writing answer for Main Exam:
*Know the nature & terminology of questions

*How to write a good answer with examples based on
terminologies used?
v GS (Main) Question Papers 1-4 (2015)
v How important is revision before Main Exam?
v Last minute tips for Main Exam
v Sources for Main Exam preparation
D. Interview/ Personality test for final result

v Notification & Medium for Interview
v How to prepare for Personality Test?
v Facing the Personality Test
v General Do’s & Don’ts for the Personality Test
E. Role of coaching institutes

F. What the toppers say:
v Interview of IAS topper-2015: Tina Dabi by the writer
v Other IAS topers’ tips to IAS aspirants
Part-B
Syllabus of UPSC Civil Services (Prelim & Main) B- 1
to B- 156
v Recruitment Process of IAS
v Plan of Examination
v Scheme and subjects for the preliminary and main examination
v Syllabus of Examination:
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Optional subjects papers I & II
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INTRODUCTION
The Indian Administrative Service (IAS) is the premier service in India and was
formally constituted in 1947. It offers an attractive and challenging career.
Earlier, it was known as Indian Imperial Service (1893-1946). The Indian
Administrative Service (IAS) begins from the sub-divisional level in the state as
a Sub-divisional Magistrate (SDM), District Magistrate (DM) or District
Collector or Deputy Commissioner in the district, Deputy or Joint or Special
Secretary, Principal and Chief Secretary in the state, Under or Deputy, Joint,
Additional Secretary and Cabinet Secretary at the top of the hierarchy at the
Centre. These posts are filled according to seniority. IAS, IFS, IPS, IRS and 20
others are branches of the Indian Civil Service (ICS).
To opt for IAS as a career, it is necessary to know about IAS/ICS in detail - Why
IAS as a career? For whom it is possible? And how the Mission IAS can be
fulfilled? Let’s start with What is IAS/ICS.
Service Union Government General Management Specialized Technical

Group Services Services Services Services
All India Services IAS IPS IFoS
IFS, IRS, IIS, Railway Engg
Group A Central Services IRTS, IRAS, IA Services, CPWD,
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& AS, etc CGHS

Group B Central Services CSS, RBSS, DANICS CSCS CSCS
Group C
Exist in all functional and general management areas
Group D
Preliminary Examination of the Civil Services Examination for recruitment to

the Services and Posts mentioned below is to be held by the Union Public
Service Commission on … August, 20… in accordance with the Rules published
by the Department of Personnel & Training in the Gazette of India Extraordinary
dated … May, 20…
Name of Services Parent Organisation/Ministry
1. Indian Administrative Service (IAS). Ministry of Home Affairs

2. Indian Police Service (IPS) -do-
S. Name of Service Parent Organisation/Ministry

No
Indian Audit & Accounts Service Office of the Comptroller &
Auditor General of India
Indian Trade Service Ministry of Commerce and
Industry
Indian P & T Accounts and Finance Service Group-A Ministry of Communications
and Information Technology
Indian Postal Service,Group-A -do-
Indian Defence Accounts Service, , Group ‘A’ Ministry of Defence
Indian Defence Estates Service,Group ‘A’ -do-
Indian Foreign Service (IFS) Ministry of External Affairs

Indian Civil Accounts Service, Group ‘A’ Ministry of Finance
Indian Revenue Service(Customs & Central Excise), Group ‘A’ -do-
Indian Revenue Service (I.T.), Group ‘A’ -do-
Indian Information Service (Junior Grade), Group ‘A’ Ministry of Information &
Broadcasting
Indian Railway Accounts Service,Group ‘A’ Ministry of Railways
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Indian Railway Personnel Service, Group ‘A’ -do-

Indian Railway Traffic Service,Group ‘A’ -do-
Indian Ordnance Factories Service, Group ‘A’ (Assistant Works Ministry of Defence
Manager, Administration).
Railway Protection Force (Astt Security Commissioner) Ministry of Railways
Indian Corporate Law Service, Group “A”. Ministry of Corporate Affairs

Armed Forces Headquarters Civil Service, Group ‘B’ (Section Ministry of Defence
Officer’s Grade).
Delhi, Andaman & Nicobar Islands, Lakshadweep, Daman & Ministry of Home Affairs
Diu and Dadra & Nagar Haveli Civil Service, Group ‘B’.
Delhi, Andaman & Nicobar Islands, Lakshadweep, Daman & -do-

Diu and Dadra & Nagar Haveli Police Service, Group ‘B’.
Pondicherry Civil Service, Group ‘B’. -do-

Pondicherry Police Service, Group ‘B’. -do-
Number of Vacancies Varies Year to Year

The number of vacancies fixed by Union Public Service Commission through
the Civil Services Examination in 2015-16 is fixed at 1,129. This is one of the
largest numbers of vacancies in recent times. The number was as low as 580 in
2009. Lately, there has been a steady climb in the intake of candidates for
various bureaucratic posts by the UPSC. The number of vacancies has dropped
substantially from 1,291 in 2014-15 to 1,129 in 2015-16. However, the final
number of vacancies may undergo change after getting exact number of
vacancies from Cadre Controlling Authorities. Reservation will be made for
candidates belonging to Scheduled Castes, Scheduled Tribes, Other Backward
Classes and Physically Disabled Categories in respect of vacancies as may be
fixed by the Government.
SERVICE PROFILE
1. Indian Administrative Service (IAS)
Overview
Indian Administrative Service (IAS), the premier service of Government of
India, was constituted in 1946. Prior to that Indian Imperial Service (1893-1946)
was in force. As on 1.1.2013, sanctioned strength of IAS was 6217 comprising
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of 4313 posts to be filled by direct recruits and 1904 posts to be filled by

promotion/ appointment of State Civil Services officers, Non-state Civil Service
officers. The Civil Services have been a hallmark of governance in India. The
Constitution provides that without depriving the States of their ‘right to form
their own Civil Services, there shall be an All India Service recruited on an All
India basis with common qualifications, with uniform scale of pay and the
members of which alone could be appointed to these strategic posts throughout
the Union. Sardar Vallabhbhai Patel, one of the eminent leaders of the freedom
struggle is referred to the ICS as the steel frame of the country. The Civil
Services, therefore, represents the essential spirit of our nation-unity in diversity.
Recruitment
At present there are three modes of recruitment to IAS viz (i) Through Civil
Services Examination conducted by UPSC every year; (ii) Through promotion of
State Civil Service officers to IAS; and (iii) Through selection of non-state Civil
Service officers. Roughly 2/3rd (66%) posts are meant for Direct Recruitment
and 1/3rd (33%) posts are meant for promotion quota.
Training
♦ Both Direct Recruit as well as promote IAS officers are imparted
probationary training at Lal Bahadur Shastri National Academy of
Administration (LBSNAA), Mussoorie (U.K.)
♦ After completion of successful probation they are conformed.
♦ There is a provision for mandatory ‘Mid Career Training’ for IAS officers
spread across the entire service span.
Allocation of Cadre
♦ Direct recruit IAS officers are allocated to State Cadres/ Joint State
Cadres on the basis of their rank, preference and availability of vacancy in
their category at their turn in terms of provisions of Cadre Allocation
Policy of 2008 as amended from time to time.
♦ Cadre Allocation Policy along with amendments is available on DOPT’s
website for which link is (
http://persmin.gov.in/AIS1/Docs/NewCadre/AllocPolicy.pdf ).
♦ Officers recruited through other modes mentioned above remain on their
State Cadre.
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Functions of IAS Officer

IAS officer is responsible for maintenance of law and order, revenue
administration and general administration in the area under him. His functions
broadly include:
(i) Collection of revenue and function as Courts in revenue matters;
(ii) Maintenance of law and order;
(iii) Function as Executive Magistrate;
(iv) Function as Chief Development Officer (CDO) and District Development
Commissioner (DDC);
(v) Supervision of implementation of policies of State Government and
Central Government;
(vi) Travelling to places to oversee implementation of policies;
(vii) Supervision of expenditure of public funds as per norms of financial prop
riety;
(viii) In the process of policy formulation and decision making, IAS officers at
various levels like Joint Secretary, Deputy Secretary, etc. make their
contributions and give shape to policies;
(ix) To handle the daily affairs of the Government, including framing and
implementation of policy in consultation with the Minister-in-Charge of
the concerned Ministry;
Designations held by IAS officers during field posting
(i) SDO/SDM/Joint Collector/ Chief Development Officer (CDO)
(ii) District Magistrate/ District Collector / Deputy Commissioner
(iii) Divisional Commissioner
(iv) Member Board of Revenue
(v) Chairman Board of Revenue
Appointments to other Organizational Bodies
♦ IAS officers can be appointed in autonomous organizations/sub ordinate
organizations / PSUs/ UN Organizations/ International organizations like
World Bank, Asian Development Bank, in various capacities.
♦ They also serve as Personal Secretaries to Ministers in Central
Government.
♦ There is provision for deputation of IAS officers to private organizations
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also for a fixed tenure.

Designations during Posting in Secretariat of State Government/ Central
Government
An IAS Officer may hold various posts at different levels as under:
S. No. Designation Remarks
1. Under Secretary in Government of India Gets Senior Time Scale (PB-3 with ` 6600
Grade Pay) after completion of four years of
service.
2. Deputy Secretary in Government of India Gets Junior Administrative Grade (PB-3 with
7600 Grade Pay) after completion of 9 years of
service.
3. Director in Government of India Gets Selection Grade (PB-4 with 8700 Grade
Pay) after completion of 13 years of service.
4. Joint Secretary to Government of India, Gets Super time Scale (PB-4 with 10000
Secretary in State Government Grade Pay) after completion of 16 years of
service.
5. Additional Secretary in Government of Gets Higher Administrative Grade after

India/ Principal Secretary in State completion of 25 years of service.
Government
6. Secretary to Government of India/ Chief Gets Apex Scale (` 80000 fixed) after
Secretary completion of 30 years of service.
7. Cabinet Secretary 90000 fixed
Procedures Governing Promotion

♦ In the career span of an IAS officer he is eligible for raise in salary and
promotions.
♦ The promotions take place after evaluating the performance on the basis
of Performance Appraisal Reports , Vigilance Clearance and Scrutiny of
over all record of the officers concerned by following laid down
procedures.
♦ The scrutiny for promotion is done by a Committee of Senior Civil
Servants constituted for the purpose.
♦ Promotions are dependent on the time period spent by an officer in a
particular grade.
♦ Specified number of years of service is a pre-requisite to be eligible for
promotion.
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♦ These time-bound promotions have been envisaged to attract and retain

the best talent in the country.
Assessment of Suitability for Promotion & Posting
♦ For posting, promotion and manning of posts held in the Centre and State
Government and in order to judge their suitability for various assignments,
on annual basis, performance of each and every officer is captured through
an instrument of Performance Appraisal known as Performance
Appraisal Report, i.e. PAR.
♦ This report is initiated by the officer himself, listing out the various
achievements and completion of activities with reference to targets
assigned to him and mutually agreed upon.
♦ This report is written and commented by the next immediate officer and
further reviewed by the officer higher in hierarchy than the Reporting
Officer .
♦ For All India Services, there is one more authority which accepts the
PAR, reported and reviewed by the Reporting Officer and Reviewing
Officer.
Regulations Governing IAS
IAS officers are regulated through different All Ind ia Services Rules such as
AIS (Conduct) Rules, 1968; AIS (PAR) Rules, 2007; AIS (DCRB) Rules,
1958; AIS (Cadre) R ules, 1954; AIS (Pay) Rules, 2007; etc. which are made
under the powers conferred by the All India Services Act, 1951.
2. Indian Police Service (IPS)

Overview
The Indian Police Service (IPS) is one of the three All India Services of the
Government of India. In 1948, a year after India gained independence from
Britain, the Indian (Imperial) Police, was replaced by the Indian Police Service.
The First Police Commission, appointed on 17 August 1865 , contained detailed
guidelines for the desired system of police in India and defined the police as a
governmental department to maintain order, enforce the law, and to prevent and
detect crime. The Indian Police Service is not a force itself but a service
providing leaders and commanders to staff the State Police and all-India Central
Armed Police Forces. Its members are the senior officers of the police.
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Objective
With the passage of time Indian Police Service’s objectives were updated and
redefined, the current rules and functions of an Indian Police Service Officer are
as follows:
♦ To fulfil duties based on border responsibilities, in the areas of
maintenance of public peace and order, crime prevention, investigation,
and detection, collection of intelligence, VIP security, counter-terrorism,
border policing, railway policing, tackling smuggling, drug trafficking,
economic offences, corruption in public life, disaster management,
enforcement of socio-economic legislation, bio-diversity and protection of
environmental laws, etc.
♦ Leading and commanding the Indian Intelligence Agencies like Research
and Analysis Wing (RAW), Intelligence Bureau (IB), Central Bureau of
Investigations (CBI), Criminal Investigation Department (CID), etc. Indian
Federal Law Enforcement Agencies, Civil and Armed Police Forces in all
the States and Union Territories.
♦ Leading and commanding the Central Armed Police Forces (CAPF)
which include the Central Police Organisations (CPO) and Central
Paramilitary Forces (CPF) such as Border Security Force (BSF), Central
Reserve Police Force (CRPF), lndo-Tibetan Border Police (ITBP),
National Security Guard (NSG), Central Indust rial Security Force (CISF),
Vigilance Organisations, Indian Federal Law Enforcement Agencies.
♦ Serve as head of the departments in policy making in the Ministries and
Departments of Central and State Governments and public sector
undertakings b oth at Centre and States, Government of India.
♦ To in teract and coordinate closely with the members of other All India
Services and also with the Indian Armed Forces primarily with the Indian
Army.
♦ Last but not the least, to lead and command the force with courage,
uprightness, dedication and a strong sense of service to the people.
Recruitment
At present there are three modes of recruitment to the Indian Police Service.
These are as follows:
1. Through Civil Services Examination conducted by Union Public Service
Commission,
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2. Through Limited Competitive Examination conducted by Union Public

Service Commission,
3. Through appointment of State Police Service officers by promotion.
Training
♦ All the officers of Indian Police Service undergo probationary training at
Lal Bahadur Shastri National Academy of Administration, Mussoorie and
Sardar Vallabhbhai Patel National Police Academy , Hyderabad .
♦ After successful completion of probation, officers are confirmed in the
service.
♦ There is also provision for mandatory Mid Career Training for IPS
officers spread across the entire service span.
Allocation of Cadre
♦ Successful candidates of Civil Services Examination allocated to the
Indian Police Service are allocated to State Cadres/ Joint Cadres on the
basis of their rank, preference and availability of vacancies in their
category at their turn in terms of provisions of Cadre Allocation Policy of
2008 as amended from time to time.
♦ Officers recruited through promotions from State Police Services remain
in their Sta te Cadres.
Rank Time-scale Pay Scale Grade Pay

SP Junior Scale ` 15600-39100 ` 5400
Senior Scale ` 15600-39100 ` 6600
Junior Administrative Grade ` 15600-39100 ` 7600
Selection Grade ` 37400-67000 ` 8700
DIG Super-time Scale ` 37400-67000 ` 8900
IG Super-time Scale ` 37400-67000 ` 10000
ADG Above Super-time Scale ` 67000-79000 Nil
DG Above Super-time Scale HAG ` 75500-80000 Nil
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(Increment @ 3%)
` 80000 Fixed Nil
Appointments to other Organizations / Bodies

IPS officers can be appointed in autonomous organizations/ sub-ordinate
organizations/ PSUs/ UN Organizations/ International Organizations in various
capacities. They can also serve as Personal Secretaries to Ministers in Central
Government. A large number of senior posts in Central Armed Paramilitary
Forces (viz. CRPF, CISF, BSF, SSB, ITBP, NSG), besides CBI, IB, RAW, etc.
are manned by IPS officers.
3. Indian Audit & Account Service (IA & AS)

About IA & AS
♦ The Indian Audit and Accounts Service (IAAS), a formalized Civil
Services (Group A) of the Union of India, forms the middle and top level
management of the organization.
♦ Through IAAS, the Comptroller and Auditor General of India (CAG)
exercises its mandate.
♦ The lower level comprises of Officers of Group B and below. The three
levels together form the Indian Audit & Accounts Department (IAAD).
The CAG of India is an independent constitutional authority which is neither
part of the legislature nor executive. The CAG is the audit authority for the
States and the Union of India and the accounting authority for the States. This
mandate of CAG of India passes onto the IAAS which performs the compilation
of accounts for States, and audit for both the States and the Centre.
On the accounting part, the Accountant General Offices (AG Office) present in
States, do the compilation of the State Accounts. These offices also take care of
the Entitlement function, such as Pension and Provident Fund, for the State
government employees and in some States, Gazetted Entitlement for the All
India Service officers belonging to particular State.
On the Audit front, there are two separate machineries:
Office of the AG (Audit) is incharge of auditing the activities of the State
Government,
Office of Principal Director (Audit) takes care of auditing the activities of the
Central Government.
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♦ Apart from this national presence, IAAD also has international presence
via three international offices at Kuala Lumpur, London and Washington
DC .
♦ CA G of India has also been entrusted for auditing international bodies
such as United Nations, World Intellectual Property Organization, etc.
Promotion
♦ The career of an IAAS Officer witnesses timely and versatile promotional
avenues.
♦ An IAAS officer joins the department as Deputy AG (DAG), and in due
time gets promoted as Senior DAG (Sr. DAG), AG, Principal AG (PAG),
Additional Deputy CAG (ADAI) and Deputy CAG (DAI).
♦ The posts equivalent to AG and PAG are Principal Director (PD) and
Director General (DG), in central machinery.
Why IAAS?
♦ IAAS works under CAG of India, a constitutional body, which makes it
aloof from any undue political interference.
♦ The Service is known for most timely promotions amongst all the civil
services.
♦ Owing to its mammoth size, people working under it, get to feel only a
part of it.
♦ The Service is good for people with professional bend of mind, as it’s a
knowledge oriented department.
♦ In a recently conducted survey by the Government of India, amongst 3
All India Services and 7 Central Services, IAAS emerged as the Service
with highest percentage of job satisfaction amongst its officers.
♦ It is known to be an employee friendly service. IAAS also allows an
optimal work life balance.
♦ With increasing international exposure due to collaborative working
framework of Supreme Audit Institutions of the world, auditing
international bodies like the UN, WHO, and bilateral/multilateral
assignments with other countries, the IAAS officers get continuous
exposure of international as signments.
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Grade Pay scales Designation in field Designation in

headquarters
Junior time scale 8000-275-13500 Assistant Accountant Asst. Director

General
Senior time scale 10000-325-15200 Deputy Accountant Deputy Director

General
Junior administrative grade 12300-375-16500 Sr. Deputy Accountant Director

General
NFSG of junior 14300-400-18300 Sr. Deputy Accountant Director

administrative grade General
Senior administrative 18400-500-22400 Accountant General Pr. Director

grade
22400-525-24500 Principal Accountant Director general

General
24050-650-26000 Addl. Deputy C & AG
26000 (fixed) Deputy C & AG
4. Indian Tra de Service (ITS)

Overview
♦ The Indian Trade Service (ITS) was formed in 1977 and the direct
recruitment through UPSC started in 1985.
♦ It is an Organized Group ‘A’ Central Service.
♦ The first batch of ITS joined in 1986.
♦ The Directorate General of Foreign Trade (DGFT), which is the Cadre
Controlling Authority of ITS, is an Attached Office under the Department
of Commerce, Ministry of Commerce and Industry.
♦ DGFT is headed by Director General of Foreign Trade (HAG level
officer).
♦ The sanctioned strength of ITS, as on date, is 189, comprising of 54 posts
of Assistant DGFT at JTS level, 63 posts of Deputy DGFT at STS level
(inclusive of NFSG), 64 posts of Joint DGFT at JAG level and 8 posts of
Additional DGFT at SAG level (inclusive of 5 posts of Development
Commissioners in the Special Economic Zones encadred into ITS).
♦ Cadre Review of the ITS is under progress and is likely to be completed
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shortly.
Recruitment
♦ Presently there are two modes of recruitment to ITS viz. (i) through Civil
Services Examination conducted by UPSC every year and (ii) through
promotion.
♦ Almost 50% posts are meant for Direct Recruitment and 50% posts are
meant for promotion quota.
Training
♦ ITS officers are imparted Foundation Course Training at any of the
National Academies.
♦ In addition, Direct Recruit ITS officers are imparted probationary
professional training at the Indian Institute of Foreign Trade (IIFT), New
Delhi for about 8 – 9 months.
♦ A provision is being done for mandatory Mid Career Training for ITS
officers.
Functions of ITS officers
The duties of the Indian Trade Service (ITS) officers are to implement the
provisions of the following Acts/Rules and Policies administered by the
Directorate General of Foreign Trade, which are as under:
(a) Foreign Trade (Development and Regulation) Act, 1992.
(b) Safeguard Measures (Quantitative Restrictions) Rules, 2012.
(c) Foreign Trade Policy (FTP), 2009-2014.
(d) Handbook of Procedure, Volume-I, 2009-2014.
(e) ITC(HS) Classification of Export and Import Items, 2012.
(f) Handbook of Procedure, Volume-II (Standard).
Normally, officers are expected to work in the 36 Regional Authorities which are
located across the country. In addition, ITS officers also work in Department of
Commerce and Directorate General of Anti Dumping (DGAD).
Designation held by ITS officers

(i) Assistant Director General of Foreign Trade.
(ii) Deputy Director General of Foreign Trade.
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(iii) Joint Director General of Foreign Trade / Director (Foreign Trade).

(iv) Additional Director General of Foreign Trade / Development
Commissioner (SEZ).
The ITS officers have the option to serve in different Departments / Ministries of
Government of India on deputation under the Central Staffing Scheme.
5. Indian P&T Accounts and Finance Service Group-A

Overview
Indian Post & Telecommunication Accounts and Finance Service Group ‘A’
(IP & TAFS Gr. ‘A’) was constituted in 1973. This is an organized Accounts &
Finance Service and caters to Department of Telecom & Department of Posts. IP
& TAFS Gr. ‘A’ carries with it a definite liability for posting in any part of India.
Most of the posts are at Capital cities.
Recruitment
♦ The members of the Service are recruited through Civil Service
Examinations.
♦ It is conducted by UPSC or by promotion from the feeder grade of Group
‘B’ of P & T Accounts and Finance Service.
Training
♦ Candidates appointed to the Service through the Civil Service
Examination shall be on probation for a period of two years.
♦ They will attend such Training and undergo such examination/ tests as
may be prescribed from time to time in various training centers as decided
by the Cadre Controlling Authority.
S. No Module Institution Duration
1. Foundation Course DOPT designated institution 15 weeks
2. Professional Training Course National Institute of Finance Management 44 weeks

Faridabad
3. Department Training National Institute of Communication 36 weeks

Finance, Ghitorni, New Delhi
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Besides, the officers also undergo various In-service as well as Mid Career
Trainings from time to time so as to enhance their skills and personality.
Brief of duties performed by the officers of IP & T AFS GR . ‘A’
(i) Assessment and Collection of License fee and Spectrum usage charges
paid by Telecom Licencers.
(ii) Spectrum Auction.
(iii) Policy making in Department of Telecommunications and Department of
Posts.
(iv) Financial Management of Department of Posts and Department of
Telecommunications.
(v) Internal Audit of Department of Telecommunications and Department of
Posts.
(vi) Accounting of Department of Posts and Department of
Telecommunications.
(vii) Pension Management of DoT, DoP, BSNL and MTNL.
(viii) Human Resource Development and Capacity Building of IP & TAFS, Gr.
‘A’
Career Prospects
♦ The entry in the Service is at Junior Time Scale in the pay—scale PB-3 `
15600-39100 + Grade Pay of ` 5400/-) with further promotion up to the
level of Junior Administrative Grade (NFSG) within span of 13 years of
the service.
♦ At present the highest grade in the cadre is HAG+ in the scale of pay of `
75500-80000.
The hierarchy of the posts in the IP & T AFS, Gr. ‘A’ their pay scale & minimum
span of service for promotion is mentioned below:
S. Name of the Post & Pay Scale The minimum qualifying service
No. for promotion
1. Junior Time Scale On initial recruitment
PB-3 ` 15600-39100 + Grade
Pay ` 5400
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2. Senior Time Scale On completion of four years of

PB-3 ` 15600-39100 + Grade approved service as on 1st January of
Pay ` 6600 the year
3. Junior Administrative Grade On completion of 09 years of

PB-3 ` 15600-39100 + Grade approved service as on 1st January of
Pay of ` 7600 the year
4. Selection Grade in Junior Junior Administrative Grade officers

Administrative Grade PB-4 ` who have entered into 13th year of
37400-67000 + Grade Pay of ` service on 1st January of the year of
8700 examination
5. Senior Administrative Grade PB- On completion of 17 years of
4 ` 37400-67000 + Grade Pay of approved service with four year
` 10000 regular service in Junior
Administrative Grade as on 1st
January of the year
6. Higher Administrative Grade ` Senior Administrative Grade
67000 (annual increment @ Officers with three years of regular
3%)- 79000 service in the Grade as on 1st
January
7. Higher Administrative Grade ` Officers in Higher Administrative
75500-80000 Grade or Senior Administrative
Grade Officers with three years of
regular service in the Grade as on 1st
January
Posting on completion of probation

♦ IP & TAFS Gr. ‘A’ officers cater to Department of Posts and Department
of Telecommunications.
♦ After successful completion of the probation period, the officer may be
posted against vacant Junior Time Scale posts available at that time in
various offices in these Departments.
♦ Most of these offices are situated in the State Capitals & UTs all over
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India with HQs at Delhi.
S. Grade Department of Telecommunication Department of Posts

No.
HQ Field HQ Field
1. Junior Time Scale Asstt. Chief Asstt. Chief Accounts Asstt. Chief Asstt. Chief
Accounts Officer Officer Accounts Accounts
Officer Officer
2. Senior Time Scale Asstt. Director Dy. Controller of Asstt. Director Deputy
General Communication General Director
Accounts
3. Junior Director Jt. Controller of Director Director

Administrative Communication on
Grade Accounts
4. Senior Dy. Director Controller of Dy. Director General

Administrative General/ Jt. Communication General/ Manager
Grade Administrator Accounts General
Manager
5. Higher Sr. Dy. Director Pr. Controller of _________ ______

Administrative General Communication
Grade Accounts
6. Higher Advisor (F) _________ _________ ______

Administrative
Grade+

Besides IP & T AFS, Gr. ‘A’ officers can be appointed on deputation to Central
Government, State Governments, Central Staffing Scheme, Autonomous
Organizations/ Subordinate Organizations, PSUs and UN Organizations/
International Organizations like World Bank, Asian Development Bank in
various capacities.
6. Indian Postal Service (IPoS), Group-A

Overview
Indian Postal Service (IPoS), was formed in 1948. For administrative
convenience the postal network of the country is divided into twenty two Postal
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Circles . Each Circle is headed by a Chief Postmaster General. The Circles are
further divided into Regions comprising groups of field units, called Divisions
(Postal / RMS Divisions). Each Region is headed by a Postmaster General . In
addition to these twenty two Circles, there is a separate wing called the Army
Postal Service (APS) Corps to take care of the postal needs of the Armed Forces.
The APS is designated as a separate Circle called the Base Circle and is headed
by the Additional Director General , Army Postal Service in the rank of a
Major General . The officers’ cadre of the APS is drawn on deputation from the
Indian Postal Service. The country has 1.55 lakh Post Offices comprising
General Post Offices, Head Post Offices, Sub Post Offices and Branch Post
Offices.
Sanctioned Strength
The sanctioned strength of Indian Postal Service, Group ‘A’ is 561 and their
details are as follows:
S. No. Grade Pay Band & Grade Pay Number of
Posts
(1) Member, Postal Services ` 75500-80000 06
Board (HAG+)
(2) Sr. DDG/PMG (HAG) ` 67000-79000 26
(3) Senior Administrative Grade Pay Band-4 (` 37400-67000 + Grade Pay ` 10000) 73
(4) Junior Administrative Grade Pay Band-4 (` 37400-67000 + Grade Pay ` 8700) - 105
(including NFSG) for NFSG/ Pay Band-3 (` 15600-39100 + Grade
Pay ` 7600) - for JAG
(5) Senior Time Scale Pay Band-3 (` 15600-39100 + Grade Pay ` 6600) 198
(6) Junior Time Scale Pay Band-3 (` 15600-39100 + Grade Pay ` 5400) 67
(7) Reserves
(i) Deputation Reserve 51
(ii) Training Reserve 30
(iii) Leave Reserve 05
Recruitment
Initial recruitment to the Indian Postal Service is made in the Junior Time Scale
in the following manner:
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♦ Through Civil Services Examination conducted by UPSC every year;

♦ Through promotion from amongst officers regularly appointed to the
Postal Service, Group ‘B’ with three years’ regular service in that grade on
the recommendations of a duly constituted Departmental Promotion
Committee and in consultation with the UPSC.
Training
Direct Recruits are imparted Foundational Course (FC) training at one of the
leading Training Academies in the country viz. Lai Bahadur Shastri National
Academy of Administration (LBSNAA), Mussoorie; Sardar Vallabhbhai Patel
National Police Academy, Hyderabad; National Academy of Direct Taxes,
Nagpur etc. as identified by the Department of Personnel & Training (DOP&T).
The professional training in postal management and administration is given at
Rafi Ahmed Kidwai National Postal Academy (RAKNPA), Ghaziabad.
Posting
Direct recruit IPoS officers are posted in any of the 22 Postal Circles except their
home Circle in their first posting in accordance with the Transfer Policy for
IPoS, Group ‘A’ officers.
Functions of an IPoS officer:
An IPoS officer, while posted in field as Junior Time Scale (JTS) officer either
as Senior Superintendent of Post Offices (SSPOs) or Senior Superintendent
Railway Mail Service (SSRM) , is responsible for overall administration of the
Postal/RMS Division, wherein he/she is posted. A Postal Division is generally
co-terminus with one or two/three revenue districts. The functions of
SSPOs/SSRM broadly include the following:
(i) Effective management and monitoring of postal services and operations
in the Division.
(ii) Administering control over all the Post Offices and Mail Offices in the
Division;
(iii) Planning for optimization and expansion of the postal network in the
Division;
(iv) Technology Management;
(v) Financial Management;
(vi) Materials Management including upkeep and maintenance of Post Offices,
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Letter Boxes and vehicles/ mail vans, etc.;

(vii) Marketing of various products and services of India Post including
Banking and Insurance products;
(viii) Customer relations & public grievance redressal mechanism;
(ix) Coordination with district, police and other public authorities;
(x) Personnel Management: Recruitment, transfers, promotion and
disciplinary matters of employees and staff relations.
Designations held by IPoS officers during field posting:
(i) Senior Superintendent of Post Offices (SSPOs)
(ii) Senior Superintendent of Railway Mail Service (SSRM)
(iii) Chief Postmaster (CPM)
(iv) Assistant Postmaster General (APMG)
Promotional Aspects
An IPoS officer is eligible for promotions in his career span. His/her promotion
takes place after evaluating the performance on the basis of Annual Performance
Appraisal Reports (APARs), vigilance clearance and other related documents.
The scrutiny for promotion is done by Departmental Promotion Committee.
Promotions are dependent upon the time period spent in a particular feeder
grade. The time-bound promotions have been envisaged to attract and retain the
best talent in the country.
Deputations—to other Departments/Ministries, Organizations, Foreign
Assignments
(i) Central Government Ministries/Department under Central Staff Scheme
(mainly in the ranks of Deputy Secretary and above).
(ii) State Government/Organization other than Central Government
Ministries/Department under non-Central Staff Scheme (mainly in the
ranks of Deputy Secretary and above).
(iii) Public Sector Undertakings as Chief Vigilance Officer either in the
capacity of Director of Joint Secretary under non-Central Staff Scheme.
(iv) Foreign assignment on deputation with Universal Postal Union. Asia
Pacific Postal Union, United National Development Programme, etc.
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Regulations governing IPoS

IPoS officers are regulated by the Recruitment Rules (Service Rules) of Indian
Postal Service, Group ‘A’, Central Civil Services (Classification, Control &
Appeal) Rules, 1965, Central Civil Services (Conduct) Rules, 1964 and other
rules and i nstructions issued by the Department of Personnel & Training and
Department of Posts, etc.
7. Indian Defence Accounts Service (IDAS), Group-A

Overview
The Defence Accounts Department (DAD) traces its origin to the Military
Finance Department in India which was working under the Crown and is thus
one of the oldest Departments of the Government of India. Headed by the
Controller General of Defence Accounts, the Department is mandated to provide
financial advice, payment, accounting and internal audit functions in respect of
Army, Navy, Air Force, Ordnance Factories, Defence Research and
Development Organization, Border Road Organization and Canteen Stores
Department and other allied organizations. The Department performs these
functions on behalf of Financial Adviser (Defence Services) / Secretary
(Defence Finance), who functions in the dual capacity as the Principal
Representative of the Ministry of Finance and as the Chief Accounting Officer
for the Defence Services.
Recruitment
At present there are two modes of recruitment to IDAS, viz (i) Through Civil
Services Examination conducted by UPSC every year; and (ii) Through
promotion of Senior Accounts Officers (Gp ‘B’) to IDAS.
Training
♦ The foundation training on joining the Indian Defence Accounts Service
is imparted along with the other Central/ All India services in any one of
the National Academy.
♦ This is followed by induction training at CENTRAD, Brar Square, Delhi
Cantt, followed by Professional Training Course at NIFM, Faridabad and
Departmental Training at NADFM, Pune.
♦ After successful completion of probation period of two years and passing
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of Departmental Examination, as prescribed, they are confirmed into

Junior Time Scale (JTS) Grade of IDAS.
Functions of IDAS officer
Provide financial advice, payment, accounting and internal audit functions in
respect of Army, Navy, Air Force, Ordnance Factories, Defence Research and
Development Organization, Border Road Organization and Canteen Stores
Department and ot her a llied organiza tions.
Level (Grade) Designations in different offices

HQrs Office PCsDA/ CsDA Factory Side IFA Side
JTS ACGDA ACDA ACFA DyIFA
STS Sr. ACGDA DCDA DCFA Sr. DyIFA
JAG Dy CGDA Jt. CDA Jt.CFA Jt. IFA
NFSG Sr. Dy CGDA Addl. CDA Addl.CFA Addl.IFA
SAG Jt. CGDA CDA CFA IFA
HAG - PCDA PCA Pr.IFA
HAG+ Addl. CGDA - - -
APEX CGDA - - -
Appointments to other Organizations/Bodies

♦ Besides departmental postings, IDAS officers can be appointed in other
organizations including in ministries/ Departments of Govt. of India at
Deputy Secretary/Director/ Joint Secretary/ Additional Secretary levels on
deputation basis under Central Staffing Scheme (CSS) of Govt. of India
and other non-CSS deputation as per administrative feasibility.
♦ The significant contributions made by IDAS officers while on deputation
have resulted in a constant demand for the cadre from Central and State
Governments.
♦ Ministries/ Departments under the Government of India such as banking,
economic affairs, petroleum, commerce, agriculture, telecom, urban
development, power, etc. have been enriched by the contribution of IDAS
officers.
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♦ IDAS officers are also appointed overseas as a part of Indian Army

contingent participating in various UN peacekeeping Missions.
♦ As of now, there are 5 UN Missions, where STS level officers are
deployed as part of Indian contingent of UN p eace keeping force.
Grade Authorized Pay Scale Designation in the Dept

Posts
APEX 1 ` 80,000 (Fixed) CGDA
HAG+ 4 ` 75,500- (AI Addl. CGDA
@3%)-80,000
HAG 19 ` 67,000- (AI@3%) 79,000 PCDA/ PIFA/ PCA
SAG 71 ` 37,400-67,000 Plus Grade CDA / IFA/ CFA
Pay ` 10,000
NFSG 113 ` 37,400-67,000 Plus Grade Addl. CDA/ Addl. IFA /
Pay ` 8,700 Addl. CFA
JAG ` 15,600-39,100 plus Grade Jt. CDA/ Jt. IFA/ Jt.
Pay ` 7,600 CFA
STS 172 ` 15,600-39,100 plus Grade DCDA/Sr. Dy IFA /

Pay ` 6,600 DCFA
JTS 177 ` 15,600-39,100 plus Grade ACDA / Dy IFA/ ACFA

Pay ` 5,400
8. Indian Defence Estate Service (IDES), Group-A

Overview
♦ The Indian Defence Estate Services (IDES) was formed in the year 1985.
♦ IDES is one of the Group ‘A’ Central Civil Service of India.
♦ The cadre controlling authority for IDES is the Ministry of Defence.
♦ Cadre size: 134 posts (direct recruitment – 75%, promotion – 25%).
Indian Defence Estates Service Recruitment and Training
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♦ The recruitment of IDES officers is done through Civil Services Exam

conducted by UPSC.
♦ All the selected candidates for All India Service, Group A and Group B
are required to undergo orientation training.
♦ IDES falls under Group A services and the officers selected head towards
NIDEM (National Institute of Defence Estates Management) at Delhi for
the actual IDES training.
♦ The training at NIDEM is for 6 months and aims to learn the various
departments of municipal control in Cantonment and Security Territory
Management.
Functions of the Officers
♦ Defence land management and audit.
♦ Acquisitions, requisition, hiring and relinquishment of defence lands.
♦ Handling litigations and court cases pertaining to defence lands including
those arising out of acquisition.
♦ Independent audit of defence land usage.
♦ Construction and maintenance of roads, infrastructure, street lighting,
public parks, libraries, public markets, schools, hospitals, etc.
♦ Supply of clean drinking water.
♦ Preparing and implementing town planning scheme.
♦ Registration of birth and deaths.
♦ Conducting election and census related activity in the cantonment area.
Grade Pay scales Designation in Field Designation in Headquarters
Junior time scale 8000-275- Cantonment Executive Deputy Asstt. DG in DG’s office or
13500 Officer (CEO) or Defence Asstt. Director in office of the Director
Estates Officer (DEO) Defence Estates at Command
headquarters
Senior time scale 10000-325- Cantonment Executive Asstt. DG in DG’s office or Deputy
15200 Officer (CEO) or Defence Director in office of Director Defence
Estates Officer (DEO) Estates at Command headquarters
Junior 12000-375- Cantonment Executive Deputy Director in DG’s office or Joint

administrative 16500 Officer (CEO) or Defence Director in the Director Defence Estates
grade Estates Officer (DEO) at Command headquarters
Selection grade 14300-400- Cantonment Executive Deputy Director in DG’s office or Joint
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18300 Officer (CEO) or Defence Director in the Director Defence Estates

Estates Officer (DEO) at Command headquarters
Senior 18400-500- N.A. Director Defence Estates at Command

administrative 22400 HQ or Addl. DG in DG’s office or
grade Director, NIDEM
Higher 22400-525- N.A. Senior Additional DG in DG’s office or

administrative 24500 Principal Director at Command HQ
grade
Director General 26000 (fixed) N.A. Director General Defence Estates

Defence Estates
9. Indian Foreign Service (IFS)

Career
♦ A Foreign Service Officer begins his career abroad as a Third Secretary
and is promoted to Second Secretary as soon as he is confirmed in service.
♦ Subsequent promotions are to the levels of First Secretary, Counsellor,
Minister and Ambassador/High Commissioner/Permanent Representative.
♦ Officers can also be posted to Indian Consulates abroad where the
hierarchy (going upwards) is Vice-Consul, Consul and Consul General.
♦ The hierarchy at the Ministry of External Affairs includes 6 stages: Under
Secretary, Deputy Secretary, Director, Joint Secretary, Additional Secretary
and Secretary.
Functions
The functions of an Indian diplomat may be summarized as:
♦ Representing India in its Embassies, High Commissions, Consulates, and
Permanent Missions to multilateral organisations like UN;
♦ Protecting India’s national interests in the country of his/her posting;
♦ Promoting friendly relations with the receiving state as also its people,
including NRI / PIOs;
♦ Reporting accurately on developments in the country of posting which are
likely to influence the formulation of India’s policies;
♦ Negotiating agreements on various issues with the authorities of the
receiving state; and
♦ Extending consular facilities to foreigners and Indian nationals abroad.
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Strength
♦ In recent years, the intake into the Indian Foreign Service has averaged
between 8-15 persons annually.
♦ The present cadre strength of the service stands at approximately 600
officers manning around 162 Indian missions and posts abroad and the
various posts in the Ministry at home.
10. Indian Civil Accounts Service (ICAS) Group-A

Overview
♦ The Civil Accounts Organization employs around 10,000 personnel in
different grades of Group A, B, C & D posts of the Government of India.
♦ Recruitment to the organization is done through various channels.
♦ Direct entry to the Group ‘A’ is through the Union Public Service
Commission (UPSC) by means of the common Civil Service Examination
held every year.
♦ The officers selected by the UPSC together with the Officers promoted
from Group ‘B’ cadre, constitute the Indian Civil Accounts Service.
♦ Since 1977, the regular intake to the service has been made through
Union Public Service Commission through the combined Indian Civil
Services Examination, through which recruitment to all the other prime
services of the country are recruited.
Function
♦ The officers of the ICAS perform important function of rendering
management accounting information in the Ministries relating to
collections of receipts and expenditure control, preparation of budget
estimates relating to receipts as well as e xpenditure.
♦ The va st expertise available in the ICAS has been utilised by the
Government at the various levels of decision making.
♦ The expertise of ICAS officers has also been utilised by International
Monitory Fund in a number of countries for advising on various treasury
and accounting functions.
♦ The cadre strength of ICAS stands at 208 posts.
Training
♦ Founded in 1992 the Institute of Government Accounts and Finance
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(INGAF) is defined by its excellence in the field of public policy, finance,

audit and management.
♦ Its programs attract professionals from not only the Central Government,
but the State Governments and Union territories, Public Sector
Undertakings and autonomous bodies and banks.
♦ Its main campus is located in Delhi. It has three regional centres at
Mumbai, Kolkata and Chennai, equipped with multi-media lecture theatres
and computing and information technology services.
♦ Its faculty is drawn from a committed team of experienced professionals,
blending leading edge practices with rigorous academic analysis.
♦ It has also fostered partnerships with institutes of eminence for joint
initiatives at curriculum development, academic research and training.
11. Indian Revenue Service (Customs & Central Excise)

Group-A
♦ The Indian Revenue Service (IRS) is the administrative revenue service
of the Central Civil Services of the Government of India.
♦ It functions under the Department of Revenue in the Union Ministry of
Finance.
♦ IRS is concerned with the collection and administration of the various
direct and indirect taxes accruing to the Union Government.
♦ IRS comprises two branches - IRS (Income Tax) and IRS (Customs and
Central Excise), which are controlled by two separate statutory bodies,
viz., Central Board of Direct Taxes (CBDT) and Central Board of Excise
and Customs (CBEC) respectively.
♦ IRS serves the nation through discharging one of the most important
sovereign functions, i.e. collection of revenue for development, security
and governance.
Recruitment
♦ There are two streams of recruitment to the Indian Revenue Service -
Direct Recruits and Promoted Officers.
♦ Direct Recru its are selected from the prestigious Civil Services
Examination co nducted by Union Public Service Commission and based
on preferences opted by them.
♦ Promoted Officers like Income Tax Service, Group ‘B’ are promoted
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gradually over several years of service.

♦ The current ratio of two streams at entry level is kept at 1:1.
♦ Initial posting would be Assistant Commissioners up to senior rank of
Principal Chief Commissioners, Member/Chairman of the Central Board
of Direct Taxes or Central Board of Excise and Customs.
Training
♦ IRS Officer Trainees (OTs) first undergo a 3-month Foundation Course at
the Lal Bahadur Shastri National Academy of Administration.
♦ IRS officers then proceed to the National Academy of Direct Taxes,
Nagpur or the National Academy of Customs, Excise and Narcotics,
Faridabad.
♦ They undergo a very dynamic training in specialized matters of
conventional tax administration (Direct Taxes) along with unarmed
combat, weapons and explosives.
♦ Additionally IRS officers undergo extensive training with Army and the
National Police Academy and many other prestigious institutes of the
country so that they are better prepared to excel in their multi-faceted role.
Designations
The designations and time-scales within the Indian Revenue Service are as
follows after cadre restructure:
S. Position / Pay Level and Rank Order of Equivalent Position or
No. Grade in the Precedence Designation in the
Government of (As per Administrative Service/
India Presidential Police Service
order)
1. Junior Time Assistant Commissioner of Additional District
Scale Income Tax / Entry-level Magistrate/Assistant
(Probationer) Superintendent of Police
2. Senior Time Deputy Commissioner of District Magistrate/

Scale Income Tax (Equivalent to) Superintendent of Police
Under Secretary to
Government of India
3. Junior Joint Commissioner of District Magistrate/Special

Administrative Income Tax (Equivalent to) Secretary/Senior
Grade Deputy Secretary to Superintendent of Police
Government of India
4. Selection Grade Additional Commissioner of Divisional
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Income Tax (Equivalent to) Commissioner/Additional

Director to Government of Secretary/Deputy Inspector
India General of Police
5. Senior Commissioner of Income 26 Divisional Commissioner/

Administrative Tax/Additional Director Secretary/Inspector General of
Grade General (Equivalent to) Joint Police
Secretary to Government of
India
6. Higher Principal Commissioner of 25 Principal Secretary/Additional
Administrative Income Tax (Equivalent to) Director General of Police
Grade Additional Secretary to
Government of India
7. Higher Chief 25 Principal Secretary/ Director
Administrative Commissioner/Director General of Police
Grade + General (Equivalent to)
Additional Secretary to
Government of India
8. Apex Scale Principal Chief 23 Addl. Chief Secretary/Chief
Commissioner of Income Secretary/ Director General of
Tax (Equivalent to) Special Police (Head of Force)
India
9. Apex Scale CBDT Chairman/Member 23 Secretary to the Government of
CBDT/DG Central India
Economic Intelligence
Bureau (Equivalent to)
India
Work Profile
♦ Indian Revenue Services officers are mainly attached to the Income Tax
and Customs Departments.
♦ They are also deputed to many other agencies and departments in the
Central and State Governments.
♦ IRS officers administer the Direct Taxes laws through the Income Tax
Department (ITD) whose logo is ‘kosh mulo dandah’.
♦ The ITD is one of the largest departments of the Government of India
with a sanctioned strength of about 75000 employees , including 4921 duty
posts in the IRS, spread over 550 locations all over the country.
♦ IRS officers are known as the Guardians of the Economic Frontiers and
are deputed to law enforcement and intelligence organisations like the
Central Bureau of Investigation, National Investigation Agency, Research
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and Analysis Wing, Intelligence Bureau, etc.

♦ The IR S officers are entrusted with responsibility to identify the tax
evasion modus operandi and are given statutory powers of search and
seizure and arrest to combat the prevalent evasion.
♦ They also play a role in advising on tax policy matters by playing a
significant role in framing or amending of statutes and frames regulations
in relation to taxes.
12. Indian Revenue Service (Income Tax) Group-A

♦ Indian Revenue Service (IRS) is the largest Group ‘A’ Central Service
amongst the organised civil services in the Government of India.
♦ IRS serves the nation through discharging one of the most important
sovereign function, i.e. collection of revenue for development, security and
governance.
♦ An IRS officer starts in Group A as Assistant Commissioner of Income
Tax.
♦ Recruitment at this level is through the Civil Services Examination
conducted by Union Public Service Commission.
♦ IRS plays a pivotal role in collection of Direct Taxes (mainly Income Tax
& Wealth Tax) in India which form a major part of the total tax revenue in
the country.
♦ The relative contribution of Direct Taxes to the overall tax collection of
the Central Government has risen from about 36% to 56% over the period
2000-01 to 2013-14.
♦ The contribution of Direct taxes to GDP has doubled (from about 3% to
6%) during the same period.
♦ IRS officers administer the Direct Taxes laws through the Income Tax
Department (ITD) whose logo is ‘ kosh mulo dandah ’.
♦ The ITD is one of the largest departments of the Government of India
with a sanctioned strength of about 75000 employees, including 4921 duty
posts in the IRS, spread over 550 locations all over the country.
♦ The IRS officers are assisted by the Income Tax Officers, Income Tax
Inspectors and support staff.
Indicative hierarchy of the IRS officers in the field formation is as under:
Designation Pay Scale
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Principal Chief Commissioner of Income ` 80,000 (fixed)

Tax
Chief Commissioner of Income Tax ` 75,500-80,000
Principal Commissioner of Income Tax ` 67,000-79,000
Commissioner of Income Tax ` 37,400-67,000 + grade pay of `
10,000
Additional Commissioner of Income Tax ` 37,400-67,000 + grade pay of `
8,700
Joint Commissioner of Income Tax ` 15,600-39,100 + grade pay of `
7,600
Deputy Commissioner of Income Tax ` 15,600-39,100 + grade pay of `
6,600
Assistant Commissioner of Income Tax ` 15,600-39,100 + grade pay of `
5,400
Role of IRS officers in the Government of India

♦ IRS officers serve the Government of India in different capacities/roles.
♦ While administering, Direct Taxes through the ITD, they formulate
policies, implement such policies and discharge the functions of an
investigator, quasi-judicial authority, prosecutor and negotiator of
International Agreements etc.
Their main roles could be briefly described as under:
Policy Formulation
♦ The taxation policies are dynamic and keep changing with the emerging
needs of the economy and the country.
♦ The tax policy is not limited to raising of revenue.
♦ As a part of the overall policy of the Government of India, the tax policy
also serves as a tool to address several other objectives in the process of
development of the country.
♦ The objectives may include providing for incentives and disincentives in
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the target areas/segments of the economy.

Tax Administrator - Investigator, quasi -judicial authority and prosecutor
♦ Levy and collection of the tax is the main function of an IRS officer in the
field formation.
♦ Majority of the officers are involved in this function in some way or the
other.
♦ The process of tax collection is mainly driven through the regime of
voluntary compliance in which the tax payers have to pay their taxes as per
the mandate of the law, following the procedure laid down including
mandatory f iling of returns of income or other specified statements.
♦ There is always a gap between the expected and the achieved level of
compliance. With a view to detect such aberrations and promote voluntary
compliance, several interventions are done through selective scrutiny
(examination) of returns/statements, surveys, search & seizure, etc.
Global crusade against black money
♦ One of the most important functions of IRS is detection and curbing black
money in the country.
♦ While taking all possible measures in this regard domestically, IRS
officers are also responsible to negotiate International Agreements with
other tax jurisdictions, to plug misuse of international financial processes
for tax evasion and avoidance.
Serving other Ministries/Departments/Organisations on deputation
Apart from working in the ITD/Department of Revenue, IRS officers serve other
Ministries/Departments/Organisations in different capacities on deputation.
Training & Capacity Building
Induction Training
♦ On joining the service, IRS officers are trained mainly at National
Academy of Direct Taxes (NADT), located at Nagpur, which is one of the
premier National Academies of the Government of India.
♦ NADT conducts the Induction Training for IRS officers and the
Foundation Course for other services as well.
♦ The training also includes attachment to various field
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offices/organisations across the country.

Mid-Career Training
♦ There are various mid-career training programmes for IRS officers with a
view to keep them abreast of the latest developments in the areas of
governance, particularly taxation, finance and management.
♦ These training programmes include the Advanced Mid Career Training
(AMCTP) which is conducted’ in 3 phases.
♦ Phase I is for Joint/Additional Commissioners, Phase-II is for
Commissioners/Principal Commissioners and Phase-III is for Chief
Commissioners/ Principal Chief Commissioners.
Career Prospects at a glance
♦ An IRS officer could rise upto the Apex Scale ( ` 80,000 fixed plus
allowances) at the post of Principal Chief Commissioner of Income Tax in
the ITD.
♦ At the apex level, he can also get selected as a Member or Chairperson of
the CBDT.
♦ The intermediate grades in this career progression are Deputy
Commissioner, Joint Commissioner, Additional Commissioner,
Commissioner, Principal Commissioner and Chief Commissioner of
Income Tax.
♦ With increased scope for international cooperation in the work areas of
exchange of information, transfer pricing, and taxation of cross-border
transactions, the Government of India decided to create a network of
Income Tax Overseas Units (ITOUs).
♦ Besides serving within the country, IRS officers also serve in such ITOUs
which are part of the Indian Missions at select places abroad.
♦ An IRS officer is also eligible to be selected as Member of the Income
Tax Appellate Tribunal, Authority for Advance Ruling, Income Tax
Settlement Commission and Income Tax Ombudsman as per the prescribed
eligibility criteria.
13. Indian Information Services (IIS-Junior Grade), Group-A

Overview
The Indian Information Services (IIS), a Central Service, earlier known as
Central Information Service (CIS), was established as an organized service w.e.f.
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1st March, 1960 and consisted of both Group ‘B’ and Group ‘A’. Prior to 1960,
these posts were manned by officers recruited separately for each media Unit
through the UPSC from open market. In 1987, CIS was bifurcated into IIS
Group ‘A’ and IIS Group ‘B’. The Indian Information Service consists of posts
all over India including a few abroad in various media organization. As on
01.01.2014, the total sanctioned strength of IIS Group ‘A’ is 571.
Recruitment
At present there are two modes of recruitment to IIS Group ‘A’ service viz. (i)
Through Civil Services Examination conducted by UPSC every year (50%); (ii)
Through promotion from Senior Grade of IIS Group ‘B’ (50%).
Training
♦ After allocation by DoP & T, the officers undergo three months
Foundation Training in any of the institute recognized by DoP & T.
♦ After that there is a nine months Professional Training in Indian Institute
of Mass Communication (IIMC).
♦ Thereafter one year Media Attachment in different Media Units, i.e. PIB,
NSD: AIR, DDN, DPD, DFP, RNI and NMW of M/o Information &
Broadcasting.
Designations held by IIS Group ‘A’ officers:
(i) Principal Director General
(ii) Director General
(iii) Additional Director General
(iv) Director/ Joint Director
(v) Deputy Director
(vi) Assistant Director
Appointments to other Ministry/ Departments:
♦ IIS officers can be appointed to other Ministry/ Departments on
deputation basis, including deputation under Central Staffing Scheme.
♦ They also serve as Personal Secretaries to Ministers in Central
Government on co-terminus basis.
Regulations Governing IIS
Service conditions of IIS Group ‘A’ officers are regulated by IIS (Group ‘A’)
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Rules, 2013.
Functions of IIS Group ‘A’ officers
(i) To look after the administration and coordination work of the Press;
Information Bureau Headquarters and day to day publicity work of the
Government.
(ii) To guide, supervise and control Field Publicity Units of the Central
Government spread across the country; to issue directions from time to
time for effective monitoring and evaluation of the work of field units.
(iii) Control, Supervision and Guidance to the News Services Units of the All
India Radio and Doordarshan including the Regional News Units.
(iv) Organization of press advertising and visual publicity campaigns for
disseminating information to the people on the activities and policies of
the Central Government through various media of mass communication
such as Press Advertisements, folders, posters, booklets, calendars, diaries,
exhibitions, cinema slides.
(v) To monitor the complex legal issues involved in the verification of titles,
registration and circulation for Newspapers in India.
(vi) To plan and execute the media strategy to provide publicity to various
programmes / schemes of Government for the welfare of the people across
the countr y.
14. Indian Railway Accounts Service (IRAS) Group-A

Overview
As a part of the scheme of reorganization of the Railway Board as recommended
by the A/c Worth Committee (1921), Financial Commissioner for Railways was
appointed in April 1923. This was followed by Separation Convention of 1924
by which Railway finances were separated from General Finances of
Government of India. The process of separation of the Accounting and Auditing
functions on the Railways was completed in 1929, with the responsibility for
compilation of all Accounts for the Indian Railways passing on from the
Accountant General to the Financial Commissioner, Railways. This marked the
beginning of the Indian Railways Accounts Service (IRAS) as a cadre, distinct
from that of the Indian Audit and Accounts Service.
The Financial Commissioner for Railways (FC/Rlys) represents the Ministry of
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Finance on the Railway Board and also functions ex-officio as Secretary to

Government of India in the Ministry of Railways in financial matters. In this
capacity, FC/Rlys is vested with full powers to sanction Railway expenditure
subject to the general control of Finance Minister.
Recruitment
♦ Indian Railway Accounts Service (IRAS) is a Group A Central Service of
the Government of India.
♦ There are two modes of recruitment to IRAS viz (i) through Civil
Services Examination conducted by UPSC every year; (ii) through
promotion Group ‘B’ Accounts Officers working on Zonal Railway to
IRAS.
♦ Roughly, 50% posts are meant for Direct Recruitment and 50% posts are
filled through promotion from Group ‘B’ Cadre.
Training
♦ Directly recruited IRAS probationers are required to undergo a 90 week
training programme before induction into service on various railway zones
and other offices.
♦ The training program includes training at National Academy of Indian
Railways (NAIR)/Vadodara, Lal Bahadur Shastri National Academy for
Administration (LBSNAA)/Mussoorie, National Academy for Direct
Taxes (NADT)/Nagpur, National Institute of Financial Management
(NIFM), Faridabad and other specialized training institutes, as well as field
training on zonal railways, divisions, construction organizations and
manufacturing units of the Indian Railways.
♦ There is also provision for mandatory Mid Career Training for IRAS
officers spread across t he entire service span.
Allocation of zonal railways to officers
♦ Direct recruit IRAS officers are allocated to Zonal Railways on the basis
of their ranks, preference and availability of vacancy in their category at
their turn in terms of provision of Cadre Allocation Policy as amended
from time to time.
♦ Officers recruited under promotional quota are encadred on their
respective railways.
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Functions of IRAS Oficers

♦ IRAS Officers are responsible for the Finance and Accounting functions
of the Railways.
♦ Core functions of members of this cadre include maintenance of accounts
of Indian Railways and rendering Financial Advice to the executive.
♦ They are responsible for introduction of techniques of modern financial
management; exchequer control as a refinement in budgetary control;
restructuring of the budgetary and accounting system including institution
of a system of performance budgeting and responsibility accounting, traffic
costing, implementation of incentive schemes in workshops, etc.
These functions inter-alia include the followings:
Financial Management
(i) Scrutiny of all investment and expenditure proposals of various executive
departments relating to the areas of transportation, personnel, motive
power, rolling stock, railway electrification, workshops, signal and
telecommunication, civil engineering, commercial, medical, safety and
security, etc.
(ii) Control over Plan Expenditure, Revenue Expenses and Revenue Receipts.
(iii) Examination/consolidation and preparation of the Budget and to exercise
the budgetary controls as per the procedure laid down,
(iv) Carrying out periodical financial reviews so as to monitor both the
expenditure and receipts and tender appropriate advice to Administration
so as to arrest any budgetary deviations.
(v) Association with survey teams & preparation of project reports —
precursor to all capital investments decisions.
(vi) Funds Management and raising of funds from the market -ways and
means to finance Railway Plans, through conventional and non-
conventional sources, viz commercial exploitation of land, Joint Venture
and SPV, BOLT Scheme and leasing, etc. to meet & finance the investment
requirements of Railways particularly concerning replacement of aged
assets, safety works and networ k expansion.
Accounting Functions
Account keeping involves booking of all expenditure and earning to correct
heads of accounting. While the Capital and Revenue Accounts are prepared to
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facilitate a review of finances of railways as a commercial undertaking, the

Finance Accounts are compiled in accordance with requirements of Government
Accounts. Accounting function involves pre-auditing and concurrent auditing of
all payments, receipts and adjustment transactions on Railways. The
responsibility of Accounts officers in this regard involves:
(i) Maintenance of the Books of Accounts, as per prescribed rules.
(ii) To carry out the internal checks as per rules and procedures of all
transactions affecting receipts and expenditure on the Railways.
(iii) Inspection of Stations, Stores Depots, Executive offices. The
responsibility encompasses inspection of station accounts to ensure that
the accounts submitted by the stations in respect of earnings are not only
correct but that all the prescribed initial records are being kept and that the
transactions are carried out as per the extant rules and procedures.
(iv) Settlement of claims & recovery of Railways dues.
(v) Stock inventory control.
(vi) Management of cash and pay offices and co-ordination with RBI and
other Banks.
(vii) Maintenance of assets register/block accounts necessary for determining
not only the dividend liability but also depreciation.
(viii) The work relating to Electronic data processing and Management
information system.
(ix) All works relating to Management Accounting.
S. Scale Designation in Designation on Railways Remarks

No.
1. Junior Normally On Railways Posted on

Scale Junior Scale (a) In HQ office-Assistant Financial completion of
Officers are not Adviser/AFA. probation (PB-3
posted in (b) In Division-Assistant Divisional Financial with 5400/- Grade
Ministries Manager/ ADFM. Pay)
(c) In Workshop-Assistant Workshop
Accounts officer / AWAO
(d) In Traffic Accounts Office Assistant
Financial Adviser / Traffic/ AFA-T.
(e) In EDP Centres-Assistant Electronic Data
Processing Manager / AEDPM.
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2. Senior Deputy Director On Railways Senior Time scale

Scale in Government (a) Senior Assistant Financial Adviser/ Sr. (PB-3 with `
of India. AFA. 6600/- Grade Pay)
(b) Divisional Financial Manager/ DFM. and after
(c) Workshop-Accounts officer / WAO completion of four
(d) Senior Assistant Financial Adviser /Sr. years of service.
AFA.
(e) Electronic Data Processing Managers
(EDPM)/ Senior System Analyst (SSA)
Railway Board
(a) Deputy Director
3. JAG Deputy Railways Junior

Secretary in (a) Deputy Financial Adviser & Chief Administrative
Government of Accounts Officer / Dy. FA & CAO Grade (PB-3)
India (b) Senior Electronic Data Processing with 7600/- Grade
Manager/ Sr. EDPM Pay) after
Railway Board completion of 9
(a) Joint Director years of service.
4. SG Director in Railways Selection Grade

Government of (a) Deputy Financial Adviser & Chief (PB-4 with `
India Accounts Officer/ Dy. FA & CAO 8700/- Grade Pay)
Railway Board after completion
(a) Director of 13 years of
service.
5. SAG Joint Secretary Railways Super Time Scale

to Government (a) Financial Adviser & Chief Accounts (PB-4 with `
of India/ Officer/ FA & CAO 10000/- Grade
Secretary in Railway Board Pay) after
State (a) Executive Director completion of 18
Government to 20 years of
service.
6. HAG Additional Railways Higher

Secretary in (a) Principal Financial Adviser & Chief Administrative
Government of Accounts Officer/ Dy. FA & CAO Grade with Grade
India/ Principal Railway Board pay ` 12000/-
Secretary in (a) Adviser after completion
State of 30 years of
Government. service.
7. HAG+ Special Railways ` 75500-80000.

Secretary to (a) General Manager/ Director General
Government of Railway Board
India/ Chief (a) Additional Member
Secretary
8. Secy Secretary Financial Commissioner Apex Scale (`
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80000 fixed)
Appointment to other Organizations/ Bodies

Apart from the cadre posts, officers of Indian Railway Accounts Service also
serve in General Administration posts of Indian Railways as General Manager of
Zonal Railways/Production Units, Director General/NAIR at HAG+ level;
Divisional Railway Manager (DRM), Additional DRM, Senior Deputy General
Managers, Chairman/ RRB at SAG level, Deputy General Managers/Deputy
Vigilance Officer at JAG/SG Level.
IRAS officers also serve in various Government Ministries on deputation as
Deputy Secretary/Director, Joint Secretary, Additional Secretary, Secretary etc.
by applying through Central Staffing Scheme of Central Government (DOPT).
They are also sent to various Public Sector undertakings on deputation to hold
finance portfolios of Director/ Group General Manager/ General Manager/ Joint
General Manager, etc.
15. Indian Railway Personnel Service (IRPS) Group-A

Overview
Indian Railway Personnel Service (IRPS) is a Group -A Central Service of the
Government of India and the youngest of all Group ‘A’ Organized Services on
Indian Railways. It was constituted in 1976.The first direct recruitment through
the Civil Services Examination conducted by UPSC was in 1980.
Recruitment
♦ There are two modes of recruitment to IRPS, viz. (i) through Civil
Services Examination conducted by UPSC every year; (ii) through
promotion of Group ‘B’ Personnel Officers working on zonal Railways to
IRPS.
♦ Roughly 50% posts are meant for Direct Recruitment and 50% posts are
filled through promotion from Group ‘B’ Cadre.
Training
♦ Directly recruited IRPS probationers are required to undergo a 93 week
training programme (including Civil Services foundation course of 15
weeks) before induction into service on various railway zones and other
offices.
♦ The tr aining programme includes training at National Academy of Indian
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Rail ways (NAIR)/Vadodara, Lal Bahadur Shastri National Academy for

Administration (LBSNAA)/ Mussoorie, National Academy for Direct
Taxes (NADT)/ Nagpur.
♦ Other specialized training institutes like reputed management institutes,
HR & Personnel Management, as well as field training on Zonal Railways,
Divisions, Construction Organizations and Manufacturing Units of the
Indian Railways.
Allocation of zonal railways to officers
♦ Direct Recruit IRPS officers are allocated to Zonal Railways on the basis
of their ranks, preference and availability of vacancy in their category in
their turn in terms of provision of Cadre Allocation Policy as amended
from time to time.
♦ Officers recruited under promotional quota are encadred on their
respective railway.
Functions of IRPS officers
♦ Indian Railway Personnel Service (IRPS) is a unique service as it is the
only service amongst the Central Group ‘A’ Civil Services catering
exclusively to the Human Resources & Personnel Management discipline
in the Central Government.
♦ It is under the administrative control of Member (Staff) at Railway
Board’s level.
♦ The Establishment Directorate and the Management Services Directorates
are headed by the Additional Member (Staff) in the Railway Board.
♦ The Personnel Department performs a significant and major role in all the
activities of Indian Railways- those, which are directly connected with
train operations, safety, productivity and earnings, as also the support
activities for all departments of IR.
♦ IRPS officers are posted to work in Divisions, Workshops, Zonal
Headquarters, Production Units and the Ministry of Railways (Railway
Board).
The functions are broadly categorized as:
a. Personnel Management:
(i) Manpower Planning.
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(ii) Recruitment.
(iii) Training.
(iv) P rom otions.
(v) Senio rity.
(vi) Reservation.
(vii) Transfer & Posting.
(viii) Payments, Salary & Wages.
(ix) Final Settlement.
b. Industrial Relations:
(i) Maintenance of cordial Industrial Relations.
(ii) Workers’ participation in Management.
(iii) All Welfare Activities.
(iv) Grievance Redressal.
c. Legal & Court matters:
(i) Legal & Court Cases Work
(ii) Implementation of Labour Laws
(iii) Hours of Employment Regulations (HOER)
Like other organized Group ‘A’ services of Indian Railways, IRPS officers can
be posted in General Management Ex-Cadre posts like Dy. General Manager,
Add. Divisional Railway Manager, Divisional Railway Manager, General
Manager etc. as per seniority and merit.
Designations during posting in Zones, Ministry of Railways and other
Ministries (Not exhaustive):
S. No Scale Designation in Designation on Railways Remarks
Ministries
1. Junior Normally Junior In HQ Office/Division/ Work Posted on completion of

Scale Scale & Sr. Scale shop - Assistant Personnel probation (PB-3 with ` 5400/-
Officers are not Officer (APO) Grade Pay)
posted in
Ministries
2 Sr. In HQ - Sr.Personnel Officer On completion of 4 years in

Scale (SPO); In Division - Group ‘A’.
Divisional Personnel Officer
(DPO)
3 JAG/ Jt. Director/ In HQ - Dy. Chief Personnel On completion of 8-9 years in

SG Director Officer (Dy.CPO); In Division Group ‘A’. Non functional
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- Sr. Divisional Personnel selection Grade is given on

Officer (Sr.DPO) completion of 13 years in
Group ‘A’.
4 SAG Executive Director In HQ - Chief Personnel Eligibility is 17 years in Group

Officer (CIO) ‘A’.
5 HAG Advisor In HQ - Chief Personnel

Officer (CPO)
16. Indian Railway Traffic Service (IRTS) Group-A

Recruitment
Indian Railway Traffic Service (IRTS) is one of the eight organized Group ‘A’
services in the Ministry of Railways. Earlier called Officers of the Superior
Revenue Establishment of the Traffic, Transportation and Commercial
Department of Indian Railways, IRTS in its present form was reconstituted in
1967. There are two modes of recruitment to IRTS Group ‘A’:
(i) 50% through direct recruitment through the Combined Civil Services
Examination conducted by UPSC.
(ii) 50% through promotion from Group B officers of Operating and
Commercial Departments of the Zonal Railways.
As of 1 April 2014, the sanctioned strength of IRTS was 781.
Training
♦ After selection, the direct recruit IRTS probationers undergo general
foundation training at one of the training academies, that is, Lal Bahadur
Shastri National Academy of Administration (LBSNAA)/ National
Academy of Direct Taxes(NADT), Nagpur/ RCVP Noronha Academy of
Administration, Bhopal/ Dr. Marri Chann Reddy Human Resource
Development Institute, Hyderabad.
♦ After that they go for the Railway Foundation Course at National
Academy of Indian Railways, Vadodara.
♦ Further specialized training for the probationers is imparted at the Indian
Railway Institute of Transportation Management (IRITM) at Lucknow.
♦ While based at IRITM, the probationers, apart from extensive classroom
input, make study and field trips to various railway activity centres and
other Centralized Training Institutes of Indian Railways, workshops and
organizations across the length and breadth of the country.
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♦ The training also includes a parliamentary attachment, visits to important

railway project sites, ports and short stints at other Civil Service academies
and one of the reputed management institutes in India.
♦ IRTS officers in the middle- and senior-level management undergo
training in diverse areas including commercial management, operations
management, logistics, public-private partnerships, etc.
Role and Function
♦ An IRTS officer coordinates the production and sale of transportation
output and manages the customer interface of railways.
♦ There are two main streams of Traffic Department, Operations and
Comme rcial, where these officers are posted.
♦ After t he training, the officers are designated as Assistant Operations
Manager or Assistant Commercial Manager and posted to one of the
divisions of Indian Railways.
♦ The role of an IRTS officer in the operating department is that of ensuring
smooth and fast transportation of freight and passengers.
♦ He or she ensures optimum utilization of assets maximizing output with
least inputs. This is achieved by coordinating with the service departments
looking after various assets of railways like track, wagons, engines,
signals, etc.
♦ He/she then combines the outputs of the various departments maintaining
the assets - rolling stock and fixed infrastructure to produce a service
output - passenger or freight.
♦ In the Commercial Department, an IRTS officer is connected with sales,
pricing, marketing and service elements of the passenger business and
freight business.
♦ The information technology requirement of passenger ticketing is also
managed by an IRTS officer in the zonal headquarters.
♦ The role changes depending on where an officer is placed in the
organization - in the Division, the Zone or the Railway Board.
♦ In addition, an IRTS officer also has the opportunity to serve in other
Ministries under the Central Staffing Scheme and in PSUs.
Organisation
♦ At the Railway Board level, the Traffic Department is headed by Member
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(Traffic), who is a secretary level officer.

♦ He is assisted by Additional Members/ Advisors who are of the rank of
HAG+/HAG officer.
♦ At present, there are additional member(s)/advisor(s), each for the
commercial, traffic, computerization and information systems, tourism and
catering wings of the Traffic Department.
♦ Within each Wing, there are directorates which are headed by an
Executive Director, a SAG rank officer.
♦ Some of the directorates are traffic, commercial (rates), planning,
coaching, passenger marketing, statistics and economics (under Financial
Commissioner), freight marketing, public grievances, computerization and
information systems, tourism and catering.
♦ At the Zonal Level, the Operating Commercial Departments are headed
by IRTS Officers – Chief Operations Manager (COM) and Chief
Commercial Manager (CCM).
♦ They are of the rank of HAG/SAG officer.
♦ COM is normally assisted by a team of SAG rank officers, viz. Chief
Freight T ransportation Manager(CFTM), Chief Passenger Transportation
Manager(CPTM) and Chief Traffic Planning Manager (CPTM).
♦ Similarly, CCM is assisted by Chief Commercial Manager (Freight
Marketing), Chief Commercial Manager (Passenger Marketing), Chief
Commercial Managers (Passenger Services) and Chief Claims Officer.
♦ They are in turn assisted by Deputy Secretary/Director grade officers -Dy
COM, Dy CCM, Dy CCO.
♦ At the Divisional Level, the Operating and Commercial Departments are
headed by IRTS officers - Senior Divisional Operations Manager (Sr.
DOM) and Senior Divisional Commercial Manager (Sr. DCM).
17. Indian Ordnance Factories Service (IOFS) Group-A

The Indian Ordnance Factories Service (IOFS) is a civil service of the
Government of India. IOFS officers are Gazetted (Group A) defence civilian
officers under the Ministry of Defence. They are responsible for the management
of the Indian Ordnance Factories, which provide the sinews of self-reliant,
indigenous, defence production capabilities of the nation.
Recruitment
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♦ The recruitment in the Indian Ordnance Factories as a Group ‘A’ officer is

done by the Union Public Service Commission (UPSC) based on the
performance in the rigorous and prestigious Engineering Services
Examination (ESE) and the Civil Services Examination (CSE).
♦ Engineering posts are filled through the Engineering Services
Examination.
♦ Technologists are selected through interviews by UPSC.
♦ Posts in the non-technical streams are filled through the Civil Services
Examination.
♦ IOFS is the only cadre in which officials are selected by all four means -
CSE, ESE, interviews and promotions.
♦ IOFHS officers are selected through the Combined Medical Services
Examination, conducted by UPSC.
♦ All appointments to the Group A Civil Services are made by the President
of India.
Training
♦ National Academy of Defence Production (NADP), Nagpur provides
training to the IOFS officers in areas of technology, management, public
administration as induction and re-orientation courses.
♦ IOFS officers are allowed to continue their higher studies at various
national institutions such as the IITs, IIMs, IISc, NITIE, NDC, DSSC and
DIAT under the sponsored category.
♦ Most of the officers who join the ordnance factories are graduates of these
institutes as the recruitment in the ordnance factories is considered quite
tough, only the brightest students make it through the whole process.
♦ They are also trained at these institutes, at the Lal Bahadur Shastri
National Academy of Administration, Administrative Staff College of
India and the Indian Institute of Public Administration, while in service.
♦ The officers are sent to countries which have friendly relations with India,
such as the countries of erstwhile USSR, USA, UK, Sweden, Japan,
Austria, Germany, Russia, France, Israel, Canada, Czech Republic and
Singapore.
Functions
The main functions performed by IOFS officers while at the Indian Ordnance
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Factories include product research & development, project management,

materials management, production planning and control, quality control,
supplies management, industrial safety, labour welfare, personnel management,
industrial relations, management and maintenance of residential estates, etc.
In discharging these functions, the IOFS officers interact extensively with:
♦ R&D organisations such as ARAI, BPRD, CSIR, DRDO.
♦ Quality controlling agencies such as Bureau of Indian Standards,
Directorate of Standardisation, Directorate General of Quality Assurance
(Army), Directorate General of Naval Armament Inspection (Navy),
Directorate General of Aeronautical Quality Assurance (Air Force).
♦ Inter-Services Organisations such as Military Engineer Services, Defence
Exhibition Organisation.
♦ Educational institutes such as the IITs, IIMs, Indian Statistical Institutes.
♦ Public Sector Undertakings of the Ministry of Defence: HAL, BEL,
BEML, BDL, MDL, GSL, GRSE, Midhani, other Govt. PSUs, various
Indian and foreign, private as well as government companies.
♦ Industrial and trade associations such as CII, FICCI, ASSOCHAM.
♦ Ministries such as the Ministry of External Affairs, Ministry of Home
Affairs, Ministry of Labour, Ministry of Personnel, Public Grievances and
Pensions and others.
♦ Besides, in order to meet day-to-day operational requirements of the
organisation, fulfilling various statutory obligations, and ensuring the
welfare of the workforce employed in the ordnance factories, these officers
also interact with the officers of the Indian Armed Forces, Central Armed
Police Forces, Sta te Armed Police Forces, Paramilitary Forces of India,
Special Forces of India; and other bureaucrats from IAS, IPS, IFS, IFoS,
IA&AS, IDAS, IRS, IRTS, etc.
Grade Designation in the field Designation in Pay Scale

Headquarters
Junior Time Scale Assistant Works Assistant Director ` 15,600-39,100 plus
Manager grade pay of ` 5400
Senior Time Scale Works Manager Deputy Director ` 15,600-39,100 plus

grade pay of ` 6600
Senior Time Scale Deputy General Joint Director ` 15,600-39,100 plus
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(Non functional) Manager grade pay of ` 7600
Junior Joint General Manager Director ` 37,400-067,000 plus

Administrative grade pay of ` 8700
Grade functional)
Senior Addl. (GM) General Deputy Director General ` 37,400-67,000 plus

Administrative Manager Principal grade pay of ` 10000
Grade Director Regional
Director /Regional
Controller of Safety
Higher Senior General Manager Senior Deputy Director ` 67,000-79,000 plus

Administrative / Senior Principal General grade pay-Nil
Grade Director
Higher Nil Addl. Director General & ` 75,500-80,000 plus

Administrative Member of the Board grade pay-Nil
Grade (+)
Apex Scale Nil Director General Ordnance ` 80,000 (fixed) plus

Factories (DGOF) & grade pay-Nill
Chairman of the Ordnance
Factories Board
18. Railway Protection Force Services(Astt. Security

Commissioner) Group-A
Overview
Induction of Group ‘A’ officers recruited through Civil Service Examination in
Railway Protection Force, Ministry of Railways, Government of India, started in
the year 1981.
At present 50 per cent posts of Junior Scale Group ‘A’ officers in RPF are filled
by the officers recruited as above. As on 1.1.2014, sanctioned strength of Group
‘A’ officers in RPF is 441 including 127 officers recruited through Civil Services
Examination.
Recruitment
At present there are three modes of recruitment to Group ‘A’ officers in RPF.
(i) Through Civil Services Examination conducted by UPSC every year;
(ii) Through promotion of Inspectors of RPF in terms of RPF Recruitment
Rules of 1994; and
(iii) By recruiting ex army officers to 10% posts of Group ‘A’ officers.
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Training
♦ Both Direct Recruits as well as the promote officers are imparted
probationary training at various National Academies including JR RPF
Academy, Lucknow, one of the Central training institutes of Indian
Railways.
♦ Direct Group ‘A’ Recruits undergo Foundation Course and various other
courses with other Group ‘A’ services officers recruited through Civil
Services Examination.
♦ After completion of successful probation period of two years,
probationers are confirmed.
♦ There is provision for in-service training for officers’ spread across the
entire service span organized within Railways as well as through BPR&D
and ‘DOPT.
Allocation of Zone on Indian Railways
♦ Direct recruited Group ‘A’ officers of RPF are allocated to various zones
on the Indian Railways subject to administrative exigency and availability
of vacancies.
♦ These officers are liable to be posted at any location over Indian Railways
irrespective of the Zonal Railway allocated to them.
Functions of Group ‘A’ Officers of RPF
Group ‘A’ officers of RPF are responsible for overall protection and
safeguarding of railway property, passenger and passenger area on/over the
Indian Railways. Their functions broadly include:
(i) To provide better protection and security to railway property, passenger
and passenger area.
(ii) To advise the railway administration on all matters connected with
railway security, and to handle all references concerning police including
government railway police received from State Governments or other
Ministries of the Central Government.
(iii) To guide and lead the Force put under command in the protection and
security of railway property, passenger and passenger area and in
combating crime against it. This includes registration,
inquiry/investigation and prosecution under various sections/provisions of
Railway Property (Unlaw ful P ossession) Act, 1966, RPF Act, 1957,
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Railway Act, 1989, etc.

(iv) To compile a monthly review on the performance of the Force in regard
to its statutory duties and functions; and
(v) To do all such other acts as may be necessary or incidental to the
discharge of his duties under the Act and the Rules applicable and in force.
(vi) To exercise all executive and administrative powers in relation to the
Force and its deployment.
(vii) To discharge all personnel functions in respect to Human Resource
Management and Development of the Force.
(viii) To keep the manpower fit and up to date through proper training at initial
level supported by in service courses as well as advanced courses.
(ix) To take suitable disciplinary action against members of the Force found
involved in indiscipline or undesirable activities. On the other hand,
appreciating and giving recognition and r ewards for their good work.
S. Scale/ Rank/ Pay Designation

No. Band
In Division In Battalion/ RPSF In Zonal HQ
1. Junior Scale Assistant security Assistant Commandant/ ASC
Commissioner (ASC) Adjutant
2. Senior Scale Divisional Security Commandant

Commissioner (DSC)
3. Junior Sr. Divisional Sr. Commandant Dy. Chief Security

Administrative Security Commissioner
Grade (in PB-IV Commissioner (Sr.
GP-8700) DSC)
4. DIG Grade --------------- DIG/RPSF Addl. Chief Security

Commissioner
5. SAG/IG Grade ---------------- IG & Chief Security Chief Security

Commissioner/RPSF Commissioner

♦ Besides above, the Group ‘A’ officers of RPF can be appointed in
autonomous organizations/subordinate organizations/PSUs/UN
Organizations/ International organizations, etc.
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♦ In past, they have served in many organizations on deputation like

Ministry of Commerce, Electricity Regulatory Authority for UTs, IOC, Oil
India Limited, Civil Aviation Security, CB1, IB, MEA and State Police,
etc.
♦ RPF officers have also participated in several UN Peacekeeping Missions
in Kosovo, Sudan, Cyprus, etc.
Designations as per RPF Rules, 1987
A Group ‘A’ RPF Officer may hold various posts at different levels as per RPF
Rules, 1987 as given below:
S. No. Designation Remarks
1. Director General/ RPF 80,000/- Fix
2. Additional Director General/RPF In Pay Scale (67,000-annual increment @3%-79,000)

to be filled as per resolution of Ministry of Railways
to fill the posts in HAG Grades.
3. Chief Security Commissioner/IG/RPF/ In PB-4 with 10,000 as Grade Pay. DIG grade
RPSF Officers in PB-IV GP—8,900 get IG Grade after
completion of 05 years of service as DIG.
4. Addl. Chief Security In PB-4 with ` 8,900 Grade Pay. JAG Officers in PB-
Commissioner/DIG/RPF/RPSF IV GP—8,700 get DIG Grade after completion of 05
years of service as Sr. DSC/Sr. Commandant
5. Deputy Chief Security In PB-4 with ` 8,700 Grade Pay. Sr. Scale Officers
Commissioner/Sr. Security get this Grade after completion of 08 years of service
Commissioner/ Sr. Divisional Security as DSC/ Commandant.
Commissioner/RPF/Sr.
Commandant/RPSF
6. Divisional Security Commissioner/ In PB-3 with ` 6,600 Grade Pay. Jr. Scale Officers
Security Commissioner/RPF/ get this Grade after completion of 05 years of service
Commandant/RPSF as Jr. Scale Officer.
7. Assistant Security Commissioner/ In PB-3 with ` 5,400 Grade Pay.

Assistant Commandant/ Adjutant
19. I ndian Corporate Law Service (ICLS) Group-A

Overview
Indian Corporate Law Service (ICLS) was constituted on 01.01.1967 for
effective and efficient administration of the Companies Act. The ICLS posts are
spread over the offices of the Registrars of Companies, Official Liquidators,
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Regional Directors, Company Law Board (C113), Office of Serious Fraud

Investigation Organiza tion (SITIO) and the Headquarters of MCA at New
Delhi. Till 2008, the recruitment of ICLS officers up to JAG level was through
UPSC on the basis of an interview. However, in the year 2008, the lateral entry
in the service was stopped and all the recruitment at the entry level was started
through Civil Service Examination at Junior Time Scale (JTS) grade.
Recruitment
At present there are two modes of recruitment to ICLS, viz.
(i) Direct recruitment through Civil Services Examination conducted by
UPSC every year.
(ii) Through promotion of Senior Technical Assistants / Company Prosecutor,
etc. (Gr.B posts)
The ratio of Direct Recruitment and Promotion quota is 60%:40%.
Training
♦ After recruitment, ICLS officers are put on induction training for a period
of 10 months.
♦ The ICLS Academy, located in the Indian Institute of Corporate Affairs
(lICA), has the responsibility for conducting the induction training for the
Probationary Officers (POs) belonging to the Indian Corporate Law
Service (1CLS).
♦ Induction training for newly recruited ICLS officers is intended to
familiarize them with the provisions of Companies Act, Limited Liability
Partnership Act, other corporate laws, Indian Penal Codes, book keeping &
accounts etc.
Functions of ICLS Officers
ICLS officers broadly administer the Companies Act and Limited Liability
Partnership Act and a few other allied acts. The officers have different roles in
different offices and their functions broadly include the followings:
(i) The ICLS officers when posted as Regional Director, becomes
Administrative head of the Region (at present there are 7 Regions in
country). Further, the RDs exercise certain statutory powers and functions
of the Central Government delegated to them as per the Companies Act.
(ii) As Registrar of Companies (ROC) under the Companies Act as well
Limited Liability Partnership Act, he exercises the power regarding
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registration and regulation of companies/Limited Liability Partnerships.

(iii) As Official Liquidator (OL) attached with different HC, he performs the
statutory duties of liquidation / winding up of the companies which
includes taking of possession of the properties of the companies in
liquidation, realization of the assets and distribution of the assets of the
company amongst the c reditors, workmen, unsecured creditors and the
contributories (ex-shareholders) of the company, etc.
(iv) The ICLS officers are posted as Assistant Director/Deputy Director/Joint
Director/Director of Inspection and Investigation to conduct and supervise
the inspection and investigation of the companies under relevant provision
of the Companies Act.
(v) The ICLS officers are posted at the Headquarter of the Ministry to
discharge various functions such as framing of policies, rules/regulations
notifications etc. issuing notifications and circulars implementation of e-
governance in the Ministry, legal and court matters, to examine inspection
and investigation reports, etc.
(vi) The ICLS Officers are posted as Bench Officers, Secretary in Company
Law Board (CLB). The officers are also posted in the office of Serious
Fraud Investigation Office (SRO).
Designation and Number of Posts included in various grades of the Indian
Corporate Law Service.
S. No Existing Grade and Scale Existing Designation No. of
posts
1 Higher Administrative Grade Director General of Corporate Affairs (DGCA) 1
(HAG) (` 67000-79000)
2 Senior Administrative Grade 1. Regional Director 10

(SAG) PB-4, ` 37400-67000 2. Director of Inspection and Investigation
+3 grade Pay ` 10000) 3. Director
3 Junior Administrative Grade 1. Registrar of Companies 64

(JAG) (PB-3, ` 15600-39100+ 2. Official Liquidator
Grade Pay ` 7600) 3. Joint Director
4. Secretary, Company Law Board
4 Senior Time Scale (STS) (PB- 1. Registrar of Companies 80

3. ` 15600-39100 + Grade Pay 2. Official Liquidator
` 6600) 3. Deputy Registrar of Companies
4. Deputy Official Liquidator
5. Deputy Director”
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5 Junior Time Scale (JTS) (PB- 1. Registrar of Companies 137

3. ` 15600-39100 + Grade pay 2. Official Liquidator
` 5400) 3. Registrar of Companies-cum- Official Liquidator
4. Assistant Registrar of Companies
5. Assistant Official Liquidator
6. Assistant Director
7. Bench Officer - Company Law Board
Grand Total 292
20. Armed Forces Headquarters Civil Service (Section

Officer) Group-B
Section officer in armed headquarters civil service group ‘B’
♦ The Armed Forces Headquarters Civil Service was constituted in 1968.
♦ It aimed to provide continuity in the functioning of the Integrated
Headquarters of the Ministry of Defence (Army, Navy and Air), Defence
Staff Headquarters and the Inter Service Organizations under the Ministry
of Defence.
♦ The Service is contributing significantly in the functioning of Armed
Forces Headquarters/Inter Service Organizations except those relating to
technical and combat aspects in respect of the Armed Forces.
♦ Join t Secretary (Trg) & Chief Administrative Officer is the Cadre
Controlling Authority and Head of the Department for AFHQ Civilian
employees.
Service Profile
(i) The Armed Forces Headquarters Civil Service has at present the
following grades:
SI Grade Name of the Corresponding Band/Scale (` ) Corresponding
No. Pay Grade Pay (` )
Band/Scale
1 Principal Director PB-4 37400-67000 10000

(Group A’)
2 Director (Group ‘A’) PB-4 37400-67000 8700
3 Joint Director (Group PB-3 15600-39100 7600

‘A’)
4 Deputy Director PB-3 15600-39100 6600

(Group ‘A’)
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5 Section Officer PB-2 (i) 9300-34800 (on initial (i) 4800 (ii) 54CX)
(Group ‘B’) appointment) (Nonfunctional
(ii) 15600-39100 (Non- Grade Pay)
functional scale/Grade Pay on
completion of 4 years approved
service)
6 Assistant (Group ‘B’ PB-2 9300-34800 4600

Non-Gazetted)
(ii) 50% of the posts of Section Officers are filled by Direct Recruitment
through the Civil Services Examination. Unfilled DR Quota vacancies will
be diverted to promotion quota in the fourth year (after three years of carry
forward). The rem aining 50% are filled by promotion of Assistants.
(iii) At Assistant grade level also recruitment is done by Direct Recruitment
(50%) through Staff Selection Commission and 50% by Promotion from
UDC grade.
(iv) Conditions of service including leave, pension, etc. of officers of AFHQ
are governed by the rules, regulations and orders of the Central
Government issued from time to time. In addition, canteen facility is also
available to the AFHQ Civilian Officers/Staff.
Duties of section officers in AFHQ civil service
(i) General duties such as management, distribution and coordination of
work including supervision of staff.
(ii) Analysis and Independent disposal of cases.
(iii) Initiating notes and proposals in relevant cases.
(iv) Keeping track of ongoing cases and subsequent follow up.
(v) Submission of periodic Reports & returns including collation of data.
(vi) Responsibility of efficient and expeditious disposal of work and checks
on delays.
21. DANICS Service Group-B

♦ DANICS refers to the “NCT of Delhi, Andaman & Nicobar Islands,
Lakshadweep, Daman & Diu and Dadra & Nagar Haveli Civil Service”.
♦ It is a Group B civil service of the Government of India.
♦ Officers of the service are recruited directly through the Civil Services
Examination and are responsible for the diverse administrative functions of
the National Capital, Delhi and the Union Territories.
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♦ They form a feeder cadre of the Indian Administrative Service.

Selection Criteria
♦ For selection into DANICS, one has to qualify the Civil Services Exam
being held annually.
♦ The Civil Services Examination has a three-stage competitive selection
process.
♦ At stage one, there is an objective type examination called the preliminary
exam. This is a qualifying examination and consists of a General Studies
paper and an aptitude test. Only the candidates who pass this can appear
for the “Main Examination” which consists of nine papers.
♦ Each candidate has to select an optional subject (two papers in the form
of Paper A and Paper B as per the prescribed syllabus) and to take four
General Studies papers, an Essay, an English language paper and a regional
language paper.
♦ This is followed by an interview. The cadre is further augmented by
promotion of non-gazetted civil service officers.
♦ Two thirds of the strength is filled by direct recruitment and the remaining
by promotion.
Postings of DANICS Officers
♦ After the training period of two years, DANICS officers are initially
posted as Assistant Collector (District Administration, Delhi) or Sub.
Divisional Magistrates.
♦ They are posted on deputation in the Autonomous Bodies of Delhi like
MCD, NDMC, DDA, etc. or as Deputy Secretary in different Ministries of
Delhi Government.
♦ After attaining seniority, they get promotion into Senior Grades (JAG-I
and JAG-II/SAG).
♦ Then, they get inducted into the AGMUT cadre of the Indian
Administrative Service.
22. DANIPS Service Group-B

♦ DANIPS stands for “NCT of Delhi, Andaman & Nicobar Islands,
Lakshadweep, Daman & Diu and Dadra & Nagar Haveli Police Service”.
♦ It is a federal police service in India, administering Delhi and the Union
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Territories of India.
♦ It was earlier called the Union Territories Police Service.
♦ It is a Group B civil service of the Government of India.
♦ Officers of the service are recruited directly through the Civil Services
Examination and are responsible for the law & order and policing
functions of the National Capital, Delhi and the Union Territories.
♦ They form a feeder cadre of the Indian Police Service.
Selection Criteria
♦ DANIPS officers are recruited directly through the rigorous Civil
Services Examination conducted by Union Public Service Commission
every year.
♦ The cadre is augmented by promotion of non-gazetted officers to the
DANIPS.
♦ Two-thirds of the strength is filled directly by DANIPS officers and the
remaining are promoted from the non-gazetted police officers of the Union
Territories.
Cadre Strength
♦ DANIPS officers form the backbone of the largest metropolitan police
force in India, the De lhi Police.
♦ The cadr e has a sanctioned strength of 434.
♦ Ministry of Home Affairs, Government of India, is the cadre controlling
authority for DANIPS.
♦ They are regulated by the Delhi Government on the recommendation of
the respective Governor/Administrator/ Lieutenant Governor of that Union
Territory.
Pay Structure
Grade Position in the Delhi Government and Salary
Union Territories
Junior Administrative Deputy Commissioner of Police/ ` 37,400-67,000 + grade pay

Grade-II (Group A) (Pay- Superintendent of Police of 8700
Band-4)
Junior Administrative Deputy Commissioner of ` 15,600-39,100 + grade pay

Grade-I (Group A) (Pay- Police/Superintendent of Police of 7600
Band-3)
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Selection Grade - l (Pay- Additional Deputy Commissioner of ` 15,600-39,100 + grade pay

Band-3) Police/Additional Superintendent of of 6600
Police
Entry Grade (Group B) Assistant Commissioner of Police (i) ` 15,600-39,100 + grade

(Pay-Band-3) pay of ` 5400
(ii) ` 9300-34800 + grade pay
of ` 4800
23. Pondicherry Civil Services (PCS) Group-B

Pondicherry Civil Services, like DANICS Service is also centrally administered.
Selected officers are appointed to the Pondicherry Civil Services.
24. Pondicherry Police Service (PPS), Group-B

Pondicherry Police Service, like DANIPS Service is also centrally administered.
Selected officers are appointed to the Pondicherry Police Services.
For detailed Recruitment Process:
Kindly Check Part B of the Book
TRAINING OF NEW RECRUITS

All the direct new recruits of IAS, IPS and other Central Civil Services, Group
“A” through Civil Services Examination conducted by UPSC are imparted
Foundation Course (FC) training for 15 weeks at the Lal Bahadur Shastri
National Academy of Administration (LBSNAA), Mussoorie (U.K.).
Foundation Course (15-Weeks)

The Academy proves to be one of the very few institutions in the world with
focus not only on Civil Services capacity building but also inter-services
camaraderie and cooperation. The course is intended for the new recruits to the
All India Services and Central Services (Group A). It prepares fresh entrants
with requisite skills, knowledge and attitude to shoulder responsibility as public
servants. The main objectives of the academy are:
♦ to foster greater cooperation and coordination among various public
services by building an esprit de corps;
♦ to promote all round development of the personality of an officer trainee-
intellectual, moral, physical and aesthetic.
After foundation Course, the Officer Trainee of the Indian Administrative
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Services (IAS) stays at the same Academy, (i.e. LBSNAA) for the training of
further course phases and remaining officer trainee of others services go to their
respective assigned training centres.
The Lal Bahadur Shastri National Academy of Administration (LBSNAA)
It was established in 1959 in Mussoorie as the National Academy of
Administration by merging the IAS Training School, Delhi and IAS Staff
College, Shimla. The Lal Bahadur Shastri National Academy of Administration
has gained global recognition and stature as a world-class institution for training
career civil servants.
Objectives
The Lal Bahadur Shastri National Academy of Administration (LBSNAA) is
India’s premier institution dedicated to training Officers of the country’s higher
civil services. Its mandate includes the followings:
♦ Induction level training to members of the All India Services and Central
Services (Group A) through a common Foundation Course.
♦ Induction-level and post-entry professional training for officers of the
Indian Administrative Service (IAS) including mid-career training
programmes.
♦ Other in-service training programmes for the IAS and other services.
Vision
“To promote good governance, by providing quality training towards building a
professional and responsive civil service in a caring, ethical and transparent
framework”.
The Training Programmes

The Academy offers variety of programmes, all of which have been developed
based on a detailed training needs assessment given in the table below:
Level Course Services Duration Dates Venue
Induction Foundation IAS, IFS, 15 Weeks September Main Campus
Course IPS, & To (LBSNAA)
Central December
Services
(Group-A)
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Induction Phase-I IAS 26 Weeks December Main

Professional Onwards Campus (LBSNAA)
Course
do District IAS 52 Weeks After Phase- District

Training I
do Phase-II IAS 8 Weeks After Main Campus

Professional District (LBSNAA)
Course Training
Mid-career Phase-III IAS 7 Weeks June to July Main Campus

Training (MCTP) (LBSNAA)
Programme
(MCTP)
do Phase-IV IAS 7 Weeks … Main Campus

(MCTP) (LBSNAA)
do Phase- IAS 4 Weeks … Main Campus

V(MCTP) (LBSNAA)
Induction Induction Promoted 8 Weeks … Main Campus

Training State Officers (LBSNAA)
Programme to IAS
(ITP)
Vertical Vertical Sr. Civil 1 Week … Main Campus

Integration Servants (LBSNAA)
Training across
Course Services
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You can alwa y s do something better if you know the reasons for doing it. You
can prepare for IAS exam much better if you know the ‘real’ reasons for
preparing for it. Don’t say that you want to serve humanity because that is not all
that you want; you also want to serve yourself. And even if you want to serve the
latter, there’s nothing ‘bad’ or ‘wrong’ about it. Without being judgmental, go
ahead and identify the reason for wanting to be an IAS. This way it will be pretty
easy for you. However, the reasons responsible for preferring IAS as a career
option may vary from person to person. Some of them are as follows:
THE RESPECT AND AUTHORITY AN IAS COMMANDS
The respect and authority commanded by an IAS officer is the reason for it to be
opted for rather than the equal services like IPS and IFS. While an IPS officer
manages only welling up fear in people and an IFS elicits some indifferent
curiosity, however, getting in contact with an IAS officer will make eyes
brimming with respect.
POSITION AND PERKS
An IAS degree is glamorous as well as powerful. An IAS officer’s political
masters could easily be out of power in the next elections but it is not in case of
an IAS officer. He cannot be left waiting for long. He gets a job at a prestigious
position before it is too late. An IAS officer gets an official full-fledged
bungalow, fully furnished office spacious enough to live in, a chauffeur-driven
car, plenty of manpower, a bulky pay packet and other perks like DA,TA, etc.
Job Satisfaction
Responsible decision making is a vital aspect of the job as an officer’s action
impacts the lives of lakhs of people. He/she lives a life which makes him/her an
active participant in the current political, social and economic scenario of the
country and work for the betterment of the society.
Difference
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The civil servants do work under pressure but not the kind as many people in the
corporate sector do. The work, however, is equally difficult and challenging.
Most of the people in corporate world are offered start-up salaries which an IAS,
IFS or IPS officer would hardly get. But IAS is seen as an illustrious career path
that could do wonders to one’s self-esteem and could rocket the family repute as
well. Contributing to social change IAS gives you a lot of opportunities to work
for the peop le. It is the duty of the IAS to carry out the administration of a
particular geographical area (usually a district) smoothly; planning,
implementing and monitoring policies which directly impact the lives of
countless ordinary Indians. It thus offers an ideal platform to bring about a
positive socio-economic change in the country and yields tremendous job
satisfaction. The higher one goes, the greater the scope for making a difference.
VIEWS OF SOME ASPIRANTS & IAS OFFICERS
Arjun Gopal
The main issue in the society which pains me is the lack of equal access to
opportunities. When I see a poor person on the road begging, giving him a
rupee-10 note does not solve any of his problems. The problem with our
society’s way of solving problems seemed to be too myopic and as a “knee-jerk
reaction.” This is what I sincerely wanted to change and bring an impact to the
society. I want to join the IAS to ensure this opportunity is provided by the
governing systems to all individuals to help them realize their dreams. The
challenge comes in the perspective and the varying aspirations of the people,in
turn makes this job extremely challenging and exciting.
As an Engineering graduate, I felt we are naturally suited to solve quick hand
problems using a technical set of skills. Social engineering an innovation is one
such area where I wanted to focus on solving problems and the IAS gives the
legal authority to impact the lives of people at the grassroots and large scale.
Rainy Krishnan
I want to be an IAS officer to prevent and stop crime against women and
children. I was working with an organization where I myself faced
discrimination. I was a manager but still I couldn’t stop people treating women
like doormats. I want to stop this and make this country a safer place for girls
and women. I want people to respect women for I believe one person can make a
change in the society and I want to contribute my efforts for this cause.
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Sparsh
Being an average student in past I never got opportunity to prove my mettle. IAS
is one of the top exams in India where I could be the part of the change and
satisfy my personal aspirations.
Kittu Kumari
I have chosen IAS as my career option because of following reasons:
♦ It provides me a platform where I can be a part of system and work
towards the solutions for the problems currently faced by India.
♦ IAS encounters diverse fields which indeed show the challenging aspects
of those fields which help me develop my knowledge and personality.
♦ This is a career which also provides an opportunity to serve people at
young age, hereafter clearing IAS, you can be promoted to Cabinet
Secretariat where y ou get a chance to be a part of decision-making.
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IAS involves delivering good governance to society with the administrators co-
ordinating departmental works to ensure holistic development of the state/region
they are serving. Only the cream of Indian students usually enters the IAS, as the
first 100 successful candidates from the Civil Services exams are chosen for this
service.
Who can be the cream? Who have the following:
♦ An inquisitive mind,
♦ Incisive analytical ability to quickly weigh the pros and cons of an issue,
♦ Ability to sift through data to focus on the essentials,
♦ Clarity of approach coupled with the talent of planning by balancing
present and future needs,
♦ Dedication and ability to work hard,
♦ Being a people person is an added advantage.
Success belongs only to those who are willing to work
harder than anyone else
If you are serious about being successful in your career and life, then you can do
nothing better than educating yourself about the inspirational stories of
successful and famous people. Here is a list of motivating success stories of IAS
recruits that will help you to achieve your goals!
THE RICKSHAWALLAH’S SON WHO CRACKED THE

IAS
Govind Jaiswal
The rickshawallah’s son who cracked the IAS in 2006, with AIR-48 is one of the
most inspiring success stories of all time that too in just 24 years of age. He
began to aspire to become an IAS officer when his father and mother, a rickshaw
puller and a housewife sent him to a school in Varanasi.
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Govind had studied with cotton stuffed in his ears to drown

the noise of printing machines and generators below his
window in a poor neighbourhood where small workshops
existed cheek by jowl with tiny residential quarters. He had
given Math tuitions to supplement the paltry sum his father
could afford to send him each month. His ailing father had
sold a small plot of land to give him about ` 40,000 so that he
could move to Delhi which would provide him a better place to study.
Throughout his life, Govind had lived with only one dream — to become an
officer of the Indian Administrative Service. For him that was the only way. And
when he broke the news to his family, that he was ranked 48 among 474
successful candidates in his first attempt at the exam — it was the turn of his
three sisters and father to weep with unbridled joy.
FIRST PHYSICALLY CHALLENGED WOMAN WHO

TOPPED THE INDIAN CIVIL SERVICES EXAMINATION
2014
Ira Singhal
31-year-old Ira Singhal has fought a long, hard battle to make
her way to the top. She has braved Scoliosis, a disability which
has affected her spine and restricts movement in her arms. She
has faced discrimination in the IAS and has fought for her right
to a posting which she got four years after first clearing the
exam. Ms Singhal is the first physically challenged woman to
top the civil services exam in the general category.
Ms Singhal passed the Indian Revenue Service or IRS exam in 2010,but was
denied a posting because authorities said she has an “inability to push, pull and
lift.”First the revenue department refused to give her a posting, and once it
agreed, the DOPT (Department of Personnel and Training) refused. It was a long
legal battle. She finally won the case in 2014. It was tough but then everyone
realised that she was capable of working in spite of the disabilities. Ira has never
let her disability come her way. She is a normal person. In fact, she always tries
to help others.
She is currently posted as Assistant Commissioner in the Customs and Excise
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department, but will move to an IAS position soon. After topping the civil
services exam in her fourth attempt, Ms Singhal told the media, “I think people
will respect women more now and, especially, disabled women.”
Ms Singhal says she wants to make life better for the differently abled. “I want
to contribute to the upliftment of the differently abled, and make their lives
easier”, she says. Ira Singhal also holds an MBA in Marketing from the
prestigious Faculty of Management Studies in Delhi University and a BE in
computer engineering. She has worked as a manager in Cadbury India and as a
Spanish teacher for a year.
CAN A FARMER’S SON BECOME AN IAS OFFICER?

Gopal Sunara Raj
Gopala Sundara Raj,the second child of farmer Sunmugavel
and Rajammal of Mavila Thoppu village near Keelakarai, has
secured 5th rank among the IAS toppers in the year 2011. He
proved that poverty doesn’t affect one’s dream if he desires
for it. His parents have studied up to primary, so they wanted
that their child gets his education in English medium in a
sophisticated school but due to their weak financial conditions they were not
able to complete their dream. However, education in Tamil medium didn’t affect
success of Raj. He completed his graduation from Agricultural College,
Coimbatore and pursued a post graduate course at Delhi University and started
preparation for Indian Administrative Services examination while in
Ramanathapuram. However, he failed to attend the Main examination due to his
father’s ill health. His uncle was a headmaster of a middle school and motivated
him to take up the IAS examinations after his father’s death. His sister
completed graduation in MCA, says, “He is a calm and quiet person who likes to
read books and newspapers. Our father should have been alive to see Sundara
Raj’s achievement.” He wanted to become a doctor and serve the poor but
financial condition did not allow it. Raj gives all credit to his family for his
success. He states,“my family was my moral support and what I am right now is
only because of my parents’ dedication.”
A PEON’S DAUGHTER WHO CRACKED THE IAS IN
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2009
Sandeep Kaur
Sandeep Kaur, 29, daughter of Ranjit Singh, a peon in the
revenue department, has given Punjab reasons to feel proud
by attaining the 138th rank in the open merit list of the All
India Civil Services Examination 2009. Sheer hard work and
inspiration from an old TV serial have helped Sandeep crack
the tough civil services exam...She says she couldn’t have
done it without the rock solid support of her family. Sandeep belongs to the
Scheduled Caste (SC) reserved category and hopes to better her rank in the
reserved category list, which is yet to be declared.“I am proud to be a peon’s
daughter and I want my father to complete his service with full dignity. I owe my
success to my parents and God. Despite meagre resources, my father provided
the best facilities to me,” Sandeep told.
Despite her engineering background, she meticulously chose the subjects of
sociology and Punjabi literature. In 2007, she missed the Main Exam by a
whisker. She got 933 marks whereas the cut-off was 936. “My family also
supported me during the preparations. I have given preference to the Punjab
cadre. I would certainly work against female foeticide and for the uplift of girls
in the state,” said Sandeep.
CAN A NEWSPAPER HAWKER CRACK THE IAS?

Nirish Rajput
Nirish Rajput, a tailor’s son secured 370th rank in the
All India Civil Services Examination conducted by the
Union Public Service Commission. Nirish took a two-
year break from his studies as his family was facing
financial problems. The 26-year-old did not take any
coaching for the exam, and cleared it in the third attempt after failing the first
two.
Nirish’s story is inspiring not because he did not lose heart but also because he
comes from a very poor background. He lives in a small house in village Mau in
Gohad Tehsil of the district and worked odd jobs – even as a newspaper
hawker – to realize his dream of becoming an IAS officer.
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HOW A DOWRY VICTIM FROM GUJARAT TURNS IAS

OFFICER
Komal Ganatra’s Story
From the very fortnight of her marriage with Shailesh Popat in
the year 2008, she was thrown out by her in-laws for not
paying dowry. When all attempts to get her husband booked
failed, Komal made her mind to set things right for herself.
What does an Indian woman do when her husband leaves her
and her family, throws her out of the house? Komal Ganatra
decided to make a life for herself and was very successful at
it. Her story of suffering and success created quite a storm in
the Indian media. Komal Ganatra’s tale of suffering and her
courage to overcome them instils hope among thousands of other women living
in India’s male-dominated society. Komal’s story, which takes place in a small
remote village in Gujarat, deserves a special mention.
In 2008, when she was 26, Komal was married to a Non-resident Indian (NRI),
who deserted her just two weeks later because her parents could not meet the
dowry demands of Komal’s mother and father-in-law. Now, 32-year-old Komal
has become the only woman in Gujarat to have cracked the Union Public Service
Commission (UPSC) exam 2014.
The wedding to New Zealand-based Indian businessman Shailesh Popat was a
big day in Komal’s life. It was a match made through a matrimonial service
agency. “In our society, we generally don’t get educated men. So naturally my
parents were very excited,’’ Komal recollects.
What could have been better for a young girl from a small town in western
India? But soon her dreams shattered. Her husband went back to New Zealand
leaving her behind with his parents. His parents began torturing the newly bride
for not bringing enough dowry. Finally, they threw her out.
True to the theme of several Bollywood films, Komal found herself at the
crossroads. Her family found it tough to face taunts from neighbours and
relatives. With a diploma in engineering, Komal then decided to live her own
life. She left her parents’ house and began teaching in a primary school in a still
more remote village some 40 kilometres away from her native Savarkundla.
Komal’s struggles had just begun. Imagine a young girl staying alone in a small
village in India? The meager salary of Rs. 5000 was not the only problem.
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Besides the people in the village, the police wanted her out. Her only crime was
that she was single, fighting injustice and nurturing a dream to become an Indian
Administrative Service (IAS) officer. She finally passed the highly competitive
exam and made it to the Indian Revenue Service.
Usually, young people in big Indian cities who prepare for the IAS exams join
special coaching institutes and visit the best libraries. But for Komal none was
available. Power supply in the village was constantly interrupted and she did not
have access to an English newspaper, although she went briefly to the capital
city of Gujarat, Ahmedabad, to join the Sardar Patel Institute of Public
Administration (SPIPA) that trains students for the IAS exams. A friend in
Ahmedabad broke the news to her that she had made it. “I told her not to tell me
the rank because I wanted to check it myself. But she couldn’t check on the
internet as there was no power.”
Finally, after an hour or so Komal got to see her success for herself. She ranked
591 on the merit list. “I just screamed and then cried and cried”. Even during my
difficult period, all these years, I hadn’t cried so much.’’ It was an outburst after
long and continued frustration.
Clearing the UPSC exams has given confidence and new hope to Komal. “What
could be worse than being thrown out of your house,’’ she asks. “Neither had I
the courage nor money to pursue the case against the crook who married me only
to abandon me in a fortnight. I did not even file a First Information Report (FIR)
with the police as I was shattered and scared.” The Gujarat state, for which
Bollywood superstar Amitabh Bachchan is a brand ambassador, did nothing to
bail out the poor girl. “I wrote to every department but no one responded and
then I decided to get into the government and try to bring change in my own
small way,” says Komal.
Soon Komal participated in the training to become a bureaucrat. But she is not
contemplating revenge against her husband. “I have learnt to live my life and I
am very happy the way I am.’” But she still hasn’t understood why no one from
the government agencies came to her rescue? It was later revealed that that New
Zealand NRI was already married when he got “married” to Komal. And back in
New Zealand, rumour has it that he has married again.
Komal had filed an FIR in a police station in her native town, but no action was
taken against him or his parents. Once having been the part of the system, Komal
soon understood the intricacies. But until then what would she write as her
“marital status” in the hundreds of official forms that she would have to fill up?
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Married, divorced, separated, single or what? She had no clue.

Now, besides passion and commitment, Komal has just one more thing in mind.
“I want to work for people’s welfare and justice in society, especially for women
and children.’’
Incidentally, Savarkundla is known for producing weighing scales. One third of
its total population is one or the other way connected with this industries. The
question is, Will the balance tilt in her favour? The distance of less than 300 km
from Savarkundla to the state capital, Ahmedabad, seems far.
HOW AN ORPHANAGE BOY CRACK THE IAS!

Mohammed Ali Orphanage
An inspiring tale of fortitude “I wanted to achieve something
high to inspire my thousands of friends out there in
orphanages.” For Mohammed Ali Shihab, who has emerged
successful in the Civil Services Examination this year and was
placed 226th in the rank-list, going to a reputed campus still
remains an unfulfilled experience. The 31-year-old winner from a small village
of Malappuram district in Kerala, who grew up in an orphanage, has a story of
grit and perseverance to tell. Born in penury in a village known as
Edavannappara near Kondotty, Mr. Shihab spent his childhood helping his father
Ali to sell betel leaves and bamboo baskets. Primary schooling was almost an
optional affair for Mr. Shihab as he carried his chronically asthmatic father
between their tiny home and ramshackle shop. He was sent to Mukkam Muslim
Orphanage in Kozhikode district the next day after his father expired in 1991, as
his family had no wherewithal to support his education. He was even made to
fail in Class V in order to get an admission to the orphanage. Becoming a teacher
in an orphanage primary school was his dream.
His parents were poor and not educated but they had high ambitions about their
three daughters and two sons. Mr. Shihab’s brother Abdul Gafoor, who is 10
years elder, is an Ayurveda doctor. And all his sisters have had teacher training.
During his orphanage days, Mr. Shihab was inspired by some of his teachers
who loved him and cared for him. The discipline maintained by the orphanage
authorities had its influence in his life. It taught him what systematic life is: He
passed SSLC with good marks, and joined a pre-degree course at Mohammed
Abdurahman Memorial Orphanage College, Manassery. He stopped the pre-
degree (equivalent of higher secondary) course half-way and joined for a
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teacher-training course. The orphanage authorities readmitted him for pre-degree

course in the second year, and he did well in the last batch of the course. “I was
lucky to be part of the last pre-degree batch in Kerala,” he chuckled. Despite the
limited facilities and privacy issues, he worked hard. He stuck to a well designed
time-table for studies. He used to sleep soon after taking dinner from the
orphanage mess around 8 pm. And wake up around midnight for studies. “I used
to read in scant light under the cover of bed sheet and pillows in order not to
disturb my friends sleeping in the neighbouring beds of the dormitory. In fact, I
was violating the orphanage rules,” he said.
After pre-degree, Mr. Shihab shifted to Bafakhi Orphanage at Valavannur and
joined its school as a primary teacher. There he started preparing for competitive
examinations. He had little money to purchase books but he read and collected
whatever books that came his way. One by one, he started writing PSC exams.
He passed all the 21 PSC tests he took. Meanwhile he tried his hand at many
jobs. He worked as an unskilled labourer for different organizations, pump
operator for Kerala Water Authority, helper in a hotel, clerk in a panchayat
office, and assistant in a government school. He cracked the exams for the
selection of forester, railway ticket collector, jail warden and peons and clerks.
He got BA degree in history by writing the exams privately.
Although luck was on his side, Mr. Shihab’s life was not smooth at all. He got
married to Aysha Femina in 2006, and his daughter Liya Nawal was born two
years later with Erb’s palsy ( paralysis of the arm ). During his studies and
exams, he used to shuttle between hospitals and home. The child is still
undergoing physiotherapy.
He was selected by New Delhi-based Zakat Foundation for free Civil Services
coaching in the year 2009. That was the only time Zakat Foundation came to
Kerala and took 12 students for coaching after organising a screening test at
PSMO College, Tirurangadi. “But for that coaching, I would not have made it to
the Civil Services,” Mr. Shihab said. He got coaching in history and geography
in New Delhi. But the chilling cold of Delhi made him sick and so he returned
home. He studied intensively for three months, getting out of his home only for
the weekly Juma prayers. Subject pressures forced him to dump geography, and
opt for Malayalam language and literature as a topic for the main examination.
He joined the Civil Services Institute at Pala for coaching in Malayalam. “I
realised that I had a flair in Malayalam writing. I decided to write the mains in
Malayalam, though it was a bit late,” he said.
He was encouraged by the PM Foundation, Farook College. But none could
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instil in him so much of confidence as Aboobacker Siddique, an IAS topper from

Malappuram who is now the District Collector of Simdega in Jharkhand. “He
boosted my confidence level by giving me training for 10 days. And I scored
201 out of 300 marks in interview, which was quite good.” Mr. Shihab is
optimistic of making it to IAS in backward community reservation. He advises
the students to read widely, specifically the news and views columns of
newspapers and journals. An ardent fan of The Hindu, Mr. Shihab never got the
paper at home. He always depended on reading rooms and libraries for the paper.
He tells the students: Set your goals firm. Never deviate from the route. Realise
the demands of the tests you take. Read extensively at the initial phase.
Perseverance should be the motto. Never give up hopes. Be committed to
whatever you do. Success is assured. He believes that the future belongs to the
children of rural areas. “They have great strengths. We should explore their
potential. And they can certainly make it to the top.”
HOW THE INTERVIEW OF IAS TOPPERS INSPIRE

HER TO BECOME AN IAS OFFICER!
Suchita Kishore
Shuchita’s is the story of an ordinary but determined girl.
Drawing her inspiration from the interviews of IAS toppers
and closely following their advice, this young woman from
Lucknow finally realised her dream of becoming a civil
servant in her third attempt. Shuchita means pure, simple and
honest. That’s exactly how this slim and tall young woman of 27 comes across
as she makes an effort to smile in front of the camera. Thoughtful and composed
in her Salwar Kurta, the 39th ranker in the UPSC Civil Services exam 2010
opines that diplomacy must precede military action as she hopes to become an
IFS officer.
One of the four daughters of retired UP government official Mr RK Srivastava,
Shuchita could not clear the Prelims in her first attempt at the UPSC due to lack
of proper guidance. The second attempt was encouraging as she managed to
reach the interview stage. Finally in 2011, Shuchita’s efforts paid off as she
secured 39th rank in the Civil Services exam 2010. The hard work clearly
reflects in her eyes as she recalls, “It was not that easy to go in for three
consecutive attempts but I drew strength from my belief in God.”
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As she pursues her PhD in English Literature from Jawaharlal Nehru University
in New Delhi, Shuchita takes pride in showing the copies of IAS interviews that
she read way back in 2004. The young diplomat in the making first decided to be
a civil servant when she was in class 7 and considers 1996 UPSC topper Mr
Iqbal Singh Dhaliwal and 2005 UPSC topper Mona Pruthi her role models.
Shuchita loves reading literature and quizzing is her favourite hobby.
Education
Shuchita Kishore went through schooling in Lucknow where she scored 89%
and 86% in her class 10 and 12 exams. She then joined Lucknow University
from where she completed her BA in Political Science and English Literature
with 67%. On graduating from the Lucknow University, she moved to New
Delhi to do her Masters in English Literature from JNU. She is currently
pursuing her PhD from the JNU itself, the library of which is popularly known
as the UPSC hall. Shuchita recognises the importance of educational institutions
known for excellence but does not shy away from saying, “It’s not the
institutions that make individuals. It’s the people who make institutions.”
Advice to IAS Aspirants
Quoting Rig-Veda, Shuchita says, “Let noble thoughts come to us from all
sides.” She also identifies with Gandhi’s talisman as she understands the
importance of a civil servant whose decisions can affect the entire nation in some
way or the other. Shuchita has a word of advice for IAS aspirants as she
suggests, “Think about the nation. Try to develop a vision. Never lose hope and
with strong determination and hard work, there is nothing that will stop you from
succeeding in UPSC exam and life.” She further adds, “You could well be the
first person from your school or college to crack the Civil Services exam.
A DISTANCE EDUCATION LEARNER MADE WAY TO

IAS
Himanshu Kumar
Himanshu Kumar, IAS from IGNOU aiming high and aspiring to be a part of the
“news making” fraternity, 24-year-old has added the diamond to the crown of
Indira Gandhi National Open University (IGNOU) by becoming the third student
ever of the University to crack the Civil Services Examination.
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A student of second year MA (Public Administration) in the

University, Kumar has got 141st rank in the Civil Services
Examination 2009 merit list. “Since my childhood I wanted to
be an IPS officer and take care of the nation through my good
deeds,” Kumar said today.
Hailing from Champaran district in Bihar, Kumar is a graduate
from University of Delhi in Journalism. “I could have also done
a Post Graduate course from a media institute and then write news. But I opted
to become a newsmaker,” he said. Before graduation, Kumar, son of a farmer,
studied his 10 + 2 from Delhi with 81.2% marks while his middle schooling was
done in Assam. At present, Kumar is living in the national capital with his
younger brother.
Talking about his course at IGNOU, Kumar said, “My course material helped me
a lot in preparing for my entrance exam. There are no textbooks available for
some topics in the Civil Services Examination and I had an edge because I was
studying with IGNOU.” “I came to know that some of the other students
appearing for IAS also refer to IGNOU course materials not only in Public
Administration but also for Sociology,” he elaborated.
Replying to a question if at any point he felt that open schooling was not correct,
it’s a common perspective among the general public, Kumar said, “It is not true.
Also in my case, I had opted for IGNOU because no other university in Delhi
provides this course, not even at under graduate level.” “I had taken the right
decision,” he said.
Himanshu is currently waiting to join either the IAS or the IPS, his first two
options at the Civil Services. Having cracked his first year in MA with 64 per
cent marks, Kumar is also gearing up to appear for the second year examinations
at IGNOU next month.
A university spokesperson said, “Kumar’s achievement will prove to be a great
motivation for all learners of IGNOU and will induce them now to determine
wider goals.” He also stated that Kumar was the third ever student from the
university to crack the exam. And “Earlier, two IGNOU graduates had cracked it
in the year 2007.”
JOURNEY OF A LOTTERY TICKET SELLER TO IRS

OFFICER
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HOW A HOUSEWIFE BECAME AN IAS OFFICER!

Rashmi Siddharth Zagade
Twenty-nine-year-old Rashmi Siddharth Zagade, a
housewife from Warje Malwadi, is the only woman
IAS officer from Pune city this year, holding 169th
rank among over 800 candidates. But her success
story has been scripted by her husband Siddharth
Zagade who is a school dropout. Rashmi’s IAS saga
beg an in 2003. Though she could not make it in four attempts, she never
thought of giving up. “That is because I had my husband’s support,” she says.
After four consecutive unsuccessful attempts — the fourth time she reached the
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interview stage — Rashmi decided to take a break for a year. This time when she
reappeared, she opted for history instead of geography.
Till she graduated in BSc (Zoology), Rashmi had no clue what an IAS exam was
all about. “It was my husband who prodded me to appear for the exam,” she
says. “My father expired when I was a child. My mother was not educated and
our family had to struggle to make ends meet. So I could not continue my
education. I always wanted to become an IAS officer. And now my dream has
been realised through my wife,” says Siddharth.
To convert their dream into reality, the couple sold their flat, 5-acre land in their
native place and Siddharth even gave up his retail business in Tulshibaug. “I
decided to concentrate fully on Rashmi’s preparations for IAS exam. We bought
books and other study material; she joined IAS coaching classes nearer home.
We even changed the school of our daughter so that we could save time. I spent
hours discussing national and international issues with Rashmi,” says Siddharth.
“My husband is Class IX pass, but his general awareness and knowledge is
better than mine,” says Rashmi. A former student of HHCP high school,
Huzurpaga, Rashmi took her written exam and interview in Marathi. “Since my
schooling was in Marathi, I opted for Marathi which comes naturally to me,” she
says.
Now moving a step further, Rashmi wants to help out those who dream of
becoming an officer but don’t have the wherewithal for it. “I will guide, provide
books and study material to all IAS aspirants in the city. There are several
students like me who have a dream, but no support or guidance to make it big. I
am there for them,” says Rashmi.
CAN A WAITER BE AN IAS OFFICER?

K Jayaganesh
K Jayaganesh’s story is similar. He failed the civil service
examination six times but never lost heart. The seventh time
— his last chance — he passed with a rank of 156 and has
been selected for the Indian Administrative Service.
Jayaganesh’s story is inspiring not because he did not lose heart but also because
he comes from a very poor background in a village in Tamil Nadu, and though
he studied to be an engineer, he worked at odd jobs, even as a waiter for a short
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while, to realise his dream of becoming an IAS officer.
HOW ANSHUMAN OF BANKURA GOT INTO IAS

Childhood in a Remote Village
I was born and brought up in a small village called Vinavamangalam in Vellore
district. My father Krishnan, who had studied up to the tenth standard, worked as
a supervisor in a leather factory. My mother was a housewife. I am the eldest in
the family and have two sisters and a brother. I studied up to the 8th standard in
the village school and completed my schooling in a nearby town.
I was quite good at studies and always stood first. Coming from a poor family, I
had only one ambition in life — to get a job as fast as I could and help my father
in running the family. My father got Rs 4,500 as salary and he had to take care of
the education of four children and run the family, which you know is very
difficult.
So, after my 10th standard, I joined a polytechnic college because I was told I
would get a job the moment I passed out from there. When I passed out with 91
per cent, there was a chance for me to get entry to a government engineering
college on merit. So I decided to join the Thanthai Periyar Government
Engineering College to study mechanical engineering. My father supported my
desire to study further.
Even while doing engineering, my ambition was still to get a job. If you look at
my background, you will understand why I didn’t have any big ambitions. Most
of my friends in the village had studied only up to the 10th standard, and many
did not even complete school. They worked as auto drivers or coolies or masons.
I was the only one among my friends who went to college.
I understood the importance of education because of my parents. My father was
the only one in his family to have completed school, so he knew the value of
education. My parents saw to it that we children studied well.
In search of a job
Four days after I completed my engineering in 2000, I went to Bangalore in
search of a job and I got one without much difficulty. My salary was Rs 2,500 at
a company that reconditioned tools.
It was in Bangalore that I started thinking about my village and my friends. I
wondered sadly why none of them studied and worked in good companies.
Because they had no education, they always remained poor. There was not
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enough money to buy even proper food. There was no opportunity there; the
only place they could work was the tannery in the nearby town. If they didn’t get
work at the tannery, they worked as auto drivers or coolies. In short, there was
no one in my village to guide the young generation.
I thought would I be able to help my villagers in any way?
Getting interested in the civil service examination
Till then, I had not even heard of something called the civil services
examination. It was only after I went to Bangalore and saw the world that I was
exposed to many things. I came to know that a collector in a small place could
do a lot. At that moment, I decided that I wanted to be an IAS officer.
I resigned and went home to prepare for the examination. I never thought
resigning was risky because I had the confidence and knew I would do well.
My father also supported me wholeheartedly. He had just got a bonus of Rs
6,500 and he gave me that money to buy study material. I sat in my village and
studied from the notes I received by post from Chennai.
Failed attempts
In my first two attempts, I could not even clear the preliminary examination. I
had no idea how to prepare for the exam, what subjects to opt for and how to
study. There was nobody to guide me.
I had taken mechanical engineering as my main subject. That’s when I met Uma
Surya in Vellore. He was also preparing for the examination. He told me that if I
took sociology as an option, it would be easy.
Even with sociology as the main subject, I failed in the third attempt. But I was
not disappointed. I knew why I was failing. I didn’t have proper guidance. I
started reading newspapers only after I started preparing for the examination! So
you can imagine from what kind of background I came from.
To Chennai for coaching
When I came to know about the government coaching centre in Chennai, I wrote
the entrance examination and was selected. We were given accommodation and
training.
Since I got tips from those who passed out, I passed the preliminary in my fourth
attempt. We were given free accommodation and food only till we wrote the
main examination. After that, we had to move out. I didn’t want to go back to the
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village but staying in Chennai also was expensive.

I tried to get a job as an engineer but my efforts turned futile. I then decided to
look for a part time job so that I would have time to study.
Working as a waiter in Chennai
I got a job as a billing clerk for computer billing in the canteen at Sathyam
Cinemas. I also worked as the server during the interval. It never bothered me
that I, a mechanical engineer, preparing for the civil services, had to work as a
server. I had only one aim — to stay on in Chennai to pass the examination.
Attending the interview in Delhi
After I got the job at the Sathyam Cinemas, I was called for the interview. As
counselling was my hobby, a lot of questions were asked about counselling. I
was not very fluent in English but I managed to convey whatever I wanted to.
Perhaps I did not articulate well. I failed in the interview.
Preliminary again, the 5 th tim e
Once again, I started from the beginning. Surprisingly, I failed in the preliminary
itself. On analysis, I felt I did not concentrate on studies as I was working at
Sathyam Cinemas.
I quit the job and joined a private firm to teach sociology to those preparing for
the UPSC examinations. While I learnt the other subjects there, I taught
sociology. Many friends of mine in Chennai helped me both financially and
otherwise while I prepared for the examination.
Sixth attempt
I passed both the preliminary and the main in the sixth attempt but failed at the
interview stage.
While preparing for the interview, I had written an examination to be an officer
with the Intelligence Bureau and I was selected. I was in a dilemma whether to
accept the job. I felt if I joined the IB, once again, my preparation to be an IAS
officer would get affected. So, I decided not to join and started preparing for one
last time.
Last attempt
I had to give the last preliminary just a few days after the previous interview. I
was confused and scared. Finally, I decided to take the last chance and write the
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examination. As I had expected, I passed both the preliminary and the main.
The interview was in April, 2008 at Delhi. I was asked about Tamil Nadu,
Kamaraj, Periyar, Tamil as a classical language, the link between politics and
Tamil cinema etc. I was upset since I did not wish the interviewers at the start
and they did not respond when I said thanks at the end. Both the incidents went
on playing in my mind. I just prayed to God and walked back.
The day the results were out
I was extremely tense that day. I would know whether my dreams would be
realised or not. I used to tell God, please let me pass if you feel I am worthy of it.
I went to a playground and sat there meditating for a while. Then, I started
thinking what I should do if I passed and what I should do if I didn’t. I had only
one dream for the last seven years and that was to be an IAS officer.
156th rank
Finally when the results came, I couldn’t believe myself. I had secured the 156th
rank out of more than 700 selected candidates. It’s a top rank and I am sure to
get into the IAS.
I felt like I had won a war that had been going on for many years. I felt free and
relieved.
The first thing I did was call my friends in Chennai and then my parents to
convey the good news.
Warm welcome in the village

The reception I got in my village was unbelievable. All my friends, and the
entire village, were waiting for me when I alighted from the bus. They garlanded
me, burst crackers, played music and took me around the village on their
shoulders. The entire village came to my house to wish me. That was when I saw
unity among my villagers. It was a defining moment for me.
What I want to do
I worked really hard without losing faith in myself to realise my dream. My real
work starts now. I want to try hard to eradicate poverty and spread the message
of education to all people. Education is the best tool to eradicate poverty. I want
Tamil Nadu also to be a literate state like Kerala.
Just take my example. I could come out of a poor background to this level only
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because of education. I didn’t get any guidance when I was young. So I want to
give proper guidance to the youth in the villages. They have the ability to go up
but there is nobody to guide them. I want to be a guiding force to such
youngsters. As I come from that background, I understand them best.
Reservations
I strongly feel that reservations are needed to uplift the section of society that is
at the bottom. Unless you lift them up, they can’t come up. As they had been at
the bottom for thousands of years, they are not equipped to compete with the
higher sections of society.
Now that I am going to be an IAS officer, I will move to the creamy layer in
reservations. My children would be from a background that is totally different
from what mine was. If I continue taking the benefits of reservation, I would be
doing injustice to society. So, I will not take the benefits again.
I wish you all a success in your determination!
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HOW CAN YOU BE AN IAS OFFICER?

Before opting for civil services, one should be well aware of the fact that
cracking the IAS is not an easy task. In order to reach that coveted position, one
has to really work hard for nearly 2 to 2-and-a-half years and pass through
absorbing procedures which comprises of written tests followed by interview
spanning almost a year. To prepare for IAS, you have to work diligently. As
many as 9 lakh aspirants applied for UPSC Civil Services Exam in 2015 and you
have to compete with the equal number of aspirants. Since an IAS officer’s
decision and its implementation impact the life of thousands of people directly or
indirectly, one has to possess stamina, alertness of mind and they have to be
adaptable to follow difficult time schedules along with good team spirit.
You have already gone through the topics: what is an IAS/ICS? Why does an
aspirant prefer to be an IAS/ICS? And who can crack the IAS/CS exam? Now
we come to the final topic of the book MISSION IAS: “How can be an IAS? ”
that can guide you to visualize your name on the top of merit list of Indian Civil
Services exam conducted by UPSC.
STRATEGY TO SUCCEED
Well formulated strategy along with optimum time management is the only two
ladders for your dream goal. It’s very important to formulate your own strategy
as it pays to be yourself. However for the general guidance to tackle Civil
Services examination, here are some of the guidelines which will help the
aspirant to achieve success.
DO’S & DON’TS WHILE PREPARING FOR THE EXAM

Do’s
♦ Follow a healthy schedule while preparing, i.e. a good balanced diet
including fresh vegetables and fruits.
♦ Drink a lot of water to keep your body hydrated. A healthy body does
possess a healthy mind.
♦ Plan every day according to the need and try to achieve the listed to dos.
♦ Have sufficient sleep; a tired brain cannot work productively. Try to have
a sound 6-8 hours sleep.
♦ Read out some jokes or poems or short stories in between studies to give
yourself a break from the monotonous routine studies.
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♦ Play some games with friends sometimes to refresh you up.

♦ Watch a movie that at some point of time motivated you to do good in
life.
♦ Indulge your self into some light Yoga or Breathing Exercise. This way
you will stay fit and you will not feel lethargic also.
♦ Be co nfident always. This is the best way to motivate self.
♦ Make revision more than one time so that you gain confidence and will
surely motivate you constantly.
♦ Try to surround yourself with all positive energy. This will give you a
good feeling all the time for a better and easier preparation.
♦ After the Prelims, take a short break (5-10 days), refresh yourself and
then start your studies immediately.
♦ Always keep some time for any emergency situation. Flexibility must be
there in your plan.
Don’ts
♦ Do not panic if you cannot fulfil your target; we all are human beings, we
have limitations. Instead of panicking or feeling bad, give a second chance
and try to fulfil them at that time.
♦ Wasting time after Prelims by waiting for the results is a grave mistake
which many aspirants commit. This may be fatal.
♦ Do not cut yourself completely from the social life, just because it is
Exam time. As breaks between studies, go out for some time, talk to
people whom you consider to be nice.
♦ Do not indulge yourself too much into tea and coffee, maximum 2 cups a
day. As tea and coffee contains caffeine, so consuming them in huge
quantity will create health problems.
♦ Don’t indulge into eating too much junk food, as you must take proper
care of your health.
♦ Do not exhaust yourself with longer study hours. Take breaks in between
for better remembrance and better production.
♦ Do not plan any new topic for study when only a few days are left for
Exam. This may confuse you and bring your confidence level low.
♦ Do not get involved into any negative emotions before exam. So, avoid
any kind of emotional stuff that gives a bad feeling during Exam
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preparation.
♦ Avoid studying late into the night as studies have shown that things
learned in the morning are more resistant to forgetting. Also waking up
early maintains body’s biological rhythm and keeps you healthy. It also
leads to better time management as it gives you extra hours.
HOW TO MANAGE EXAM STRESS

Stress is a feeling of an aspirant or a person when he has to perform more than
he is used to perform. Suppose you are stressed, your body responds as you
are in danger. It makes hormones to speedup your heart, breathe faster and
burst your energy.
Some stress is normal and useful for you that help to work hard and react
quickly. But it happens too o ften and lasts for too long, it can cause health
problems and hindrance in your work and performance.
IAS aspirants often become stressful due to vast syllabus of Civil Services exam,
complex questions asked in exam, tough competition and long duration of
preparation. These stress causing factors often making them vulnerable to
problems such as headaches, anxiety and depression.
The IAS aspirants can manage and avoid stress during exam preparation with the
following effective steps in their daily routine:
1. Physical Activities:
It may be sports, exercise, walking, jogging in the morning, yoga or
meditation. Exercises keep them active and stimulated throughout the day.
Meditation and yoga help them relax, de-stress fight anxiety, depression,
and get ready for the tough shedule.
2. Balanced Diet :
There is proverb, “ There is a sound mind in a sound body ”. It is more
relevant to IAS aspirants as they have to deal with many challenges at a
time. A balance diet is most important for IAS aspirants which keep them
healthy and physically fit to cope with the pressure and stress of exam
preparation.
In addition, there are some healthy ways and some unhealthy to cope with
exam stress.
Healthy ways to cope with stress
(i) Take out some time for entertainment and relaxation.
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(ii) Develop or keep hobby.

(iii) Rest and sleep well.
(iv) Be positive and confident.
(v) Engage socially-reach out and build relationship with the help of-
* Reach out to a colleague who is an IAS aspirant.
* Help someone in need.
* Have lunch or tea with a friend.
* Call an old friend.
* Go for a walk with like minded people
(vi) Avoid unnecessary stress
There are a number of stressors in life and during exam preparation that
can be eliminated.
* Avoid people who stress you out,
* Take control of your environment, eg. you can turn off the T.V, can study
in library, e tc.
(vi i) Alter the situation.
It can be in the following ways:
* Express your filling instead of bottling them up.
* Be willing to compromise.
* Manage your time better.
(viii) Accept the things you can’t change
Many sources of stress are unavoidable. You can’t prevent or change
them, like-death of loved one, a serious illness, etc. Here, the best way to
cope with them is to accept them as they are. These are:
* Don’t try to control the uncontrollable.
* Look for the upside, i.e. taking challenges as opportunities for future
betterment.
* Learn to forgive.
Unhealthy ways to cope with stress
Unhealthy coping strategies may temporarily reduce stress, but they cause
more damage in the long run.
These are:
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(i) Smoking.
(ii) Drinking alcohol.
(iii) Taking junk or comfort food.
(iv) Sitting for hours infront of T.V. or computer.
(v) Withdrawing from family, friends, and activities.
(vi) Using pills or drugs to relax.
(vii) Sleeping too much.
(viii) Procrastinating.
(ix) Filling up every minute of the day to avoid facing problem.
(x) Taking out self stress on others, i.e. Lashing Out, angery, outburst,
physical violence.
HOW TO STAY MOTIVATED

Cracking Civil Services Exam is not a short term game like ‘One Day ’ cricket
match. It is a long term game plan of preparation which needs passion to keep
you motivated through out your preparation. Few of qualifiers crack finally in
first or second term of appearance. Majority of aspirants take many terms, even
some one qualify in seventh term. So, motivation is the only tonic that keeps an
aspirant stay ready for longer duration of preparation to win the war of
MISSION IAS.
What is Motivation?
The term ‘motivation ’ means the reason and the feelling of wanting to do
something, specially that involves hard work and effort for longer duration in
achieving the goal set before. So, in the case of Civil Services preparation which
needs two to four years on an average for majority of aspirants, motivation plays
a key role to keep them stay in their battle field. The reward of clearing CSE and
being an IAS officer can be an ultimate motivational reason for the aspirants, but
it rarely inspires the kind of commitment and hardwork that is necessary to take
on the daily challenges faced during the preparation phase. Like other
motivational reasons, this “being an IAS ” reason also has its limited life to stay
in tackling the daily challenges and one or two failures in cracking the IAS
result. Therefore, aspirants must look at other factors and motivational reasons
that can help them focus and stay on motivated till they get the ticket from
UPSC to join training at Mussoorie. These factors and motivational reasons
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are classified below in chart form:
Keep off De-motivators Keep on Motivators

1. Eliminate your 1. (a) Discover the ultimate purpose of
distractions. being IAS officer.
(b) Make sure that your goal is under
your reach.
2. Don't lie to yourself. 2. See the invisible, i.e- remind yourself of

your goal 24/7 time.
3. Stay away from strong 3. Split the final goal into sub-goal, i.e. goal
stimulants, eg. of day, week, month and year.
alcoholic drink.
4. Overcome your 4. Set reward for each goal.
weaknesses
5. Don't set multi-task at 5. Target first the goal of the day to achive
a time. the goal of week, month & the year.
6. Don't let the past 6. Reward yourself on achieving goal in
dictate your future. order.
7. Don't hang around 7. Make check points for day, week and
negative people, i.e. months to check your preparation
de-motivator. progress.
8. Let things go which 8. Give break in study to energise yourself. .
de-motivate you.
9 Refuse to be a victim, 9. Break your long and complex task into
i.e. kept down by life manageable pieces.
hurdles and failures.
10. Don't involve in 10. Surprise yourself by outdoor lunch,
complain or conflict/ game with friend, home-cooking, etc.
enmity with others.
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11. Stop worrying about 11. Be practical & make actionable strategy.
what is beyond your
control.
12. Don't repeat your 12. Discover your strength.
mistake.
13. Keep calm and be pressure free.
14. Learn from your mistake.
15. Make a plan to target your goal. Because
"If you fail to plan, you plan to fail".
16. Build a team that target the same goal.
17. Build a support team of winners to
guide, support & motivate you at the need
of hour.
18. Don't care what others think about you
and keep your momentum to reach to
destination.
19. See the hurdles otherwise (i.e.
opportunities) to learn something. As
Thomas Edison said, "I have not failed. I
have just found 9,999 ways that won't
work."
20. Remind yourself of having something
wonderful, unique talents & God-gifts to
contribute to the mankind.
21. Write motivational quotes in note-
books, posters on the walls, etc.
22. Make yourself a “ PHOENIX” to make
your success from your failure.
23. Keep a motivational role-model.
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24. Celebrate other's success to be motivated

for yours.
25. Listen to motivational musics & songs.
26. Do Breathing Exercise like yoga.
27. Love others and let others love you.
HEALTHY FOOD HABITS
Majority of IAS aspirants often move away from home, and therefore, they have
to look after their food and other daily needs on their own. In the pressure of
exam preparation, they often ignore the most basic and important things, the
“Healthy Food Habits”. The healthy food habits are not only necessary to
maintain good physical fitness, but also play a vital role in the overall exam
preparation.
Some healthy food habits are given below to keep illness and stress-related
health problems at bay:
1. Follow a balanced diet
A balanced diet help in building body immune system and strong physique
along with to tackle mental stress. A proper balanced diet must include
three full meals, i.e. heavy breakfast , light lunch and staple dinner . These
meals provide aspirant body all the necessary nutrients required to keep
body fit and mind alert throughout the day.
* Heavy Healthy Breakfast
Heavy and healthy breakfast is very important for the IAS aspirants
because early morning is the time when their brain is functioning at its full
potential that requires more energy. There is also maximum gap of 11
hours between two meal times, ie. previous dinner and breakfast. At this
important meal time having a good breakfast aids the brain’s processing
power even more to maintain their stamina for study.
* Take Light & Small Lunch/Dinner.
The IAS aspirants needs energy directed towards their brain during their
studies. But when they take heavy lunch and dinner at a time that directs
blood flow and energy towards digestion process as a result they feel
sleepy and lethargic. Therefore, it is necessary to take light and small lunch
and dinner. They should also take healthy snacks and mini meals between
breakfast & lunch; and at 5 or 6 O’clock at the evening to refresh.
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2. Water As a Best Friend

If IAS aspirants don’t take required liquid that may be water, fruit juice,
herbal tea or any other combination that suit them, they get dehydrated.
Dehydration can make them feel lethargic, irritable and tired. It affects
their concentration and makes hindrance in their study. That is why
aspirants must consider water and recommended liquid as their friends or
companion. However, they should avoid caffeine and any caffeinated
products.
3. Protein in the Food
Aspirants should focus on food that are high in proteins. Because, proteins
burn slowly giving a constant source of energy to the body for a longer
duration. For this, they can include in their daily food- eggs, nuts, curd,
cheese and other lo w-fat items. Food items like poha, idlis, dosa, dhokla
are light alternatives that can help them during exam preparation.
4. Avoid Some Food Items
Some food item s make aspirants lethargic and fategued. Carbohydrates
are one of such food groups that gets digested very quickly and compel to
eat more frequently. So, keep away from sugary and processed foods such
as chocolate , cookies , cakes and candies . They should also exclude fat
rich food items like rice, potatoes, white flour from their diet.
5. Make Stomach Safe
It is important for aspirants to have their stomach un-disturbed. To have
stomach function normal they should include curd and buttermilk in their
diet. These food items counter any stomach problems like acidity ,
constipation , and others.
6. Avoid Eating Outside
Outside food items can’t guarantee for quality and health and hygiene
followed at the food preparation stage. So, to avoid any such situation,
aspirants are advised to either self-cook or get their food prepared by a
trusted persons at home.
HOW TO MANAGE STUDY

Check out the full syllabus and tick the easiest topics
Have a look at the syllabus and identify all the subjects that you need to go
through. Note that UPSC Civil Services is not like a university exam, the
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syllabus is more like a guideline and not a boundary that cannot be crossed. Take
the syllabus as a guideline and not as a course definition. Classify the syllabus
into different subjects and topics and if possible make Mind Map of Syllabus of
subject/chapter topic.
It will help you to properly plan and distribute your study time in a meticulous
way. This is important because time at your disposal is limited. It can also help
you in identifying areas of study where you are comfortable and where not. After
going through the syllabus and ascertaining the study time available at your
disposal and identifying areas of your strength and weaknesses vis-a-vis
importance of these areas of study from the examination point of view, you can
plan your time schedule.
APPLICANTS DATA (3 YRS.)

1. Number of Applications
Three years data of applications for Civil Services exam are shown in the
table below:
Exam 2012-13 2013-14 2014-15
CSE (Prelim) 5,50,080 7,76,604 9,47,428
CSE (Main) 12,795 14,800 16,706
2. Number of Candidates Appeared in CSE
Data relating to number of candidates appeared in the last 3 years are
given below:
Exam 2012-13 2013-14 2014-15

CSE (Prelim) 2,71,442 3,24,279 4,46,623
CSE (Main) 12,190 14,178 16,286
CSE (Interview) ---------------- ---------------- 3001*
---- ----
* During 2014-15 the total number of candidates were interviewed based
on CSE (Main), 2013 cut off were 3001, finally 1122 candidates were
recommended by UPSC for different civil services. Thus, we can conclude
that 1122 candidates were finally selected out of 9,47,428 applicants.
These finalists were from different categories:
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General OBC SC ST Disabilities Total

487 326 187 92 30 1122
* 261 women candidates were finally selected out of 1122 finalists.
UPSC-CS EXAM: OFFICIAL CUT OFF CHANGES YEAR

TO YEAR
A. Prelim Cutoffs
B. Main Cutoffs
C. Final Cutoffs
A. CS- Prelim Exam Cut Off Changes Year to Year

Category & Marks/ Year 2012 2013 2014 2015
Paper-I
General 209 241 205 107
OBC 190 222 204 106
SC 185 207 182 94
ST 181 201 174 91
PH-1 (Ortho) 160 199 167 91
PH-2 (Visual) 164 184 113 77
PH-3 Hearing) 111 163 115 40
Maximum Marks --- 400 385 200
Minimum Marks --- Paper-I: 30 Paper-I: 40

Paper-II: 70 Paper-II: 70
B. CS- Main Exam Cut Off Changes Year to Year

Category & Marks/
2012 2013 2014 2015
Year
General 700 564 678 676
OBC 682 534 631 630
SC 660 518 631 622
ST 510 510 619 617
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PH-1 (Ortho) 659 510 609 580
PH-2 (Visual) 646 502 575 627
PH-3 Hearing) 530 410 449 504
Maximum Marks ---- 1750 1750 1750
Minimum Marks ---- 10% in each 10% in each

Deciding Paper* (I to VII) Deciding Paper* (I to VII)
* Essay, G.S.( Paper I to IV); Optional (Paper I & II)
C. CS Exam Final Cut Off Changes Year to Year

Category & Marks/ Year 2012 2013 2014 2015
General 936 775 889 877
OBC 911 742 844 834
SC 870 719 830 810
ST 864 707 811 801
PH-1 (Ortho) 858 725 816 802
PH-2 (Visual) 942 718 778 830
PH-3 Hearing) 802 613 713 697
Maximum Marks ---- 2025 2025 2025
UPSC declares the official cut-off marks for Civil service exam … (Prelims,
Mains and Interview stage). Original source: http://www.upsc.gov.in/exams/cut-
off%
TREND ANALYSIS OF QUESTION PATTERN
Before we start preparation, we must analyse question pattern of UPSC Prelim
and Main Exams 2015 with that to the previous years.
A. TREND ANALYSIS-PRELIMS
Question Pattern of CSAT P-1 Prelim
Subject/Year 2011 2012 2013 2014 2015
History of India & Indian National Movement 12 17 14 13 12
Indian Geography 06 12 11 21 13
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General & World Geography 09 08 11 05 05

Indian Polity & Governance 14 20 18 15 21
Economics 19 11 18 10 14
Social Development (Initiative/ Schemes) 02 04 0 01 02
Environmental Ecology/ Biodiversity/Climate Change 15 10 08 13 11
General Science/ Sc. & Tech. 19 14 19 16 12
Art & Culture 0 03 01 04 01
Current Affairs 04 01 0 02 09
Total 100 100 100 100 100
You can see that number of questions in each segment has been subsequently
either increased or decreased.
UPSC Civil Services aspirants are advised to give more time to topics as per
analytical approach given in the above table along with the entire syllabus
mentioned in the first chapter.
IMPORTANT TOPICS FROM WHICH QUESTIONS ARE

ASKED (2011–15) IN CSAT P-1
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3. ECONOMY
• Taxes
• Interest Rates (Effect)
• National Income / GDP
• Growth Rate (% in 5 years)
• Banking System / Based III
• Deficit
• Inflation
• FDI & FII
• Schemes / Programmes
• Budget (Concepts)
• Finance Commission (Recent)
• Five year plans
• Unemployment
• Poverty Estimation in India, Multi – dimensional Poverty Index
• Demographic Transition
• Supply & Demand of Money
• Bill of Payments
• Eight – core industries
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• Monetary Policy & its Measures (CRR / SLR)

• Convertibility of Rupee
• Capital Account
• Important Items of Export & Import
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TOPIC WISE ANALYSIS - CSAT - IAS PRELIMS PAPER

2
CONTENTS 2011 2012 2013 2014 2015
INTERPERSONAL SKILLS
1. Interpersonal & Communication Skills 3 3 3 – –
MENTAL ABILITY
1. Series 1 3
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2. Classification or Odd One Out

3. Coding – Decoding
4. Analogy
CONTENTS 2011 2012 2013 2014 2015
LOGICAL REASONING
1. Blood Relation 1 3 1
2. Direction Sense 3 1 3 1
3. Ranking Test 1 2 4 2 2
4. Arithmetical Reasoning 4 2
5. Logical Venn Diagrams 1 2 –

6. Number Puzzle 1 2 1 –
7. Syllogism 1
8. Cube & Dice 1

9. Counting of figures –
10. Visual Reasoning 2 4 5 4 1
ANALYTICAL ABILITY
1. Statement and Assumptions –
2. Statement and Arguments 1 –
3. Statement and Conclusions 2 5 1 –

4. Logical Deduction 4 1 – –
5. Critical Reasoning 2 4 5
DECISION MAKING
1. Administrative Courses of Action 2 2 1 – –

2. Selection Criteria – –
3. Case Study 1 – –
4. Decision Making 3 2 2 – –
PROBLEM SOLVING
1. Problem Solving 5 9 11 8 6
COMPREHENSION
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1. General Comprehension 28 32 23 26 30
BASIC NUMERACY
1. Numbers & their Relations 2 2 4 3
2. Percentage 1 1 2 3
3. Orders of Magnitude 2 4 1 5
4. Time and Work / Distance and Speed 2 1 5 2 3
5. Mensuration 3 1
6. Advance Math 1 1 1 1 8
DATA INTERPRETATION
1. Introducing Charts and Graphs 7 1 1 2
2. Data Interpretation 2 1 5 5 2
3. Data Sufficiency –
ENGLISH LANGUAGE COMPREHENSION SKILLS
1. English Language Comprehension Skills 9 8 8 6 –
B. TREND ANALYSIS-MAINS (G.S.)

Paper-1: Indian Heritage & Culture, History & Geography of the World
& Society
Contemporary
Year/ Indian Heritage & Geography / Issues Total
History
Focus Areas Culture EVS (Polity/Gender Qs.
based)
2013 01 13 08 03 25
2014 01 09 06 04 20
2015 02 05 09 04 20
Paper-2: Governace, Constitution, Polity, Social Justice & Int.

Relations
Year/ (Education Health, HR) International
Governance Constitution Polity
Focus Areas Social Sector Issues Relations
2013 05 04 04 04 08
2014 03 03 05 04 05
2015 05 03 04 04 04
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Paper-3: Technology, Eco. Dev, Biodiversity, Environment, Security &

disaster Management
Year/ Indian Science & Biodiversity & Disaster
Security
Focus Areas Economy Technology Environment Management
2013 10 06 03 05 01
2014 09 03 03 03 01
2015 10 02 01 06 01
Paper-4: Ethics, Integrity & Aptitude

Year/ Attitude Moral Civil Services Case
Ethics
Focus Areas & Aptitude Thinkers Values Studies
2013 04 02 01 01 06
2014 02 03 0 03 06
2015 02 02 01 03 06
Indian Languages as an Optional Subject in CS-Main Exam for 2013

Out of 16,706 candidates selected for Main, only 994 opted for the literature
Indian language as optional subject for 2013 examination. The data for 2013 and
2014 are given in the table.
Language as Optional Subject

S. No. Language Candidates in
2013 2014
Assamese 02 04
Bengali 06 03
Gujarati 64 87
Hindi 283 403
Kannada 74 131
Kashmiri ----- -----
Konkani ----- -----
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Malayalam 69 65
Manipuri 20 17
Marathi 26 24
Nepali ----- -----
Oriya 09 07
Pali ----- -----
Punjabi 52 61
Sanskrit 70 89
Sindhi (Devnagri) 01 02
Sindhi (Arabic) ----- 03
Tamil 75 94
Telugu 92 122
Urdu 28 31
Dogri 01 -----
Maithili 83 95
Santhali 01 01
Bodo ----- -----
Total 956 1239
CIVIL SERVICES EXAM FOR GENERALIST

Civil Services Exam is for recruiting generalist and not specialist. A generalist is
someone who knows something about everything, but not everything about
something, i.e. specialist. So, you should prepare any topic as a generalist and
not as a specialist.
For example, you should study about tsunami, to know about their causes and
effects on the life of human beings, birds, other animals and property; how to
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manage and minimize its effects & destruction. You should not study it as a
researcher. You can study, what is it and its relation with an earthquake. Your
study should be concentrated on first understanding the concepts and thereafter
facts.
MANAGEMENT OF TIME, SYLLABUS & STUDY

As you know the IAS exam is a marathon and not a sprint. For this you need to
develop some routine to be able to concentrate for long hours and cover the
syllabus within the time at hand. Study two or at most three subjects a day with
predefined time limits so that you cover the most scoring part of the Prelims
syllabus within the time you allotted to those subjects.
Routine will also help you develop a focused approach for Mains and will help
you to prepare for most scoring parts of IAS Prelims syllabus early, so you can
put in at least one revision before the Prelims. Preparing for IAS this way will
surely boost your chances of clearing the Prelims in the first attempt itself.
So, first calculate how many days do you have to prepare for both Prelim and
Main IAS Exams.
Divide the syllabus of Prelim and Main as per time you have. But, first emphasis
should be on Prelim.
For Detailed discussion, check Appendix-A at end of Part-A.
HOW TO MANAGE TIME

The IAS is a hard nut to crack thus time management is a very crucial part of the
preparation for IAS Examination. This is because the time is limited and the IAS
Syllabus is very vast. So the candidates need to make the best possible utilization
of time. Also, if you do not manage your time properly, you’ll end up wasting
time on irrelevant things, while leaving the essential things uncovered. The first
thing to bear in mind is to question whether you have a personal sense of time or
a time log. This helps you to keep track of how you spend each hour.
Here are some tips for time management:

♦ Make a schedule: divide your day.
♦ Keep at least 8 - 10 hours a day for studies (if attending coaching, you’ll
be able to give only 6 - 8 hours a day).
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♦ While studying for prelims, divide the study time into two parts: General
Studies Paper I and General Studies Paper II (CSAT). If you are from
Mathematics and English background, or are generally good in Aptitude,
then you can keep only 2 hours a day for General Studies (CSAT) Paper II
and devote the rest of the time to General Studies Paper I. If you are not
very comfortable with the topics of (CSAT) Paper II , then you need to
devote 3-4 hours for its practice.
♦ Devote around 1.5 hrs. for reading newspaper and making its notes. Don’t
skip newspapers, nor postpone reading them. You will never find time to
complete them later.
♦ Keep 1 hour for reading current affairs magazine and other competitive
magazines like Pratiyogita Darpan , Yojana and Kurukshetra .
♦ Setting deadlines and targets that are small and realistic will help you
complete the syllabus in time.
♦ Get a proper sleep for 6 - 8 hours a day.
♦ You must spend 1- 2 hours for some physical activities like jogging ,
cycling , yoga o r playing a sport and leisure activities like music, dance,
painting, etc. (i.e. health management )
♦ Stop studying thoroughly at least 24 hours before the exam as studying
now will only make you more anxious. You can go through Mind-Maps of
subjects and topics. Just relax yourself for this day.
Fixing Time for an Answer

The Civil Services Main Exam consists of descriptive type of questions thus
focusing on testing the candidate at various levels. Since time is the biggest
constraint, it becomes necessary to answer the questions not only quickly but
effectively in min imum words. The time limit for the essay, G.S. and optional
papers is 3 hrs with a word limit.
PLANNING FOR PREPARATION

Planning is important because it tells us how to reach our destination or goal. In
the context of the CSE, planning acquires greater significance because one has to
cover a comprehensive syllabus in a limited period of time. Good planning really
implies maximum results with minimum efforts. And effective planning means
that you work out your own mechanism for checking whether you are spending
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your time effectively or not. Thus, you must focus on the following for success
in Civil Services Examinations:
Master the Basics

As you are aware that UPSC has brought changes to the Civil Services Mains
examination in both the pattern and the syllabus, one must keep in mind the
following statement given by UPSC:
“The questions are likely to test the candidate’s basic understanding of all
relevant issues, and ability to analyze, and take a view on conflicting socio
economic goals, objectives and demands . The candidates must give relevant,
meaningful and to the point answers.”
Thus, you don’t have to master the topics, all you need is BASIC
UNDERSTANDING (at least for Prelims) and the ability to analyze. Basic
understanding comes from reading and re-reading. Ability to analyze what you
have understood from reading comes from WRITING PRACTICE.
Start From Weak Areas

There is no syllabus in detail or specific for subject or areas for prelim point of
view. Any question in CS prelims can be asked from anywhere, so aspirants
must begin their planning and study for subject area which they are weak in or
afraid the most from. When the weak areas can be overcome, a new confidence
will develop that will motivate to cover up other areas/subjects easily and
quicker.
Apply Intelligent Meditation in Preparation

It is very important to analyse previous questions asked in IAS Prelims and Main
Exams and then think over all the aspects and diamensions on which questions
can be formed and asked from particular topic or heading.
Prepare Your Own Notes & Mind-Map

Writing notes is very helpful in preparing for the examination, particularly when
you study from different sources. Firstly, while writing notes you focus your
attention in a more concentrated manner and many of these points remain in
your memory if you put them on a Mind Map. Secondly, notes help you in quick
revision.
For writing effective notes, do not start in a hurry, i.e. when you are reading the
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material for the first time. Without understanding what you read, you are likely
to write down too much which may amount to simply reproduction of the
material. After understanding the text look for the main points and sub-points.
Try to write in your own words rather than using the same language. When you
do this exercise get sincerely involved and write short notes preferably in points,
one liner, short sentence, one or two words, short names, or abbreviations. These
notes will help in revising the chapters or topics easily in lesser time.
REVISION IS THE KEY TO SUCCESS
* Revision is the most important aspect of preparation for any exam,

whether it is academic or comp etitive. But it plays a greater role in
selection when an IAS aspirant follows it, because of complexity of
syllabus and subjects for IAS exam.
Like study strategy, there is no fixed revision format that will suit each
and every aspirant. Aspirants should think over which format can be best
and suit them in revision. They can go through others revision techniques
before making their own. But revision strategy should be prepared in such
a way that help the aspirants to achieve their study goals in the best
possible way.
We have given some guide lines below that will help the aspirants in
making best suited revision strategy for IAS exam preparation.
1. Three Tier Revision Strategy
The most suited and successful revision strategy for any exam, particularly
Civil Services Exam preparation is
Three Tier Strategy . This formate is based on three labels, i.e. day wise,
week-wise and month-wise.
Daily revision is divided into two stages, morning and late-night. In the
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morning, aspirants should revise quickly all the subjects, chapters and
topics they have studied previous day, thereafter, they start studying new
subject/chapter or topic for the day. Before going to sleep in the late night
after study, they must revise all the points they have studied the whole day.
Weekly Revision: It is second stage of revision which covers all the topics,
chapters and subjects an aspirant has studied in a week, i.e. from Monday
to Saturday. It is mostly fixed on Sunday.
Monthly Revision: Like wise weekly revision, monthly revision is the
third stage of revision of the same topics and chapters which an aspirant
have already revised weekly and daily in a month. This model of revision
strategy will help the aspirants not to forget what ever they studied in a
month.
The next revision can be after three and six months to freshen up your
memory of three and six months studies. It will help the aspirants in
building their confidence in preparation and cracking the exam.
Three Tier Revision Strategy
Subject Chapter Topic
Daily Subject name Chapter name Topic name
Weekly do do do
Monthly do do do
2. Listing of Topics for Revision

Aspirants study many topics from different subjects and chapters in a day,
week and month. But all the topics are not equally relevant and important
from exam point of view. So they must list those topics which are
important for revision according to their relevance, complexity and marks
allocated for the exam. It will help aspirants to keep a check and complete
their revision tasks within the time limit.
3. Prioritise Subject and Topic
Aspirants list many more topics and chapters for revision. But, due to lack
of time for weekly and monthly revision, they are unable to revise all the
listed topics. So, they should prioritise topics for revision according to their
importance in the examination and revise as per order.
4. Application of Technology in Revision
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Important points of a topic or chapter should be noted down on Memopad

of a mobile phones or tablets to revise during going to coaching and
coming back.
5. Practice Tests
After completing a chapter or topic during preparation aspirants should
test their learning through Practice Test based on that particular topic or
chapter. These practice tests are designed on the same examination pattern
as followed by UPSC to prepare the CSE paper. These practice tests will
help in evaluating the aspirants preparation. These tests are a mode of
revision for the topic or chapter.
6. Solve the Topic’s Quizzes
When you finish the topic during preparation, solve the quizzes or
questions prepared on that particular topic so that you can assess your
preparation and list the topic for revision accordingly.
Solve previous year question paper at regular intervals

As preparation for IAS prelims requires at least 10 months time it is easy to lose
focus or go off target. To stay on the right path or get yourself on track quickly
keep testing yourself against the previous IAS papers to know the effectiveness
of your preparation and identify and overcome your weak points. For this grab
the previous 5 year’s solved section-wise Prelims Question Paper Set.
Go for Online Mock Test

After completing your syllabus and revision, you can go for a mock test.
Conducted in a proper way, a mock test makes you feel the environment and
experience of the real exam. It is useful in reviewing your knowledge of the
subjects and judging your weak and strong areas of preparation. Through mock
test you can also test your ability of time management. Do not miss the
opportunity as and when any institute conducts mock test. You can take mock
test online.
Choice of the Optional Subject

Choosing a right optional subject is a crucial step in your preparation for the
UPSC Civil Services Exam. Select optional Subject on the basis of aptitude that
you have for the subject and not because a certain subject is perceived to be
more scoring than the others. Preferably, the subject must be scoring. It is better
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to choose a subject, in which your base is strong. While choosing the optional
subject, remember that:
The subject should…
♦ excite you,
♦ make you know more about it,
♦ not put you to sleep,
♦ make you think out of the box,
♦ have books available easily.
Following are the important steps you should follow before you finalize a
subject as your optional:
1. Go through the list of all the optional subjects thoroughly.
2. Now go back to your school and college days. Think about your favourite
subjects then. Think hard in which subject you excelled, in which subject
you showed more interest, in which subject you got good marks.
3. Now come to the present. See which areas of news you are more
interested in. Think of short-listing them as your optional subject.
4. Based on above criteria, make a list of 4-5 subjects that you think you
have interest i n.
5. Now go through the syllabus of each optional subject. Read all topics
carefully. Underline/highlight the topics that you think you know
something about or have some interest in the syllabus of each shortlisted
Optional subject.
6. Now go through the Previous Year Question papers (3 - 4 years) of the
shortlisted subjects. Read all the questions. Again gauge yourself the level
of interest you have or residual knowledge you possess to answer each
question. It’s just to know yourself how comfortable you are with a
subject, don’t worry if you don’t know answer to any question.
7. Finally, the availability of materials and guidance in the form of coaching
matters a lot. For some subjects it is difficult to get standard books, for
some coaching may not be available. Non-technical subjects can be
prepared by doing self-study provided you regularly practise writing.
8. By now you will have a clear picture about choosing between 2-3
subjects.
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A. PLANNING FOR PRELIM PREPARATION

Tips & Planning for CSAT Paper-I
For facing Preliminary Examination Paper I, i.e. General Studies , you need to
be well aware and well informed as being updated is going to help you in
attempting a large number of questions. It involves both clarity about the basics
as well as abreast of current affairs and contemporary developments. It includes
areas like Indian National Movement , Indian Polity , Basic Economic
Understanding , Geography , Science and Technology , etc. While the
dynamic part includes Current Affairs , GK has no proper definition and
syllabus making it quite vast subject.
Since the syllabus does not give much detail of the topics to be studied under
each subject it is expected to gain knowledge of them that should be slightly
below the graduation level but definitely above the high school level.
There are about 100 questions to be answered in two hours, each question carries
two marks. It means there is about 80 seconds to answer each question. So speed
and accuracy is essential to tackle this examination. While the correct answer
will fetch 2 marks, a wrong answer means a loss of 0.66 marks.
The 100 questions in Paper I can be grouped into three categories:
(i) Multiple Choice Questions - Single response correct
(ii) Multiple Choice Questions - Multiple response correct
(iii) Multiple Choice Questions - Matching type
The number of questions asked from different sections varies each time and
there is no fixed rule for this. The nature of questions asked are generally on
basic principles, the ir application, factual information and current affairs.
Some questions are based on applied aspects of principles and factual
information. It has been found that many of the questions overlap with more than
one section of the syllabus.
The answer to the question requires analytical bend of mind. So mere reading of
NCERT high school text books is now insufficient for the preparation of the
prelim examination and in depth reading is required to handle such questions.
The best way should be to adopt an integrated approach for preparation
combining it with Mains, and one should make efforts to understand the
principles and then strive to find their applications in daily life. The new addition
in the syllabus since 2011 is on Environmental Ecology, Bio-diversity and
Climate Change. So it is wise to prepare these areas from the view-point of the
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Main Examination.
Considering the nature of the examination the tactics must be to focus on greater
rather than intensive coverage. One is expected to know everything at the same
time. However, only basics of each of the discipline are needed, so one master as
many basic concepts and facts as possible, avoiding the element of over-kill in
the preparations at Prelims stage.
Tips & Strategies for CSAT Paper 2

The Preliminary Examination Paper II (CSAT) assesses comprehension,
abstract reasoning, analysis competency, problem solving ability, judgment
and decision making ability of the candidates . Unlike paper 1 where quantity
of questions is a major determinant for the static section, paper 2 cannot be
tamed without solving dynamic questions that requires on the spot mental ability.
Paper-II Syllabus comprises of seven subjects and is in the nature of Aptitude
Test.
1. Comprehension,
2. Interpersonal skills including communication skills,
3. Logical reasoning and analytical ability,
4. Decision making and problem solving,
5. General mental ability,
6. Basic numeracy (numbers and their relations, orders of magnitude, etc.),
7. Data interpretation (charts, graphs, tables, data sufficiency etc.).
The following are simple preparation tips to score well in the CSAT (Prelims) -
PAPER II:
♦ Identify your strong areas of comprehension and aptitude.
♦ Solve these questions first to ensure that you get the answers right.
♦ Do not waste too much time if you get stuck in a particular question.
♦ You should at least be 70% sure of the answer if you do not want to lose
too many marks in negative marking.
♦ Practise as many mock tests as possible to be aware of what kind of
mistakes you make while solving different kind of problems or aptitude
questions.
♦ Practise questions on Permutations & Combinations, Logical Reasoning
and Probability.
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SUBJECT-WISE PLANNING FOR PRELIM

Planning for Current Events
Current Affairs questions are asked from the core disciplines or say subjects, for
example, science and technology, Polity, History, Geography, Economics, and
environment. So, we must give importance to current affairs from all
perspectives, i.e. subjects, Prelim, Main and Personality Test.
These questions can be asked based on Government Initiatives/Policies, policies
of India which have international importance– Look East Policy, International
Institutions – IMF, WB, UNSC, etc. International Agreements – Non-
Proliferation Treaty (NPT), etc. Human Rights Issues, Social Sector Initiatives,
Sustainable Development, etc.
To bring in more clarity on this aspect, we would illustrate with a few examples.
For example:
Current Events – Geography
Q. 1 Despite having large reserves of coal, why does India import millions
of tonnes of coal? (2011)
1. It is the policy of India to save its own coal reserves for future, and
import it from other countries for the present use.
2. Most of the power plants in India are coal-based and they are not able
to get sufficient supplies of coal from within the country.
3. Steel companies need large quantity of coking coal which has to be
imported.
Which of the statements given above is/are correct?
(a) 1 only
(b) 2 and 3 only
(c) 1 and 3 only
(d) 1, 2 and 3
Solution: (b)
Current Events – History/Culture
Q. 2 Consider the following pairs: (2014)
Famous shrine Location
1. Tabo monastery and temple complex Spiti Valley
2. Lhotsava Lhakhang temple, Nako Zanskar Valley
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3. Alchi temple complex Ladakh

Whic h of the pairs given above is/are correctly matched?
(a) 1 only
(b) 2 and 3 only
(c) 1 and 3 only
(d) 1, 2 and 3
Solution: (c)
Current Events – Polity/Governance

Q. 3 Which of the following can be said to be essentially the parts of
Inclusive Governance? (2012)
1. Permitting the Non-Banking Financial Companies to do banking
2. Establishing effective District Planning Committees in all the districts
3. Increasing the government spending on public health
4. Strengthening the Mid-day Meal Scheme
Select the correct answer using the codes given below
(a) 1 and 2 only
(b) 3 and 4 only
(c) 2, 3 and 4 only
(d) 1, 2, 3 and 4
Solution: (c)
Current Events – Economics
Q. 4 The terms ‘Marginal Standing Facility Rate’ and ‘Net Demand and
Time Liabilities’, sometimes appearing in news, are used in relation to
(2014)
(a) Banking operations
(b) Communication networking
(c) Military strategies
(d) Supply and demand of agricultural products
Solution: (a)
Current Events – Science and Technology
Q. 5 A company marketing food products advertises that its items do not
contain trans-fats. What does this campaign signify to the customers?
(2011)
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1. The food products are not made out of hydrogenated oils.

2. The food products are not made out of animal fats/oils.
3. The oils used are not likely to damage the cardiovascular health of the
consumers.
(a) 1 only
(b) 2 and 3 only
(c) 1 and 3 only
(d) 1, 2 and 3
Solution: (d)
Current Events – Environment
Q. 6 The most important strategy for the conservation of biodiversity
together with traditional human life is the establishment of
(2014)
(a) biosphere reserves
(b) botanical gardens
(c) national parks
(d) wildlife sanctuaries
So lution: (a)
Q. 7 Bromin ated flame retardants are used in many household products
like mattresses and upholstery. Why is there some concern about their
use?
(2014)
1. They are highly resistant to degradation in the environment.
2. They are able to accumulate in humans and animals.
Select the correct answer using the code given below.
(a) 1 only
(b) 2 only
(c) Both 1 and 2
(d) Neither 1 nor 2
Solution: (c)
Current Events – International Organization

Q. 8 Which of the following organizations brings out the publication
known as ‘World Economic Outlook’? (2014)
(a) The International Monetary Fund
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(b) The United Nations Development Programme

(c) The World Economic Forum
(d) The World Bank
Solution: (a)
Policies of India which has international ramifications

Q. 9 With reference to “Look East Policy” of India, consider the following
statements: (2011)
1. India wants to establish itself as an important regional player in the
East Asian affairs.
2. India wants to plug the vacuum created by the termination of Cold
War.
3. India wants to restore the historical and cultural ties with its
neighbours in Southeast and East Asia.
(a) 1 only
(b) 1 and 3 only
(c) 3 only
(d) 1, 2 and 3
Solution: (c)
NEWSPAPER READING FROM EXAM POINT OF VIEW

If you go through UPSC questions asked in previous years on Current Events
and match the syllabus,you will find a correlation between core-subjects, such as
History, Economics, Polity, Geography, Science and Tech or Environment and
questions in CSAT Paper –I. The concept and facts asked in these questions are
based on analytical aspect of contemporary issues and development in core-
subjects appeared in daily newspapers. So, when you read newspaper, you
should have all the core subjects in mind to note down the contemporary issues
and development appearing in daily news.
Sources for Current Events:

1. Newspapers
(i) The Hindu
Important for:
(a) Socio-economic and political issues,
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(b) Editorials and Opinions: An analytical view and coverage on

Government programmes and policies.
(c) Science and Technology: Thursday Edition for scientific
developments.
(d) Environmental Issues: Issues and policies at national and
international level.
(e) Economy: Economic developments and policies.
(ii) The Indian Express
Important for:
• Articles on International Relations.
(iii) Press Information Bureau
Important for:
• Daily u pdates on Government Programmes and Policy.
• Articles on important personalities and their contribution.
(iv) PRS Legislative Researc h
Important for:
• Discussion on legislative bills and policies of government.
• Summary of acts and bills.
• A monthly Policy Review.
(v) Institute for Defense Studies and Analysis (IDSA )
Important For:
• India’s national security, internal security and relations.
• Opinion on International Relations, Defence relations and
Governments approach for national and international diplomacy.
• Paper 3 (Main)- Internal and External Security.
(vi) Yojana and Kurukshetra
Important For:
• Articles on different topics- mainly on social and economic
conditions of the country.
• Analysis of Government schemes and programmes.
• Social issues and policies affecting vulnerable sections.
• A very important and authentic source to generate opinion on
government programmes and policies.
(vii) Lok Sabha and Rajya Sabha Debates
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Important For:
• Discussions on various socio-economic and political discourses.
• Opinions from experts.
• Live discussions for quality information.
• Mains Exam.
PLANNING FOR HISTORY

History is divided into 3 segments – Ancient, Medieval and Modern.
Trends of previous years questions
Year Questions Asked
2011 13
2012 20
2013 15
2014 17
2015 13
Recent trends show that number of questions asked in history segment varies
from 13 to 20. So, it is better to analyse previous questions segment-wise
(Ancient, Medieval, Modern & Culture) and then plan which segment should be
given weightage as per analysis. More weightage is given to Modern, then to
Ancient and least to medieval history as per question pattern analysis.
Modern India
Aspirants should focus on the followings:
1. Various revolts/movements/agitations (like 1857 revolt, Tebhaga Peasant
Movement, Home Rule Movement, Quit India Movement, etc) based on:
• The Purpose of the movement.
• The Reasons which led to the movement.
• The Consequences of the movement.
• The people who participated in this movement.
• Famous Personalities involved in the movement and their
contribution.
• The role of Press and Literature.
Example (2013 Prelims Questions Paper):
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Q. Annie Besant was:

1. responsible for starting the Home Rule Movement
2. the founder of the Theo-sophical Society
3. once the President of the Indian National Congress
Select the correct statement/statements using the codes given below.
(a) 1 only
(b) 2 and 3 only
(c) 1 and 3 only
(d) 1, 2 and 3
Solution: (c)
2. Type of Administration (Revenue, Military)
• Type of Administration. Example: Mansabdari System, Jagirdhari –
its significance and impact.
• The British rule. Example: Subsidiary alliance, Permanent
Settlement, Mahalwari system etc. – its significance and impact.
• Similarities and Differences between the Mughal and the British
Administration.
• Consolidation of the British rule in India– through enactment of
various Acts/Laws (Regulation Act, 1773 to Indian Independence Act,
1947).
3. Colonial Rule in India
• Political-Administrative organization, Policies of the British India.
• Social, Economic setup like Agrarian Systems (Example: Permanent
Settlement).
• Important Reports, Sessions, Acts, Committees setup during the
British period.
Q. What was/were the object/objects of Queen Victoria’s Proclamation
(1858)?
1. To disclaim any intention to annex Indian States
2. To place the Indian administration under the British Crown
3. To regulate East India Company’s trade with India
Select the correct answer using the code given below
(a) 1 and 2 only
(b) 2 only
(c) 1 and 3 only
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(d) 1, 2 and 3
Solution: (a)
4. Religious and Social Reform Movements (from 1800 AD to 1947 AD)
• The Ideological base – rationalism, humanism and universalism.
• Reform Movements like Brahmo Samaj, Arya Samaj, Theosophical
Society, Harijan Movement, etc.
• Who started these movements?
• What was the objective and emphasis of these movements?
• How these movements were important in building a sense of
nationalism among Indians?
• Social reforms that had an impact on Education, Status of Women,
Caste system of the society.
Q. Which of the following statements is/are correct regarding
BrahmoSamaj?
1. It opposed idolatry.
2. It denied the need for a priestly class for interpreting the religious
texts.
3. It po pularized the doctrine that the Vedas are infallible.
Select the correct answer using the codes given below :
(a) 1 only
(b) 1 and 2 only
(c) 3 only
(d) 1, 2 and 3
Solution: ( b)
5. Important Personalities like Mahatma Gandhi, Dr B.R. Ambedkar, Subash
Chandra Bose, Dadabhai Naoroji, Bal Gangadhar Tilak, Bhagat Singh,
Annie Besant, etc. along with their contributions – literature, organization
of movements and their role in India’s Freedom Struggle should be
covered.
Q. Consider the following statements:
The most effective contribution made by Dadabhai Naoroji to the cause of
Indian National Movement was that he
1. exposed the economic exploitation of India by the British
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2. interpreted the ancient Indian texts and restored the self-confidence of

Indians
3. stressed the need for eradication of all the social evils before anything
else
(a) 1 only
(b) 2 and 3 only
(c) 1 and 3 only
(d) 1, 2 and 3
Solution: (a)
[Note: Aspirants must go through previous questions asked in Ancient &,
Medieval sections to plan study]
PLANNING FOR GEOGRAPHY

Geography covers physical, Social and Economic Geography of India and the
World.
You should make a Mind-Map of different topics given in the syllabus of Prelim
and analyse the previous years questions asked. Your study should be based on
the nature and number of questions asked from different segments year-wise.
2011 15
2012 20
2013 22
2014 26
2015 18
As per the recent trend, atleast 15-20% weightage is given to Geography.
Questions asked in previous years exam are based on:

1. Co-relation between Geography & Current
Events/Environment
We would illustrate with an example:
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Q. With reference to micro-irrigation, which of the following statements

is/are correct? (2011)
1. Fertilizer/nutrient loss can be reduced
2. It is the only means of irrigation in dry land farming.
3. In some areas of farming, receding of ground water table can be
checked.
Select the correct answer using the codes given below:
(a) 1 only
(b) 2 and 3 only
(c) 1 and 3 only
(d) 1, 2 and 3
Solution: (c)
This question, though basically forms part of current affair section, has a
direct correlation with Geography.
Q. Which of the following can be threats to the biodiversity of a
geographical area? (2012)
1. Global warming
2. Fragmentation of habitat
3. Invasion of alien species
4. Promotion of vegetarianism
Select the correct answer using the codes given below :
(a) 1, 2 and 3 only
(b) 2 and 3 only
(c) 1 and 4 only
(d) 1, 2, 3 and 4
Solution: (a)
2. Clarity of Concepts
While studying Geography, clarity of concepts and it should be
substantiated with appropriate facts.
Q. The Narmada river flows to the west, while most other large
peninsular rivers flow to the east. Why? (2013)
1. It occupies a linear rift valley.
2. It flows between the Vindhyas and the Satpuras.
3. The land slopes to the west from Central India.
Select the correct answer using the codes given below.
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(a) 1 only
(b) 2 and 3
(c) 1 and 3
(d) None
Solution: (a)
Think & Learn
• Why do some rivers flow West, while majority flows in the East
direction?
• Why do rivers flowing in the East direction form Deltas?
• A general awareness on which ‘States’ they flow and ‘Hydro-electrical
Projects’ and ‘Dams’ constructed across these rivers.
Aspirants must take into account the followings:
• Importance of Geography
• Clarity of Concepts
• Significance of facts
• Level of Difficulty of Questions
Indian Geography
1. Physiography
India’s physiography can be divided into:
• The Himalayas: The Greater Himalayas(Himadri), Lesser Himalayas
(Himachal), Sub-Himalayas (Shivalik Range)
• Peninsular Plateau and Peninsular Mountains
• The North Plains and the Coastal plains
• Indian Desert
• Islands
Important Segments:
• Characteristics – Example: Himalayas are young, weak, flexible
• How were they formed? Example: The peninsula block was formed
by various vertical movements and block faulting
• Climate and Rainfall in these regions
• Vegetation or Type of Forests found
• Soil along the slopes
• Biodiversity in the region
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Q. When you travel in Himalayas, you will see the following:
1. Deep gorges
2. U-turn river courses
3. Parallel mountain ranges
4. Steep gradients causing land-sliding
Which of the above can be said to be the evidences for Himalayas being
young fold mountains?
(a) 1 and 2 only
(b) 1, 2 and 4 only
(c) 3 and 4 only
(d) 1, 2, 3 and 4
Solution: (d)
2. River Sys tem in India
• Indian River System can be broadly classified into 2 Major systems:
– Himalayas River system consist of -Indus, Ganga, Brahamaputra,
– Peninsular River Systems
Important Segments:
• Evolution of the drainage (river) system.
• Characteristics of the River system. Example: Peninsular river system
is older than the Himalayan river system. They are non-perennial rivers.
• The states they flow through.
• Comparison between the Himalayas and the Peninsular river system.
• Hydro-Power projects, other Power plants and Major Dams built on
these rivers. Example: Salal project on River Chenab.
• West flowing rivers in India. Why do these rivers flow West, while
majority rivers flow in the East direction?
• Why do east flowing rivers form deltas?
Example (2011 Prelims Questions Paper)
Q. The Brahmaputra, Irrawady and Mekong rivers originate in Tibet
and flow through narrow and parallel mountain ranges in their upper
reaches. Of these rivers, Brahmaputra makes a “U” turn in its course
to flow into India. This “U” turn is due to (2011)
(a) Uplift of folded Himalayan series
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(b) Syntaxial bending of geologically young Himalayas

(c) Geo-tectonic disturbance in the tertiary folded mountain chains
(d) Both (a) and (b) above
Solution: (b)
3. Minerals
Important Segments:
• Major areas where they are found
• Characteristics of the minerals
• It’s Uses and Environmental impact.
Q. Consider the following statements: (2013)
1. Natural gas occurs in the Gondwana beds.
2. Mica occurs in abundance in Kodarma.
3. Dharwars are famous for petroleum.
(a) 1 and 2
(b) 2 only
(c) 2 and 3
(d) None
Solution: (b)
Q. With reference to two non-conventional energy sources called ‘coal
bed methane’ and ‘shale gas’, consider the following ‘statements:
1. Coal bed methane is the pure methane gas extracted from coal seams,
while shale gas is a mixture of propane and butane only that can be
extracted from fine-grained sedimentary rocks.
2. In India abundant coal bed methane sources exist, but so far no shale
gas sources have been found.
(a) 1 only
(b) 2 only
(c) Both 1 and 2
(d) Neither 1 nor 2
Solution: (d)
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4. Climate
Important Segments:
• Factors determining the Climate of India
• Indian Monsoon
• It’s nature/characteristics, significance and impact
• Upper Air circulation- Jet streams, Westerlies
• Cyclones – tropical and temperate
• El-Nino, La-Nino (More Emphasis should be given)
• How is it developed?
• How does this effect Indian climate and vegetation
• Related concepts like upwelling and its advantages
Q. La Nina is suspected to have caused recent floods in Australia. How is
La Nina different from El Nino?
1. La Nina is characterised by unusually cold ocean temperature in
equatorial Indian Ocean whereas El Nino is characterised by unusually
warm ocean temperature in the equatorial Pacific Ocean.
2. El Nino has adverse effect on south-west monsoon of India, but La
Nina has no effect on monsoon climate.
(a) 1 only
(b) 2 only
(c) Both 1 and 2
(d) Neither 1 nor 2
Solution: (d)
Q. Consider the following statements:
1. The durati on of the monsoon decreases from southern India to
northern India.
2. The amount of annual rainfall in the northern plains of India
decreases from east to west.
(a) 1 only
(b) 2 only
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(c) Both 1 and 2

(d) Neither 1 nor 2
Solution: (c)
PLANNING FOR POLITY

Polity covers Constitution of India, Indian Political System, Panchayati Raj,
Public Policy, Rights, Issues, etc. First you prepare the Mind-Map of each
Chapter given in the syllabus and then analyse the nature and number of
questions asked in previous years CSAT Paper-I from Polity. If your study
follows the trend analysis, your success is assured.
2011 14
2012 20
2013 18
2014 15
2015 21
Strategy for Polity

How to Prepare Polity?
Questions from Polity cover both static (basic) as well as the dynamic (current
events) part. For example in 2014, Judicial Appointment Bill was in news very
frequently.
So, one must know the basics of Judiciary – its mode of appointment, powers
and its autonomy granted by the Constitution of India. Issue related to
Judiciary’s autonomy comes under the dynamic part whereas the mode of
appointment and powers of Judiciary comes under the static part.
This is the best way to go about reading Polity. If you can read this way, then
many myths about Polity (like mugging-up all the articles, everything and
anything about Constitution) can be dealt with easily.
In 2014, two questions had come from Judiciary, based on the current
issues. These were of static nature:
Q. The power to increase the number of judges in the Supreme Court of
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India is vested in
(a) The President of India
(b) The Parliament
(c) The Chief Justice of India
(d) The Law Commission
Solution: (b)
Q. The power of the Supreme Court of India to decide disputes between
the Centre a nd the States falls under its
(a) Advisory jurisdiction
(b) Appellate jurisdiction.
(c) Original jurisdiction
(d) Writ jurisdiction
Solution: (c)
Similarly when Comptroller and Auditor General (CAG) was in news (in
2012) with regard to exposing 2G Scam and Coal Scam), one has to go back to
basics (static part) in u nderstanding the powers and functions of CAG, mode
of appointment and removal. Current events should always be prepared along
with its basics.
For example:
Q. In India, other than ensuring that public funds are used efficiently
and for intended purpose, what is the importance of the office of the
Comptroller and Auditor General (CAG)? (2012)
1. CAG exercises exchequer control on behalf of the Parliament when
the President of India declares national emergency/financial emergency.
2. CAG reports on the execution of projects or programmes by the
ministries are discussed by the Public Accounts Committee.
3. Information from CAG reports can be used by investigating agencies
to press charges against those who have violated the law while managing
public finances.
4. While dealing with the audit and accounting of government
companies, CAG has certain judicial powers for prosecuting those who
violate the law.
(a) 1, 3 and 4 only
(b) 2 only
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(c) 2 and 3 only

(d) 1, 2, 3 and 4
Solution: (c)
Current events related to new Bills, Acts, Policies and related provisions
should be noted down. One should try to relate current happenings with
provisions of Indian Constitution.
For example:
Q. The National Green Tribunal Act, 2010 was enacted in consonance
with which of the following provisions of the Constitution of India?
(2012)
1. Right to healthy environment, construed as a part of Right to life
under Article2 1
2. Provision of grants for raising the level of administration in the
Scheduled Areas for the welfare of Scheduled Tribes under Article 275(1)
3. P owers and functions of Gram Sabha as mentioned under Article
243(A)
(a) 1 only
(b) 2 and 3 only
(c) 1 and 3 only
(d) 1, 2 and 3
Solution: (a)
Questions at times are tricky, as the options given in the questions are very
close to the correct choice. This creates ambiguity in the mind of the aspirant
often leaving them confused.
For ex a mple:
Q. Which of the following are associated with ‘Planning’ in India? (2013)
1. The Finance Commission
2. The National Development Council
3. The Union Ministry of Rural Development
4. The Union Ministry of Urban Development
5. The Parliament
(a) 1, 2 and 5 only
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(b) 1, 3 and 4 only

(c) 2 and 5 Only
(d) 1, 2, 3, 4 and 5
Solution: (c)
[Note: Here, though Finance Commission is involved in devolution of money it
is not involved in Planning process. Many would have chosen (a) as the answer.
Neither are the Ministries of Rural or Urban Development involved.]
Q. ‘Economic Justice’ the objectives of Constitution has been as one of
the Indian provided in: (2013)
(a) the Preamble and Fundamental Rights
(b) the Preamble and the Directive Principles of State Policy
(c) the Fundamental Rights and the Directive Principles of State Policy
(d) None of the above
Solution: (b)
PLANNING FOR ECONOMICS
It covers Economic and Social Development-Sustainable Development, Poverty,
Inclusion, Demographics, Social Sector Initiatives, etc.
Questions asked in this segment are based on your conceptual understanding
of macro-economics . So, conceptual clarity is the most important factor to
understand any topic, policy, data, etc. in Economics.
Your analysis of previous years questions will help you to know about the nature
and types of questions asked from the Economic segment. If you apply your
analysis in your preparati on, you feel confident in your strengths to crack the
exam.
2011 21
2012 15
2013 18
2014 11
2015 16
tiptopstudy.com.
For Example:
Q. If t he interest rate is decreased in an economy, it will
(2014)
(a) decrease the consumption expenditure in the economy
(b) increase the tax collection of the Government
(c) increase the investment expenditure in the economy
(d) increase the total savings in the economy
Solution: (c)
Q. Under which of the following circumstances may ‘capital gains’ arise?
(2012)
1. When there is an increase in the sales of a product
2. When there is a natural increase in the value of the property owned
3. When you purchase a painting and there is a growth in its value due
to increase in its popularity
(a) 1 only
(b) 2 and 3 only
(c) 2 only
(d) 1, 2 and 3
Solution: (b)
1. Introduction to Economics
Important Segments:
Understanding the basic concepts of:
• Macro Economics: Poverty, Growth, Employment, etc.
• Microeconomics: Decisions/choices made at a company, household or
an individual level
• Difference between Growth and Development ; indicators used to
measure.
Example: To measure Growth- GDP is used and for Development – HDI
(Human Development Index)
• National Income Accounting: Gross National Product (GNP), Gross
Domestic Product (GDP), Gross National Income (GNI), Factor cost,
Market Price, Purchasing power parity(PPP), Per-Capita Income (PCI)
– a general understanding on how they are calculated and what all
factors go into their calculation
tiptopstudy.com.
Example: GDP is calculated using either of the following 3 methods- pro

duction method, expenditure method, income method.
• Primary, Secondary, Tertiary Sectors: What constitutes each sector?
What are their contributions to the GDP?
Example: Primary Sector covers agriculture and allied activities, mining. It
contributes 13.7% to India’s GDP.
• Capitalist State, Mixed Economic System: Which type of Economic
system India has adopted and why?
Example: 2013 Previous Year Question
Q. The national income of a country for a given period is equal to the:
(a) total value of goods and services produced by the nationals
(b) sum of total consumption and investment expenditure
(c) sum of personal income of all individuals
(d) money value of final goods and services produced
Solution: (a)
2. Growth & Development
Important Segments:
• Poverty– concepts like Below Poverty line (BPL), Poverty Gap,
Poverty estimates by National Sample Survey Organisation (NSSO),
which Institution in India decides on Poverty line- Planning
Commission
• Different Committees set-up to measure poverty, methodology used –
Alag committee, Lakadwala, Suresh Tendulkar Committee, NC Saxena
Committee, Rangarajan Committee – A general understanding of how
each committee differed in their measurement.
Example: Rangarajan Committee was set-up by Planning Commission in
2012; Methodology used is ‘Monthly Expenditure of family of five’.
According to the estimates- poverty per day per person in urban area is ` 47
and in rural area it is ` 32.
• Inequality – how is it measured – Gini co-efficient, Lorenz Curve;
concepts like relative inequality, absolute inequality.
• Issues with employment , different types of unemployment like
disguised unemployment, underemployment, etc; Globalization and its
impact on labour.
• Demographic Dividend, Skill Development
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• Development Indicators from International organisations like HDI,

MPI (Multiple Poverty Index), Millennium Development Goals, etc.
Example
Q. Disguised unemployment generally means (2013)
(a) large number of people r emain unemployed
(b) alternative employment is not available
(c) margin al productivity of labour is zero
(c) productivity of workers is low
Solution: (c)
Q. Economic growth in country X will necessarily have to occur if (2013)
(a) there is technical progress in the world economy
(b) there is population growth in X
(c) there is capital formation in X
(d) the volume of trade grows in the world economy
Solution: (c)
3. Inflation and Business Cycle
Important Segments:
• Inflation , Depression , Recession and related terms and concepts like
deflation, disinflation, reflation, stagflation, Philip’s curve.
• Types of Inflation – based on the rate of growth of the prices –
creeping, trotting, galloping, hyper-inflation.
• Types of Inflation – based on the causes – Demand-pull, Cost-push,
Structural, Speculation.
• Impact of Inflation on Indian Economy, different stakeholders in the
economy. Is a minimum inflation necessary? If so why?
• Inflation measurements like CPI, WPI, GDP deflator:
— Composition or what constitutes these indicators
— Their merits and demerits
— Which measurement is better indicator of inflation and why?
Which index is used to measure inflation in India currently?
• Base year from which it’s calculated:
— What is this Base year?
— Why does Government change the Base Year?
— What impact it has on the economic growth or inflation?
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Example: In WPI there are totally 676 items, out of that 20% weightage is
given to Food, 14% to Power and Fuel, 66% to Manufactured goods. It
does not include Services. Base year for WPI is 2010-11. It is published by
Ministry of Commerce and Industry
• Role of Government and RBI in controlling inflation
Example
Q. Consider the following statements: (2013)
1. Inflation benefits the debtors.
2. Inflation benefits the bond-holders. Which of the statements given
above is/are correct?
(a) 1 only
(b) 2 only
(c) Both 1 and 2
(d) Neither 1 nor 2
Solution: (a)
Q. A rise in general leve l of prices may be caused by:
(2013)
1. an increase in the money supply
2. a decrease in the aggregate level of output
3. an increase in the effective demand.
(a) 1 only
(b) 1 and 2 only
(c) 2 and 3 only
(d) 1, 2 and 3
Solution: (d)
4. Money and Banking Systems
Important Segments:
• Role and functions of RBI
• Monetary Policy/measures taken by RBI like Bank rate, repo rate,
reverse repo rate, Statutory Liquidity Ratio (SLR), Cash reserve Ratio
(CRR), Liquidity Adjustment Facility (LAF), Marginal Standing
Facility (MSF)
— Why are these measures taken?
— What impact it has on the Supply of money, Inflation and the
Economy?
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• Different types of Banks and their functioning – Commercial

Banks, RRB’s, Development banks, NABARD, Co-operative Banks,
Development Banks, Merchant Banks, Non-Banking Financial
Company’s (NBFC’s), Regional Rural Banks (RRBs) etc.
— Functions of these Banks, to whom do they lend?
— How are these Banks regulated? Concepts like priority sector
lending
Example: NBFC’s are regulated by RBI, unlike the normal banks, NBFC
cannot accept demand deposits (DD); NBFCs do not form part of the
payment and settlement system and cannot issue ‘cheques’ drawn on itself.
• Banking reforms like Bank Nationalisation (1969, 1980) Base,
Norms, etc.
— Why were/are these reforms needed?
— What was/is the Purpose of these reforms?
• Understand Key-Terms– Financial Inclusion, Fiscal Consolidation,
Narrow Banking, Non-Performing Assets, Shadow Banks, Weak Bank,
Core Banking, Bank Run, Priority Sector lending, Capital to Risk
Weighted Assets (CRAR) etc., and other related concepts related to
Banking – what steps have been taken by the Government and RBI in
this regard.
• Steps taken by government with regard to Financial Inclusion.
Example: Introduction of Business Correspondent model in rural areas
or Woman only banks, Jan Dan Yojana, Micro-finance, Mudra Bank,
etc
• Recent Committee’s setup with regard to Banking Reforms and its
important recommendations
Example
Q. If the interest rate is decreased in an economy, it will
(2014)
(a) decrease the consumption expenditure in the economy
(b) increase the tax collection of the Government
(c) increase the investment expenditure in the economy
(d) increase the total savings in the economy
Solution: (c)
Q. The Reserve Bank of India regulates the commercial banks in matters
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of (2013)
1. liquidity of assets
2. branch expansion
3. merger of banks
4. winding-up of banks.
(a) 1 and 4 only
(b) 2, 3 and 4 only
(c) 1, 2 and 3 only
(d) 1, 2, 3 and 4
Solution: (d)
Q. What is/are the facility/facilities the beneficiaries can get from the
services of Business Correspondent (Bank Saathi) in branchless areas?
(2014)
1. It enables the beneficiaries to draw their subsidies and social security
benefits in their villages.
2. It enables the beneficiaries in the rural areas to make deposits and
withdrawals.
(a) 1 only
(b) 2 only
(c) Both 1 and 2
(d) Neither 1 nor 2
Solution: (c)
PLANNING FOR CULTURE

India is a country of diverse culture. So, it covers various cultural aspects from
ancient, medieval to modern times. Indian culture comprises of Art, Paintings,
Miniature, Architecture and Literature.
To cover the topics in easy way, you should analyse the previous year questions
and make Mind-Map, Charts and tables of topics in chronological order to keep
in memory.
Sources to Prepare from:
• Class 11th NCERT (Old)- Textbook on fine arts-Specific book on Art and
Culture
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• New NCERT-Class 12th-Themes in Indian History

Q. Lord Buddha’s image is sometimes shown with the hand gesture
called ‘Bhumisparsha Mudra’. It symbolizes (2012 )
(a) Buddha’s calling of the Earth to watch over Mara and to prevent
Mara from disturbing his meditation
(b) Buddha’s calling of the Earth to witness his purity and chastity
despite the temptations of Mara
(c) Buddha’s reminder to his followers that they all arise from the Earth
and finally dissolve into the Earth, and thus this life is transitory
(d) Both the statements (a) and (b) are correct in this context
Solution: (b)
Q. Some Buddhist rock-cut caves are called Chaityas, while the others
are called Viharas. What is the difference between the two?
(a) Vihara is a place of worship, while Chaitya is the dwelling place of
the monks
(b) Chaitya is a place of worship, while Vihara is the dwelling place of
the monks
(c) Chaitya is the stupa at the far end of the cave, while Vihara is the hall
axial to it
(d) There is no material difference between the two
Solution: (b)
1. Architecture
Important Segments:
• Famous Temples constructed during the reign of different Empires
• Their location
• Different styles of Temples like Dravida, Nagara, Vesara, Panchayatan
• Rock cut temples , specific features of temples- Garbgriha, Shikhara
etc.
• Gupta Era – Golden age of Indian Architecture- Caves- Ajanata and
Ellora- Religious aspects of these caves
• Temple Architecture in South India – Nayaka, Vesara, Dravidian
and Vijayanagara, etc
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• Sculpture – Chola- Nataraja, etc.

• Other school of arts – Pala, Rashtrakuta and Hosala, etc. Their
religious themes
• Indo-Islamic Architecture – Decoration, Dome, etc. Difference
between Indo-Islamic and ancient architecture
Q. With reference to the cultural history of India, the term
‘Panchayatan’ refers to
(a) an assembly of village elders
(b) a religious sect’
(c) a style of temple construction
(d) an administrative functionary
Solution: (c)
2. Post Mauryan Art
Important Segments:
• School of Art- Gandhara, Mathura, Gupta, Amravati
• Difference and similarities among them
• Significant features associated with each School
3. P aintings
Important Segments:
• Prehistoric Paintings like Bhimbetka Rock paintings
• Wall Paintings
• Mural Paintings (Badami)
• Cave Paintings at Ajanta and Ellora
• Themes associated with these paintings
• Special features/styles associated with different
• Their locations
4. Miniature Painting
Important Segments:
• Pala School of Painting
• Western Indian Paintings ( Rajasthan, Gujrat and Malwa)
• Mughal School of Painting
• Deccan School of Painting (Tanjore, Ahemadnagar, Bijapur etc)
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• Pahari School of Paintings (Basholi, Kangra and Guler etc)

• Special features/styles associated with different paintings
• Similarities and Differences
• Their Location
5. Modern Painting
Important Segments:
• Bengal School of Painting
• Santiniketan school
• Specific personalities like Raja Ravi Verma, Rabindranath Tagore’s,
Amrita Shergil and their works, etc.
Examples from Previous Year Question Papers
Q. Consider the following historical places: (2013)
1. Ajanta Caves
2. Lepakshi Temple
3. Sanchi Stupa
Which of the above places is / are also known for mural paintings?
(a) 1 only
(b) 1 and 2 only
(c) 1, 2 and 3
(d) None
Solution: (b)
Q. Ibadat Khana at Fatehpur Sikri was (2014)
(a) the mosque for the use of Royal Family
(b) Akbar’s private prayer chamber
(c) the hall in which Akbar held discussions with scholars of various
religio ns.
(d) the room in which the nobles belonging to different religions gathered
to discuss religious affairs.
Solution: (c)
PLANNING FOR ENVIRONMENT

Recent trends show that the UPSC is constantly giving importance to
‘Environment Section’. There can be various reasons for it from inclusion of
Indian Forest Services (IFoS) to increasing worldwide environmental concern.
tiptopstudy.com.

2011 15
2012 10
2013 08
2014 13
2015 11
Areas of Coverage
Analysis of Previous year questions shows the following topics coverage in
CSAT Paper-I:
Issues related to Environmental Ecology, e.g. ecological terms like Ecotone,
Ecological niche, ecosystem, effects of environmental deterioration, how it
affects human being, food chain in the ecosystem.
♦ Pollution: Air, Water & Sound pollution; Acid rain, Photochemical smog,
Green House Gases, Ozone hole, algal bloom.
♦ Bio-diversity includes different human races, International Union for
Conservation of Nature and Natural Resources (IUCN) – Red Data Book,
Biodiversity, Hotspots.
♦ Conservation: Conservation of natural resources, National Parks,
Wildlife Conservations, Wetlands, Biosphere Reserves, etc. –
internationally recognized Wetlands and Biosphere Reserves of India.
♦ Sustainable Development: Renewable energy, Biotechnology (bio-
fertilizers, bio-pesticides), Biomass gasification.
♦ Ecologically sensitive areas: Western Ghats, Himalayas.
♦ Climate Change: Different measures taken to control climate change at
national and international level (Kyoto Protocol, Montreal Protocol) held
at various climate change summits.
♦ Laws, Regulatory Bodies and Policies at national and international
level: Environment Protection Act, Forest Right Act, National Biodiversity
Authority, Protocols and Summits like Cartanega Protocol, Nagoya
Protocol and Lima Conference, etc.
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♦ Intergovernmental Organizations, Treaties and Conventions related

to climate change, biodiversity: Ramsar Convention, Montreux Record,
The three Rio Conventions—Convention on Biological Diversity(CoB),
United Nations Framework Convention on Climate Change (UNFCCC)
and United Nations Convention to Combat Desertification – from the 1992
Earth Summit),UNEP, FAO, UNESCO, etc.
Sources for Study

NCERT books: Geography from 6th and 12th and Biology, 12th (Old and New)
ICSE books: Class 10th and 11th
Newspaper: The Hindu
Magazine: Science Reporter
Consider an example from 2014 question paper

Q. Consider the following pairs:
1. Dampa Tiger Reserve : Mizoram
2. Gumti Wildlife Sanctuary : Sikkim
3. Saramati Peak : Nagaland
Which of the above pairs is /are correctly matched?
(a) 1 only
(b) 2 and 3 only
(c) 1 and 3 only
(d) 1, 2 and 3
Solution: (c)
PLANNING FOR SCIENCE & TECHNOLOGY

Prelim syllabus gives a wide coverage to Science and Technology. As per trend
analysis of previous year questions asked recently, UPSC gives importance to
dynamic-cum-analytical aspect of Science and Technology . The questions
asked are based on basic scientific concept and facts related to latest
development in research focused on issues, phenomena, their application,
scope, merits, demerits, in day to day life of human beings, animals, plants,
physical changes, etc. Nature of questions is based on static scientific laws and
dynamic ones. Static nature of concepts and facts are covered in NCERT books-
VI to XII, but dynamic nature of concepts and facts can be searched out in
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Newspapers, magazines, and on different sites of NET.

2011 19
2012 14
2013 19
2014 16
2015 12
Approach of Study
Go through the syllabus and make MIND-MAP of each chapter and main topics
in detail. Then analyse the previous year questions to keep in mind, both
syllabus and types of questions during reading the text in books and coverage in
newspaper & magazines.
Let us proceed and start with Basic Science. Concentrate on following
explanations:
1. Physical Science and Current Events: Questions from this section are
basic and deal more with current happening or some phenomenon in news.
There is no need to study physics as a core subject.
Important Segments:
Current aspects of Physics can be broadly understood under following
headings which are directional t hat you will find while reading
newspapers.
• Graphene: It was asked in UPSC because in 2010, Nobel Prize in
Physics was awarded on the work of Graphene. The question was on its
properties rather than other facts.
• Higg’s Boson: A buzz for quite a long time because of its ground
breaking research hence asked by UPSC. Always concentrate on properties
and reasons on which the news is based on. Do not go in deep research.
• Big Bang Theory: Reason for continuous expansion of the Universe,
the reasons behind it and the proof available.
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• Dark Energy and Dark Matter: Quite often in news. Scientists are still
trying to solve the mystery behind its existence.
Examples from Previous Year Exam
Q. Graphene is frequently in news recently. What is its importance?
(2011)
1. It is a two-dimensional material and has good electrical conductivity.
2. It is one of the thinnest but strongest materials tested so far.
3. It is entirely made of silicon and has high optical transparency.
4. It can be used as ‘conducting electrodes’ required for touch screens,
LCDs and org anic LEDs.
Which of the statements given above are correct?
(a) 1 and 2 only
(b) 3 and 4 only
(c) 1, 2 and 4 only
(d) 1, 2, 3 and 4
Solution: (c)
Recently there was news related to ‘Indian Neutrino Observatory’ to be set in
Tamil Nadu.
Example from 2010 Exam
Q. India-based Neutrino Observatory is included by the Planning
Commission as a mega science project under the 11th five-Year Plan.
In this context, consider the following statements:
1. Neutrinos are chargeless elementary particles that travel close to the
speed of light.
2. Neutrinos are created in nuclear reactions of beta decay.
3. Neutrinos have a negligible, but nonzero mass.
4. Trillions of Neutrinos pass through human body every second.
Which of the statements given above are correct?
(a) 1 and 3 only
(b) 1, 2 and 3 only
(c) 2, 3 and 4
(d) 1, 2, 3 and 4
Solution: (d)
An articles in ‘The Hindu’ about scientists discussing their experience and
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discoveries about Dark Energy and Dark Matter. Here UPSC may be interested
in.
Q. Consider the statements about ‘Dark Energy and Dark Matter’.
1. Dark energy attracts while Dark matter repels.
2. While dark energy shows itself only on the largest cosmic scale, dark
matter exerts its influence on individual galaxies as well as the universe at
large.
Correct statement(s) is/are
(a) Only 1
(b) Only 2
(c) Both
(d) None
Solution: (b) Only 2
2. Concepts: Forces in Nature and Naturally Occurring Phenomenon
Important Segments:
• Gravitational Force : Basic concept, its impact on earth and on other
heavenly bodies. Its relation and reaction with other known forces, etc. Try
to simplify your learning process. There is lot to learn in less time.
• Electromagnetic Force and Energy : Same as above
• Rotation and Revolution of Earth : Its effects on other natural
phenomenon, How they are responsible for any change on Earth? Whether
they are inclusive or exclusiv e of other changes?
• Recent phenomenon in news: Solar Flares, etc.
Q. Consider the following:
1. Electromagnetic radiation
2. Geothermal energy
3. Gravitational force
4. Plate movements
5. Rotation of the earth
6. Revolution of the earth
Which of the above are responsible for bringing dynamic changes on the
surface of the earth?
(a) 1, 2, 3 and 4 only
(b) 1, 3, 5 and 6 only
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(c) 2, 4, 5 and 6 only

(d) 1, 2, 3, 4, 5 and 6
Solution: (d)
[Note: Recent trend suggests that a question can be put in geography,
environment as well as Science domain depending on various dimensions. For
example, above question is evidently asking for physical forces that we learnt
in Physics but then the scope of the question also covers geographical aspect
as well. Do not get puzzled over such points whether the question is from
Physics or Geography or anything. Basically, UPSC is framing questions on
concepts and a single question can have one concept or five concepts at the
same time. If you are weak in any of the given concept then it becomes quite
difficult to solve the question, unless the ‘technique of elimination’ can come to
your rescue.]
Another issue from Current Affairs is Solar Flares in news.
Q. “A solar f lare is a sudden flash of brightness observed over the Sun’s
surface or the solar limb, which is interpreted as a large energy
release”. Consider the statements with reference to it:
1. They are always followed by a colossal mass ejection.
2. The flare ejects clouds of neutrons, ions, and atoms through the
corona of the sun into space.
3. They produce radiation across electromagnetic spectrum at all
wavelength except visible
Correct code is/are
(a) 1 and 2
(b) 1, 2 and 3
(c) Only 3
(d) None
Solution: (d) None
3. Natural Processes
Important Segments: While going through NCERTS or any source, pay
more attention on concepts explaining any natural phenomenon. For
instance:
• What causes a Rainbow?
• Dispersion in nature, Spectrum, Total Internal Reflection, Refraction
tiptopstudy.com.
and
• Concepts like why the sky is blue in colour?
• Why does the sun appear Red during sunrise and sunset (the physics
behind it needs to be known)
• Why do stars twinkle?
• What is a Pole Star? Where/which direction it is visible also needed.
• Surface tension and capillary actions
• Phenomenon related to heat and light
• Similarly you should know the reason behind what causes lightning,
thunderstorms and the various types of clouds (also is given in Geography
texts of NC ERT`)
[Note: Search on the net for all such phenomenon and know the basic science
behind them.]
NCERTS are best source to prepare for these aspects.
Examples
Q. During a thunderstorm, the thunder in the skies is produced by the
(2013)
1. Meeting of cumulonimbus clouds in the sky
2. Lightning that separates the nimbus clouds
3. Violent upward movement of air and water particles
Select the corr ect answer using the codes given below.
(a) 1 only
(b) 2 and 3
(c) 1 and 3
(d) None of the above produces the thunder
Solution: (c)
Q. Consider the following phenomena: (2013)
1. Size of the sun at dusk
2. Colour of the sun at dawn
3. Moon being visible at dawn
4. Twinkle of stars in the sky
5. Polestar being visible in the sky
Which of the above are optical illusions?
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(a) 1, 2 and 3
(b) 3, 4 and 5
(c) 1, 2 and 4
(d) 2, 3 and 5
Solution: (c)
4. Chemical Science: Chemistry and Current Events
Important Segments:
• General phenomenon of chemistry or chemical change like
anomalous expansion of water, density of water.
• Elements in nature: radioactive (Ex: Thorium, Uranium) and non-
radio active, Carbon Dating, Lead- its harmful effects and uses (Ex: is it
used in Petrol and pencils?)
• Nuclear Energy- Focus on Neutrons, use of Heavy Water, controlled
and uncontrolled chain reaction and nuclear reactors. Locations of Nuclear
reactors in India
• Properties of elements and compounds that you encounter in news
like Ethanol, Methanol, etc.
• Terms like Antioxidant, Isotopes and Artificial Rains, etc.
Example:
Q. The surface of a lake is frozen in severe winter, but the water at its
bottom is still liquid. What is the reason? (2011)
(a) Ice is a bad conductor of heat
(b) Since the surface of the lake is at the same temperature as the air, no
heat is lost
(c) The density of water is maximum at 4°C
(d) None of the statements (a), (b) and (c) given above is correct
Solution: (c)
Q. Which of th e following is/are the example/examples of chemical
change? (2014)
1. Crystallization of sodium chloride
2. Melting of ice
3. Souring of milk
(a) 1 and 2 only
(b) 3 only
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(c) 1, 2 and 3
(d) None
Solution: (b)
5. Biological Sciences: Botany, Zoology, Medical Sc. & Current Affairs
Aspirants can plan this segment like physics & chemistry…
Sources of Reading
Book: NCERT – VI to XII (For Static GK)
Newspaper: THE HINDU (For Dynamic GK)
Magazine: Science Reporter (For Dynamic GK)
BASICS TO REMEMBER IN EXAMINATION HALL

♦ In the examination centre, be attentive and your attentiveness starts with
reading each and every instruction given in the front page of the question
paper. Therefore, read each and every instruction before answering the
questions.
♦ The two hours time to answer is just sufficient to answer all the questions.
♦ As soon as you get the question booklet and the answer-sheet, it is
advisable to begin answering after fulfilling the initial formality of writing
your name, roll number, etc. and then go on answering.
♦ Do not stop at those questions which you find tough or confusing. This
way you can be sure of attempting at least those questions about which you
are confident in your response. You can come back to the difficult
questions later.
♦ You must not have to attempt any of the question, which is doubtful or
absolutely no idea, because UPSC has incorporated negative marking
system.
♦ First, you should tick questions, you know correctly. In this way, you can
count correct answers and check your capacity.
♦ Leave questions which are time- consuming or you are confused in two
options.
♦ While preparing at home, you must practise those questions/problems
which you do not know perfectly, though sometimes you may get right
answers through gue ssing.
♦ At the time o f practice do not put guess on some questions because such
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a tendency may be harmful in actual examination hall.

♦ Do not follow elimination process for choosing an answer, which was
most prevalent in students before the negative marking.
♦ If you are not sure for your answer, leave them unanswered.
♦ First read the complete question carefully. If you know the answer while
reading question, don’t jump to conclusion before reading all the
alternatives.
♦ While attempting mathematical questions, many a times in hurry
candidates read the wrong figure or don’t look carefully at graphs or
diagrams which lead to wrong answers.
♦ If you get confused with any question, look for the clues in the question
and the given alternatives. Re-read the complete question and try to reason
out.
♦ In seemingly tough questions eliminate the most unlikely answers first
and then try to work out the correct answer.
B. PLANNING FOR IAS MAIN PREPARATION
FACING THE MAIN EXAM

The IAS Main Exam happens to be a vital part of
Civil Services Exam. One has to be vigilant of all
the dimensions involved while appearing for the
IAS Main. Revolutionary changes were introduced
during this very year, i.e. 2013, in both pattern and
syllabus of examination. And in August, UPSC has introduced one more change
that is profoundly going to change the way Main Exam has been attempted and
maneuvered by candidates so far.
Below is presented the text that has been introduced in the Civil Service Main
(CSM). Instruction document that is released by the UPSC after result of
Preliminary paper that contains important instructions regarding the filling of
Main form.
“Candidates should note that instead of separate Question Paper and Answer
Book, a consolidated Question Paper-cum-Answer Book, having space below
each part/sub part of a question shall be provided to them for writing the
answers. Candidates shall be required to attempt answer to the part/sub-part of a
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question strictly within the pre-defined space. Any attempt outside the pre-
defined space shall not be evaluated.”
First important thing will be how you manage your time, thoughts and writing
style. Somebody who writes in larger font size will be at a disadvantage because
of the lesser number of words he can fit in the space. At the same time, we
would caution not to indulge in micro-lettering that can frustrate and irritate the
evaluator.
Rather an optimum letter size is suggested, the same can be decided based on
your flair of writing. So, one should practise lots of writing.
WRITING A GOOD ESSAY & G.S. QUESTION’S

ANSWER
Since it’s a subjective paper, one must keep in mind two components: ‘process ’
and ‘content ’. Process includes how to write a good essay and content involves
what to write in a good essay that is subject matter . Writing essay in a right way
requires a multipronged strategy. One must consider following points:
1. Proper, simple and grammatically correct language must be used.
2. Ordering of essay should be done. Essay has three parts introduction ,
main body , and conclusion . All three are equally important. A good
conclusion can fetch 10 to 20 more marks.
3. Correct information with daily life experiences to give personal touch and
uniqueness to the essay.
4. Proper time management should be there. Each and every minute should
be utilized. Time should be allotted to each section in a rational manner.
5. One should have a clear understanding of topic on which he is writing.
Always stay close to the topic and avoid deviating from it.
6. Don’t enter the examination hall with a particular mindset as it can
restrict the flow of ideas.
Interdisciplinary Approach in Study

In order to answer holistic nature of questions asked in IAS exam, specially in
Main, aspirants are advised to develop interdisciplinary approach in study
different subjects and topics. It will help to understand all dimensions associated
with the topic.
The interdisciplinary approach is a method of integrating different informations
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from different subjects, headings topics to answer different nature of questions

asked in the IAS Exam. For example topic can be studied or analysed on
political , economic , social or scientific ground or parameters. It can also be
based on its problems , issues , application , impacts , etc.
For instance, Government decision in changing previous economic policy has
short and long term implication. Its impacts can be social, economic, political,
demographic or scientific.
In developing interdisciplinary approach in study, aspirants need to develop and
expand their outlook towards topics keeping in mind all aspects and dimensions
of the topic. For this, topics can be related with different happening and changes
that occur around in society, environment, polity, etc.
HOW TO READ, PREPARE NOTES, & DISCUSS IN

GROUP
How to Read
Aspirants often face trouble when see the extensive syllabus of Main exam. So
various points should be followed:
* One should be objective and try to focus on syllabus as per analysis of
trend of questions asked in recent years.
* The next thing to be kept in mind is the choice of study material . Be wise
and just refer few standard books to get a deep insight of the subject. Reading
from too many books will do more harm than good.
♦ Lastly it is good to be selective while preparing for a given topic, to list
all the important points and the relevant information in a logical
framework.
♦ It is important to remember that studying for the exam involves
purposeful reading which is basically reading with a certain focus on the
given topic and preparing for the possible questions accordingly.
♦ Before starting on any topic, it is a wise move to go through the questions
asked in the past about the given topic and jot down the probable questions
for the current year. It gives an idea to the kind of material one need to
study to be able to answer such questions effectively.
♦ Mentally analyze all that you have read and try to logically link all the
points and see if you have understood everything. Such a kind of
periodical revision will help in the long run as it ensures to increase your
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understanding, improves and enhances memory thus making you more

confident so that you give your best performance.
How to Prepare Notes

You might have heard a hundred times about the importance of taking small or
micro notes for the IAS exam. But how do you do it in a manner that the notes
are concise, effective, readable in a short time, all at once. After all you will need
to go through these small notes for IAS exam before the preliminary and/or the
Main in just a few days or even hours.
There are several good reasons for making your own notes:
1. Helps you to understand any given topic, pick out the important points
and to summarize them.
2. Writing down any information helps you to remember the whole topic’s
content matter better.
3. It makes a good practice for thinking and writing easy.
4. It prompts you to revise your work since it does not take a long time to go
through a set of well made notes.
5. Also helps you in your final revision by reminding you of the most
important points of each topic.
Methods
There are different methods of making notes and one should decide which
method suits you the best. Two common methods of making notes are:
Linear Method: It is a method in which you condense the material you have
read using headings and sub headings and jotting down the most important points
This method works best when making notes from a book where the material is
already properly organized. But one disadvantage of this method is that you end
up copying a lot of material from the book which defeats the very purpose of
condensing.
Pattern Method: For this, begin the topic at the centre of the page. Each line
radiating from it represents a branch of the main idea. Each point is written as
briefly as possible using a key word or a phrase. It is a better method to adopt
because.
♦ It is more flexible than making linear notes. One can add extra
information to it at any point without any problem.
♦ We can see the whole pattern at one go without actually turning the pages.
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♦ Thirdly we can indicate the links between different topics more easily
than we can do in a linear method.
But this method has some disadvantages as well. If there are too many facts and
too much of information, your pattern becomes messy and over-crowded. Using
key words can remind you of basic ideas but when it comes to remembering
details, this method cannot be sufficient.
Therefore the most effective way of making good notes from the sources
available is to use a combination of these two linear and pattern methods. One
important thing to remember is that for many subjects your notes will have to
include diagrams, charts, tables and mind-maps. They must be accurate and
well labelled.
Group Discussions to clear concept

For effective learning for the UPSC Civil Services Main Exam, Group
Discussion is very important. Study with a fellow or a group of friends who are
also preparing for the CSE. Regular discussions with such friends are very
helpful. This way you not only revise what you have studied but also learn many
points which you might not have covered or did not know. Such a company
happens to be of supplementing nature to each other. Besides, it makes your
study more interesting, competitive and crystalised.
Some skills that are generated in a Group Discussion are:
Communication Skills: In a Group Discussion there is fair possibility that you
improve your communication skills. Communication skills are considered as
necessary to do well in the UPSC civil Services Exam. In a group while sharing
your opinions and exchanging views with others you will automatically improve
your communication skills.
Divergent Thinking: Group Discussion enables a participating candidate to
think in divergent directions to generate more points and a good presentation of
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the topic in the group. In a group when you present your points you would think
and consider all possible points on the topic and thus you improve your thinking
process also.
Analytical skills: In the Group Discussion you have to be careful about the
points you discuss. You should have enough analytical ability to analyse the
topic and the points and then present them in front of others for discussion. You
need to be careful so that there is no logical inconsistency in your points. Thus,
while doing Group Discussion you get to improve your analytical skills.
Group Discussions should be polite and friendly. There should not be any
attitude of hard competition, as it will not bring the desired benefit for the
participating members. Group Discussions should be held with the intention of
learning well and improve more.
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HOW TO PREPARE MAIN PAPER-I: ESSAY
ESSAY QUESTION PAPER 2015

Questions Paper Specific Instructions:
The ESSAY must be written in the medium authorized in the Admission Certificate which must be stated
cleared on the cover of this Question-cum-Answer (QCA) Booklet in the space provided. No marks will be
given for answers written in medium other than the authorized one.
Word limit, as specified, should be adhered to.
Any page or portion of the page left blank in the Question-cum-Answer Booklet must be clearly struck off.
Write two essays, choosing one from each of the following sections A and B, in about 1000-1200 words
each: 2 × 125 = 250
Section A
1. Lending hands to someone is better than giving a dole.
2. Quick but steady wins the race.
3. Character of an institution is reflected in its leader.
4. Education without values, as useful as it is, seems rather to make a man
more clever devil.
Section B
5. Technology cannot replace manpower.
6. Crisis faced in India-moral or economic.
7. Dreams which should not let India sleep.
8. Can capitalism bring inclusive growth?
Analysis & Guidelines
• In Paper-I (Essay) students are asked to write on two essays in about 1000-
1200 words each selecting one out of four from each section ‘A’ and ‘B’.
The trend of asking Argumentative/Persuasive Essays that started in the
beginning still continued and even took a significant turn.
• Rather than testing on knowledge based topics the focus is more on opinion
based general topics .
• Since topics are more of opinions that required IAS aspirants to either
substantiate them or repudiate them through proper logical coherent
expression of ideas well supported by sound judgment and analysis. UPSC
evaluates whole personality, i.e. background education, update of national &
international issues, thought process, analytical approach, etc. of aspirants to
suit the job profile if assigned to them.
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• Out of 8 given topics, 4 were general opinion based topics. Generating

content is no doub t important and is a challenge in such essays but what is
even more important is its organization, logical flow of thoughts, diversity of
opinion, captivating introduction and a conclusion that ensures a sense of
closure.
• Rest 4 are question type topics which focus more on specific alternatives
and seemingly required the aspirants to answer them in that confined
perspective. But even here diversity of arguments and logical flow of
thoughts would be valued.
Guidelines For Essay Writing

A. Select the Topic
(a) If the topic is in question form directly or indirectly such as, “ Can
capitalism bring inclusive growth .....?” or “ Technology can not replace
manpower ”, take an impartial and unbiased stand.
(b) If the topic is just a statement like “ Women in parliament –
achievements and prospects ”, you will have a space/words limit to
explore the topic from many perspectives with relevant facts, and
conclusion should be balanced and justified.
B. Plann ing
1. Most topics demand a balanced approach. The contestants should be
objective in expressing their opinion.
2. They must give evidences and examples in support of their opinion
and argument.
3. Prioritize points according to their importance and value, so that they
can be dealt with the most important points in first paragraph after
introduction.
4. Interlink each point and they must be relevant to the topic. Thus,
planning is the blue print of the essay.
C. Writing
1. Introduction
(a) State the purpose of essay in the introduction. A good introduction
clearly tells the readers what to expect in the rest of the essay, i.e. make the
readers curious to read the essay.
(b) Begin with attractive headings such as:
Startling Information: This information must be true. It could simply
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be a pertinent fact that explicitly illustrates the points the contestants wish
to make. If they use a piece of startling information, follow it with a few
sentences.
2. Body of Essay : The main body of essay starts after introduction
according to importance of points mentioned in the introduction in a
paragraph form. Each point must be dealt based on reasoning and logic.
Logic should be argued with the help of relevant evidences and examples.
3. Inter-linking of points: Make judicious use of connective and
transition sentences in and between paragraphs. This makes the essay
presentable and curious. But use them as per demand of the context.
4. Conclusion : A logical or expository essay must lead to conclusion.
The contestants should not repeat the content of the introduction in
conclusion. They should neither sum up their essay in conclusion. They
should express what conclusion has been drawn from all the arguments
they have written in the essay.
5. Examples: To make the guidelines effective, two solutions of essay
topics asked in Paper-I in CS (Main) Exam 2015 are given below:
Essay topics attempted by Hemant Kumar, IRS/Essay Topper (160/250)

Essay 1: Lending Hands to Someone is Better than Giving a
Dole
From ancient kings to modern welfare states, Doles have been given by
governments for various reasons and motivations. But, the practice which was
once used to be highly praised has now been criticised from many perspectives.
The populist measures by governments in form of illogical subsidies to disaster
relief packages have led to a debate between a good and a bad dole. The process
itself has been questioned for its usefulness in context of people’s welfare in long
term. A logical and reasoned analysis of facts and observations shows that a
more participative and humane approach which can help subjects to become
self-sufficient and independent is anytime better than doles which make them
habitual and dependent on others.
Dole in form of unemployment benefits, social security payments, financial
grants, subsidies and relief packages has always been used by governments for
the welfare of their subjects. Such governments are more likely to have a greater
shelf life (irrespective of quality) than those who don’t care for deprived sections
of society. Vedas talk about giving grants to priests and those who are unable to
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help themselves due to conditions like physical handicap or old age. Even
Arthashastra by Kautilya talks about such welfare measures for the good of
king’s subjects.
However, any illogical grant which is given just to appease can harm both, the
one who’s giving it and the other who is taking it. Hefty grants by kings to the
priest in vedic age made the priests addicted, which eventually led to their
downfall (rise of Buddhism and Jainism) as well as decline of empire due to
dissonance in the mind of taxpayers. Present governments don’t seem to learn
from history and continue to make the same mistake, though in different manner.
The give and take relation no longer exists in democracies like India and now
people demand resources in the name of redistributive justice and their rights. It
is true that stimulus in form of subsidies and grants were required in India
during initial years after independence, as people were distressed of years of
exploitation and sufferings. They needed a trigger to get out from the trap of
poverty and helplessness.
Initial grants helped the people but the absence of gradual change in policy has
led the measure ineffective and in some cases it has also backfired. For example,
reservation in government jobs has now become a problem as almost every
section of society is demanding it. The approach should have been changed into
lending hands in form of leadership, motivation, skills and environment in which
self growth could take place.
Continuous use of grants has made the process institutionalized, just like
begging on streets which has now become a profession and a lucrative field for
many. The attitude towards doles has become so positive that it has led to the
process of de-Sanskritization, i.e. reclaiming backward status to enjoy the
benefits of dole.
Stagnant policies hav e made India a welfare dole state before its time. Nearly
3% of India’s GDP has gone towards bad subsidies, i.e. dole that merely
transfers income and reduces poverty only on a “maintenance” basis. In
contrast only around 1% has gone towards subsidies that enhance individual
productivity (through roads, education, and health).
The dole comprises four broad categories of expenditure —fuel , fertiliser ,
food and employment . Even the governments themselves do not argue that the
first two do much to help the poor. Less than 15 per cent of dole regarding food
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and employment actually reaches the targeted poor. Yet the government wants to
continue to persist with inefficient and corrupt dole policies for food (PDS) and
employment (NREGA). In fact, they want to expand such leaky schemes.
Another scenario in which doles become popular is during the times of disasters.
It seems to be quite ironical that states prefer giving grants to flood hit states like
J & K in 2014 rather than giving support during the time when disaster can be
prevented through smart capacity building.
The early governments in India always knew the shortcomings of their approach
of dole-nomics but the reforms have been slow and tardy. This is largely due to
the simplicity of giving doles and the popularity that government attains through
such measures. But in long term, doles crippled people and de-motivated them to
do even that work which they could have done for themselves. However, some
initiatives have been taken in this regard in last 20 years.
One such initiative is Swarnjayanti Gram Swarozgar Yojana (SGSY), which was
introduced in 1999 after merging schemes like IRDP, TRYSEM, etc. The
Government realized that the piecemeal efforts in the sphere of rural
development had not achieved the targeted objectives. SGSY organize rural poor
into Self Help Groups (SHGs) through the process of social mobilization and
work on their training and capacity building with provision for income
generating assets and technology transfer.
Some recent initiatives like skill India initiative has the objective of creating
training facilities and market availability for unskilled youth which presently
constitutes 90% of all adults (as per NSSO survey, only 1 out of 10 youth have
received any kind of training, both formal and informal). Digital India
programme also aim to harness the potential of youth through lending hands and
not just transfer of funds.
In times when governance also include private sector offering public services,
Company act 2013 calls for corporate social responsibility which calls for
companies to take responsibility of lif ting the poor rather than giving it away in
form of enhanced taxes.
Such participative and associative approach no doubt has always been better
than just transferring credit to the needy. It helps the poor to build their self-
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confidence through community action. Such approach provides human touch and
leadership to the people who have the potential to grow by themselves. It
provides vigilance in long term through both external accountability and
internal responsibility. Above all, such approach maintains human dignity as it
abolishes the distinction between givers and takers and lead to more inclusive
growth.
States particularly from third world not only give doles but also receive doles in
form of soft loans and credit lines from the developed states and world
institutions. Even such doles have huge impact over a nation’s sovereignty and
self respect. Financial grants made by agencies like World Bank and IMF do
come up with implicit conditions which are aimed to maintain western hegemony
over the East.
Nobody can forget the kind of humiliation India had to face when it imported
wheat from US under PL-480 programme. On other side, Green Revolution
which was a huge success was largely due to multi-pronged strategy in terms of
technology, supplies and infrastructure rather than just cash transfers.
Climate change is another area which can’t be handled just by providing funds
to the developing countries. Developed world in this case has the responsibility
of not only reducing their emissions but also assist developing world in
collective and participative manner.
The Nordic model followed by Scandinavian countries calls for social
democracy and provides doles even to those who can work but are not willing to.
However, most citizens don’t take it as it is considered highly embarrassing and
unethical. India has not reached this level of high values but this is what it
should aim for. Working together to develop together shall be the talisman of
people and government. Doles must be used as an exception rather than the
principle.
Essay 8: Can Capitalism Bring Inclusive Growth?

There are some stories which have legends; likewise, the story of economic
development has also three important legends: Capitalism , Socialism and
Communism . Since historic years, there have been continuous clashes between
these legends and the supporters of them with each of it have been remembered
by many in particular times. But ultimately after the decline of Soviet Union and
increasing globalization, capitalism has proved its superiority and can be
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appropriatel y declared as the winner. Now the questioning over the success of
capitalism has taken a turn from rapid economic growth to inclusive growth.
There are continuous allegations on capitalism that its growth is not trickled
down to everyone. Thus, it’s important to argue that whether the capitalism
would result into Inclusive Growth?
Capitalism is an economic system which is based on private ownership of the
means of production and the production of goods and services for profit motive.
Inclusive Growth on other hand is the concept that advances equitable
opportunities for economic participants during economic growth with benefits
incurred by every section of society. It is supposed to be inherently sustainable
as distinct from income distribution schemes.
Adam Smith’s Idea of Invisible Hand: In his book on the ‘Wealth of the
Nations’, Adam Smith propounded an idea of Invisible Hand. It is used as a
metaphor to describe unintended social benefits resulting from individual
actions. He argued for the individuals to work for their self-interest as every
individual is a rational being and this would ultimately result into the overall
societal development. Thus, he prescribes the idea of free market without any
regulations, i.e. the idea of Laissez Faire state. But there are certain pre-
conditions for the capitalist model to achieve the desired objectives:
• Man has to be rational in every decision which is not practical.
• There can be many instances of ‘market failure’ such as:
o Asymmetry of information among the economic agents
o Presence of public goods
o Externalities in production and consumption
o Uncertainity
In this simplified analysis, it would seem that capitalist model instead of
inclusive growth would result in the deeper inequalities between the rich and
poor. But let’s argue this much in detail below.
Capitalism and Growth: Is it Inclusive or Not?? One point that needs to mention
here is: For Inclusive Growth, there has to be growth atleast. Thus, any model
that promotes inclusive growth should have mainly 2 pre-requisites:
• One that promotes fast growth for the country
• Generates equitable opportunities for every section of society to be
benefitted
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There is no doubt based on the experience across the countries of the world that
capitalism has achieved a fast pace of economic growth. This has consequently
resulted into unprecedented increases in income (although unequally distributed)
which led to healthy standards of living an d increased prosperity of an
individual that also raises the life expectancy of an individual. Thus, there is
overall remarkable progress of mankind through the increased acceptance of the
free market policies in both rich and poor countries. Before the industrial
revolution, 80% of the world’s population lived in abject poverty. By 1980, that
number has fallen to 34.8% and by 2000, less than 20% of the population lives
on less than $1 a day.
Although it has resulted into wide income disparities, it was assumed that this is
for a short while and the benefits of economic growth would trickle down to the
bottom, i.e. marginalized sections of society. This came to be known as Trickle
Down theory. But now it has been widely recognized that the benefits of the
economic growth do no trickle down automatically.
While we have seen how capitalism has guided the world economy to
unprecedented prosperity, it has led to increased inequalities between the rich
and the poor that extends far beyond income. It would affect the access to
employment, good health and educational opportunities. Growth would be a
meaningless objective if it has not been accompanied by the improvement in
income and other social indicators of the majority. Marx has always argued that
income inequalities are integral to capitalist development.
Illustrating some facts of disparities:
• The 1.2 billion poorest people on the planet account for just 1% of global
consumption, while the billion richest are responsible for 72%.
• 85 richest people in the world have accumulated the same wealth as the
bottom 3.5 billion. For the first time, the wealth of the richest 1% of the
world’s population will overtake that of the remaining 99% in few years as
per study.
• One in eight people goes to bed hungry every night, while 1.4 billion adults
are overweight.
Even Jagdish Bhagwati , an eminent Indian economist who emphasized to focus
only on growth highlights the importance of the state in achieving Inclusive
Growth. He argues that growth may raise inequality initially but sustained
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growth will eventually raise enough resources for the state to redistribute and
mitigate the effects of initial inequality.
On the other hand, Amartya Sen argues for the investment in social
infrastructure (such as health, education, sanitation etc.) which would improve
the human capabilities of people, consequently their productivity and ultimately
raising growth. And such growth will be much more inclusive as it now provides
equitable opportunities with having around same human capabilities to reap the
benefits of economic gr owth. But such approach demands a proactive role of the
state.
From the discussion of the above two economists, one thing that has been
emphasized is the ac tive role of the state in achieving Inclusive Growth . It has
now been widely recognized that capitalism unchecked would only result into the
exploitation of the marginalized and the increasing income inequality. Thus,
today nowhere is the country where there is fully capitalist model. There has
been a shift from ‘State vs Market’ to ‘State with Market’ for the economic
development of any country . Let’s take all the above arguments with respect to
a single country and based on my knowledge and experience, I’ve chosen India.
Indian Perspective: Indian economy since Independence has four major
objectives, i.e. Economic Growth, Self-Reliance, Modernization and Equity. To
achieve all these objectives, India has adopted a Mixed Economy Model which
combines the features of both capitalist market economies and socialist
command economies. But the role of public and private sector has been
continuously changing and the private sector started gaining prominence after
the LPG reforms of 1991.
Thus the Indian economy, whose growth rate was criticized as Hindu Rate of
Growth and that never peaked to 5% before the reforms, started moving on a
path of high growth. Today, India has been recognized as the fastest growing
economy of the world. Despite the high growth over the past two decades,
concerns have been raised over the growth not being equally distributed. Thus,
the policy makers have argued for Inclusive Growth in 11th and 12th Five Year
Plans (FYP) . To achieve Inclusive Growth, many of the flagship schemes such
as MGNREGA, National Health Mission, Right to Education, Janani Suraksha
Yojana, etc. have been launched.
In India, state is playing an active role along with the civil society organizations
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to ensure that the fruits of economic growth are reaped by all section of society.
At the same time, businesses also started acting in responsible manner and
contributing to the society through Corporate Social Responsibility obligations.
Way Forward: Capitalism is a necessary evil but such ‘evil’ has to be removed
by the state and other actors in governance process and have to evolve new
models of capitalism such as Conscious Capitalism, Moral Capitalism and
Inclusive Capitalism. What matters is not the growth but the nature of growth
and, more importantly, the beneficiaries of the growth!!!
(For better understanding of candidates, this essay has not been written strictly
according to the rules of writing an essay)
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HOW TO PREPARE FOR GS PAPER-1 TO 4
HOW TO PREPARE FOR GS PAPER- 1

It is one of the most scoring and static portion of all the four GS papers. If
aspirants made good strategy-what, where and how to read contents related to
syllabus in which books, magazines and newspapers, then answering questions
from this paper becomes easier.
The static portion in this paper, does not mean factual questions. Here to say that
the syllabus won’t change with the current on-going events. In this paper
opinion-based questions are asked, which are based on the static portion.
For example:
The third battle of Panipat was fought in 1761. Why were so many empire-
shaking battles fought at Panipat? (GS Paper-1:2014)
Although this question is “Static” in its true sense, but it is not “factual”.
The aspirants will have to “think” in the exam hall about a variety of factors for
which Panipat was chosen for many battles. The factors were geographical
perspective, climatic, empire boundaries, etc.
So, while attempting GS-1, even though it is from static portion, one must not
fail to “think”. While reading the static portion, one must always ask the
questions “where”, “why” and “how”, more than “when” and “what”.
The General Studies Paper-1 includes History, Sociology, Geography and a
few topics related to Anthropology.
[Note : Aspirants must make the Mind Maps of syllabus for better preparation
to understand contents and questions asked in the exam.]
A. HISTORY
It comprises the following subtopics:
1. Indian Culture
Art Forms, Literature and Architecture from Ancient to Modern times.
The weightage given to this section and the number of questions based on this is
never more than 3-4, i.e. not more than 30 marks out of 250 marks. And the
questions asked are opinion-based and not factual.
Even though this section is factual can be prepared from newspapers if aspirants
can relate it smartly.
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For example:
Q. Though not very useful from the point of view of a connected political
history of South India, the Sangam literature portrays the social and
economic conditions of its time with remarkable vividness. Comment
(UPSC GS Paper-1:2013)
Here you might have read all the static part thoroughly, but still looking at this
question makes you feel uneasy and think “what did UPSC come up with such
a question?”
Answering this Question: Every possibility is here that you may not be able to
answer it if you read static books because there are various aspects in Literature
section. So the aspirants should ‘take the reference from newspapers and then
prepare about that topic accordingly’.
Above question asked by UPSC in 2013 has reference in:
[http://www.thehindu.com/todays-paper/tp-national/tp-tamilnadu/taking-
sangam-literature-to-youth-as-they-like-it/article2843823.ece ]
Today’s Paper Tamil Nadu January 30, 2012

Taking Sangam literature to youth as they like it
Even in a city like Madurai, which is a crucible of Tamil culture and tradition, it
is rare to come across young people who show a keen interest in ancient Tamil
literature. Absence of good teachers to inspire students into reading Sangam
literature is one reason for the lack of interest. More importantly, the poetic form
is not easily understood by the youngsters, however interesting the story and
message conveyed be. A Tamil teacher has taken upon herself the task of taking
Sangam literature to youngsters in a form liked by them. R. Malarvizhi
Mangayarkarasi , Assistant Professor of Tamil, Thiagarajar College, recalls
how she got into this transformational exercise in a chat with S. Annamalai .
Her love for Tamil drew her away from science subjects. Dr. Malarvizhi started
her tryst with Tamil at Sri Meenakshi Government College for Women. Her
foray into broadcasting sparked the idea to dramatise Tamil classics. She has
rewritten two of the five major classics of Tamil – Seevaka Chinthamani and
Valayapathi — and all the five minor classics – Soolamani, Udayanakumara
Kaviyam, Yasodhara Kaviyam, Nagakumara Kaviyam and Neelakesi – in drama
form. All these plays are copied in audio CDs and some of them have been
published.
“The idea to take Tamil classics in drama form to the society was born out of a
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concern at the media taking people on the wrong path,” she says. These classics
not only have literary values but also lessons for everyday living. “All our
present day problems were there in the past. These classics tell us about how our
forefathers confronted these problems and found solutions to them.” The Tamil
teacher is not happy with the way the media, especially the visual medium,
indulges in “generalising bad things.” “Are the TV serials made only to make
people cry,” she poses. Dr. Malarvizhi firmly believes that her attempt will take
the classics closer to the younger generation. That is the reason for choosing
drama as the medium. “Today’s students have no time to read. Even literature
students study only portions of their text.” She realises that the poetic form is
difficult to read and comprehend. Aural and oral images impress the students
much. “Instead of mango, I’m giving them mango juice.” Her plays are
broadcast at 9.30 p.m. by the Madurai station of All India Radio on Wednesdays.
Are there enough listeners? Though there is not an overwhelming response, there
is good reception among different sections of people, especially youngsters.
However, she feels that the visual medium could be more effective. The classics
in drama form can be made into TV serials “to rescue people from the impact of
unwanted serials.” The visual medium has a strong potential to develop literary
taste among people. “Book fairs have improved the reading habit. TV serials of
Tamil classics can definitely improve literary taste.”
At present, she is rewriting Sangam poetry and Nalavenba in drama form and
plans to take up Perunkathai later. Dr. Malarvizhi has an ambition of devoting
the later part of life to taking literature to the masses. Her message to the people
is: “Do not get lost in TV.”
Sources:
Static
• CCRT Website and Tamil Nadu book- Class 11th
• Indian Performing Arts
• Indian Visual Arts
• Indian Literature through Ages
• Old NCERT Class 11 – Fine Arts
• Tamil Nadu- Class 11th book
Dynamic
• The Hindu , a section named ‘ Friday Review ’ is dedicated for updates in
Indian Culture. It comprises of Dance, Music, Faith, Art and History and
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Culture.
Previous Year GS Paper-1 Questions:
Q. To what extent has the urban planning and culture of the Indus Valley
Civilization provided inputs to the present day urbanization? Discuss.
(UPSC GS Paper-1: 2014)
Newspaper Reference:
[http://www.thehindu.com/todays-paper/tp-in-school/pattanam-artefacts-link-
state-with-civilizations/article4892955.ece]
Today’s Paper In School Kochi, July 8, 2013

‘Pattanam artefacts link State with civilizations’
There is no ‘pure culture’, says British-Pakistani writer Tariq Ali
Window to the Past: Direct or of Kerala Council for Historical Research and
Pattanam Excavations P.J. Cherian (extreme right) shows Asian College of
Journalism Chairman Sashi Kumar, British-Pakistani writer Tariq Ali and writer
Paul Zachariah a select assemblage of artefacts at the Pattanam excavation site
on Saturday.— Photo: K. K. Mustafah.
“Cultures across the globe are a mixture of civilizations and there is little that
can be called ‘pure culture’,” Tariq Ali, British-Pakistani writer, journalist and
film-maker has said. Knowing about this synthesis was important, at a time
when purity of culture was much talked about, he said.
Mr. Ali, a member of the editorial committee of the New Left Review and its
long-standing editor, was speaking to The Hindu on the sidelines of a visit to the
Pattanam excavation site near North Paravur on Saturday.
“The expansive oceans ensured that civilizations mixed with each other. Trade
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and ports are thus among the oldest institutions in human history. Ancient traders
knew more of (direction of) winds than us.
“Thus, world history is replete with migrations and intermingling of
civilizations. Many of them settled in newer places and intermarried,” he said.
Mr. Ali noted that the ongoing archaeological excavations and research at
Pattanam — one of the components of the Muziris heritage project — had
revealed fascinating facts such as the Romans having had links with Kerala
during the pre-Christian era.
“I look forward to learn more about this on the web.”
Indus Valley Civilization
To a question on the gross mismatch between hygiene and town planning during
the Indus Valley civilization and today’s Indian cities, Mr. Ali said the two
aspects were pivotal to sustaining the Indus Valley civilization.
“Back then, lifespan was short and people gave much emphasis to hygiene,
ensuring sound sewage system and town planning. The ruins of Mohenjodaro
show that the level of hygiene was much higher then than today.”
He spoke of how cultures east of the Mediterranean were better off than those in
Europe during the early medieval period. “Many parts of Europe had an
appalling sewage system.”
Pointing to a few huge terracotta pots excavated from four-metre-deep site at
Pattanam, Director of Kerala Council for Historical Research (KCHR) and
Pattanam Excavations P.J. Cherian said they were part of the sanitation system
2,000 years ago.
He took Mr. Ali, writer Paul Zachariah and Sashi Kumar, Chairman of Asian
College of Journalism, Chennai, on a tour of the site and showed them a select
assemblage of artefacts excavated from Pattanam that sheds light on the vibrant
trade links and cultural crossings between the south-west coast of India and
civilizations from far and wide. The seventh season of excavation at Pattanam
had come to a close before the monsoon, in early June.
Q. Taxila university was one of the oldest universities of the world with
which were associated a number of renowned learned personalities of
different disciplines. Its strategic location caused its fame to flourish, but
unlike Nalanda, it is not considered as a university in the modern sense.
Discuss. (UPSC GS Paper-1:2014)
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[http://www.thehindu.com/news/national/sushma-swaraj-inaugurates-nalanda-
university/article6426798.ece]
September 19, 2014

National Rajgir (Bihar)
Sushma Swaraj inaugurates Nalanda University
External Affairs Minister Sushma Swaraj lights the lamp with Bihar Chief
Minister Jitan Ram Manjhi during formal inauguration of Naland a University at
International Convention Centre in Rajgir on Friday.
Topics: Education- teaching and learning in university
Ancient Nalanda University, which once attracted students from across the
world, was formally inaugurated on Friday in its modern ‘avatar’ by External
Affairs Minister Sushma Swaraj in Rajgir.
Hailing the occasion, Ms. Swaraj said as in the past the university would serve as
‘bridge and foundation’ in linking the country with the world through
knowledge.
“It is wrong to say that today we are rejuvenating the 427 AD Nalanda
University because tradition never dies ... Nalanda is not just a university but a
tradition.
“Nalanda University is a link between the past, present and future,” she said at
the function held at the International Conventional Centre.
Nalanda University was deeply etched in history and like in ancient times would
serve as a magnet to attract students from across the globe, Ms. Swaraj said,
adding during her recent visit to Bangladesh she found people there were
interested in it.
Seeing the ‘tremendous response’ to the university it has now been decided that
it would not be confined only to east Asian nations but would be opened to
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students from other countries too, she said and promised all help to it.
The Centre had already been allotted Rs 2,727 crore, which would be spent in
building a high class campus of the university in 10 years, Ms. Swaraj said.
The Minister supported Bihar Chief Minister Jitan Ram Manjhi’s request to the
Centre for an airport here so that foreign students and dignitaries could reach the
university, which is situated about 12 km from the ruins of the ancient one and
100 km from Patna, easily.
Mr. Manjhi was present at the function along with many foreign dignatories,
besides members of his ministry.
The foreign dignitaries included Lim Thuan Kuan, Singapore High
Commissioner to India and Chalit Manityakur, ambassador of Thailand in India.
Diplomats from Australia, Vietnam, Germany, Japan and Laos were also present.
Secretary, East, to the External Affairs Ministry Anil Wadwah and university
Vice-chancellor Gopa Sabarwal, faculty member Lord Meghnad Desai, former
diplomat N K Singh and a host of intellectuals were also present on the occasion.
Mr. Manjhi in his speech hailed his predecessor Nitish Kumar for his ‘far
sightedness’ in reviving Nalanda University, which was first proposed by former
president A P J Abdul Kalam while addressing a joint session of Bihar Assembly
and Legislative Council in 2006.
Bihar government had given 446 acres for the university and another 1400—
1500 acres had been identified for constructing an airport, he said and sought
Centre’s help.
The state would also set up a development authority for the uplift of the
surrounding villages in keeping with the ancient tradition.
The university came into existence by a special act — The Nalanda University
Act passed by Parliament and classes in the School of Ecology and
Environmental Studies and School of Historical Studies have already begun with
15 students and 11 teachers at the under—construction residential building on
September 1.
On its scheduled completion in 2020, the revived university will have a seven
schools for postgraduate and doctorate students.
The seven schools would be Economics and Management, Information Sciences
and Technology, Linguistics and Literature, International Relations, Peace
Studies and Buddhist studies Philosophy and Comparative Religion, besides
Historical studies, Ecology and Environment.
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The ancient university came into being during the Gupta period in 6th century
AD and was destroyed in 1193 AD by the army of Turkish ruler Qutbuddin
Aibak’s general Bakhtiyar Khilji.
After Dr. Kalam mooted it, the Singapore government proposed revival of the
ancient university having international character and suitable to the modern
times.
China has contributed one million dollars, Singapore five million dollars,
Thailand of one lakh dollars and Australia one million Australian dollars.
Noble Laureate Amartya Sen was appointed the Chancellor in 2012. He was not
present in the formal inauguration on Friday but a message from him was read
out on the occasion.
Total built up area of the Nalanda University will be 3,66,811 square metres with
38 buildings which would accommodate 7,000 people at a time. There would be
central library built on an artificial lake and have a full glass dome.
Keywords: Bihar, Nalanda University, Sushma Swaraj, Foreign students,
Infrastructure
2. Modern Indian History

(From 1750 to the present- significant events, personalities, issues and the
Freedom Struggle – its various stages and important contributors or
contributions from different parts of the country.)
Important: In past years, most of the questions asked by UPSC from Modern
India had appeared in some or the other form in newspapers of that year or
preceding year.
For Example:
Q. Examine critically the various facets of economic policies of the British
in India from mid-eighteenth century till independence.
Newspaper Reference: [http://www.thehindu.com/books/books-
reviews/continuing-transg ressions-on-tribals-since-the-british-
era/article6370418.ece]
Books Reviews September 1, 2014

Continuing transgressions on tribals since the British era
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V. B. Ganesan
Special Arrangement
Savage Attack: Tribal Insurgency in India: Edited by Crispin Bates, Alpa Shah;
Social Science Press, 69, Jor Bagh, New Delhi-110003. ` 725.
Topics: Arts, Culture and Entertainment
The term ‘adivasi’ denotes the prime dwellers of an area since time immemorial.
Despite ‘progress’ elsewhere, they were happy in their own abode, if not
disturbed by the ‘civilised’ in the name of extending territories into ‘their’
forests.
The late 18th and early 19th century were a decisive period for the British rule in
the Indian sub-continent. When the British were keen to expand their control, the
conflicts over India’s forests were one of the most important forms of protest
ascribed to tribals all over the sub-continent. With the introduction of the Forest
Act 1878, subsequently amended in 1927, shifting cultivation, foraging, grazing
and hunting were all banned, thereby eliminating the livelihoods of those living
in and on the margins of the forests.
However, the adivasis were not passive to this development. Their armed
rebellions and the active retaliation of the Andamanese in particular were
branded as ‘savage attacks’ by the British even when the tribals were actually
defending their long-standing rights over the forests. When the forests were
finally brought under their control and the tribals were subdued, the British
became paternalistic. In such a background, Savage Attack Tribal Insurgency in
India, edited by Crispin Bates and Alpa Shah, presents a kaleidoscopic view on
the tribal issue. The 10 articles in this volume, written by various scholars, cover
the British invasion into the Andamans, North East to the role of adivasis in the
Maoist movement in Jharkhand.
Savage or Savaged?
In order to establish supremacy over the indigenous population, the British had
started terming them as savages while themselves using methods of extreme
savagery. To justify their actions, the colonialists cited many practices of the
tribals.
The ‘Meriah’ rite of sacrifice amongst the Konds of Odisha was one such. It was
often held up as the foremost example of savagery and depravity of the tribals in
central India. It was not only a rite, but a powerful myth, used here as elsewhere
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to justify the colonization of areas of the globe defined as ‘savage’. In a sense,

this rite was more than spilling blood to propitiate their deities and ensure good
harvest, but instrumentally served both social and political functions.
Such was the case with the Andamanese too. The British colonial power and, in
its footsteps, the state power post-Independence tried to control their lives.
Extreme violence was used to impose ‘civilisation’ on the population and the
idea of the savagery of Andamanese became clearly essentialised in order to
legitimise the violence of such colonial policies.
The other spectrum of this sad episode is the constant fight of Jarawa people
since colonial times till date against the attack on ‘their’ forests and their
mobility within the forest. In a sense, the ‘savagery’ of the Andamanese is very
much a reflection, even an imitation, of the violence to which they were
subjected.
Another outspoken article in this volume on the condition of adivasi workers in
the Rourkela Steel Plant (RSP) in Odisha explores ethnicity and inequality. It
also exposes an ‘aristocracy of labour’ and the discrimination throughout of the
adivasis who are relegated to work in the most dangerous areas of the plant.
Their living conditions and the bleak future which their next generation faces
implies the urgent need for serious introspection to find a solution. Indeed it is
ironical that while there is always clarion call for assimilation of tribals into
modern society, the ‘civilised’ are equally keen to keep them as ‘primitive’ as
possible. A serious question lurks before the ‘modern’ society.
During the Communist movement for land and wage reforms in the 1960s in
Kerala, the upper caste paternalist concern for Dalits and adivasis could still be
considered revolutionary. With the rise of the Adivasi Gothra Maha Sabha
(AGMS), they had shown the party that it had to take them seriously. Their
loyalty became strictly conditional. Since 1980s, Central and Eastern India —
also home to a large portion of India’s tribal population — became the perfect
guerrilla terrain for the Naxalites. The Maoist movement spread in these tribal
belts not just because it addresses their historical marginalisation but also
because of the intimacy the movement has managed to build with local people,
overriding differences of caste or tribe.
It may be pertinent to mention here that despite bringing the forests under their
control, through the Govt. of India Act 1935, the British kept the tribal areas
under their direct administration through Governors and kept ‘their’ forest
almost intact until they left India.
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Under the new economic policies, however, the UPA Government took away
1.14,484 hectares of forest land under Schedule V in the name of development to
ultimately hand it over to MNCs and big business houses which affected the
natural rights of the tribals’ and also invited severe ecological disasters such as
the landslides from Uttarakhand to Malin. Nevertheless, now all eyes are on the
Western Ghats.
Except a glaring omission about the uprising of Santhals and the revolt of
adivasis of western India, more particularly of Warli tribes of Maharashtra under
the leadership of ‘Ma Tai’ Godavari Parulekar and her husband Shamrao
Parulekar, in all, this volume, in a unified voice, brings forth the urgency of the
problems of some of the poorest and most seriously disadvantaged communities
in the sub-continent that need to be properly addressed and urges a lasting
solution.
Savage Attack: Tribal Insurgency in India: Edited by Crispin Bates, Alpa
Shah; Social Science Press, 69, Jor Bagh, New Delhi-110003. ` 725.
Keywords: Adivasis, Tribals, Civilisation, Savage Attack Tribal Insurgency in
India, Tribal Insurgency, Crispin Bates, Alpa Shah.
B. SOCIOLOGY
Important: Aspirants are advised to quantify their knowledge base and
analytical approach to such topics and the best ingredient available is Newspaper
articles, debates and discussion on Rajya Sabha or social platforms, etc.
For Example:
Q. Why do some of the most prosperous regions of India have an adverse
sex ratio for women? Give your arguments. (UPSC GS Paper-
1:2014)
Newspaper Reference: [http://www.thehindu.com/opinion/lead/indias-missing-
women/article5670801.ece]
Opinion Lead February 10, 2014

India’s missing women
MUDIT KAPOOR and SHAMIKA RAVI
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Topics: Social Issues (General)

Even though fair elections are held at regular intervals for State Assemblies and
Parliament, they do not reflect the true consent of the people because a large
number of women are missing from the electorate
On her arrival in India recently, the words of Gloria Steinem, American feminist
and leader of the women’s liberation movement, sounded like bells tolling for all
women in today’s modern Indian society. “I came [to India] and what was here a
half-a-century ago is still here… and yet there is everything else.” Studying data
on the sex ratio in India over 60 years supports her grim observation. In this
essay we provide a political economy explanation for the persistence of gender
inequality in Indian society over the long run.
The much debated Women’s Reservation Bill proposes to reserve a third of all
legislature seats for women, at national and State levels in India. If passed, this
Bill would uplift the general mood of the nation which has been engulfed by a
heightened sense of gender inequality over the last year. Following the brutal
rape and murder of a 23-year-old student of physiotherapy in Delhi last year,
there was massive and prolonged outpouring of public anger across the nation.
India has never looked more unsafe for women. The Bill is going to assuage a
hurt population. It is, however, unlikely to solve the fundamental problem that
Indian women suffer from.
Within a democratic system, policies are implemented by a government that is
formed “by the consent of the governed.” In India, even though fair elections are
held at regular intervals for State Assemblies and the National Parliament, they
do not reflect the true consent of the people because a large number of women
voters are “missing” from the electorate. We estimate that more than 65 million
women (approximately 20 per cent of the female electorate) are missing and,
therefore, these elections reveal the preferences (or the will) of a population that
is artificially skewed against women.
The phrase “missing women” was coined by Amartya Sen when he showed that
in parts of the developing world, the ratio of women to men in the population is
suspiciously low. The worsening sex ratio (number of females per 1,000 males)
in countries such as India and China reflected the gross neglect of women. He
estimated that more than 100 million women were missing due to gender
discrimination. It was commonly believed that “boy preference” at birth and the
mistreatment of young girls were the main reasons.
Worsening Sex Ratio
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Some careful and subsequent data work by Anderson and Ray showed that
excess female mortality is a more universal phenomenon which holds for all age
groups in these countries. They provided detailed decomposition of the missing
women by age and cause of death and a particularly sinister observation was that
the number of excess female deaths from “intentional injuries” or reported
violence was disturbingly high in India.
There is unanimous agreement among experts that this phenomenon is one of the
most momentous problems faced by the developing world in modern times. The
general sense is that it can be corrected by political action and public policy. It is
in that regard that we explore the role of democracy in solving the missing
women’s problem. We analyse Indian electorate data over 50 years and study
whether solutions to this dangerous trend can emerge from within such a
political system.
Using Dr. Sen’s methodology, we compute the sex ratio in the electorate across
all the States in India over 50 years. The electorate includes all the people who
are registered to vote in elections. In the next step, we use Kerala, the State with
the best sex ratio in the electorate, as a reference for all the States to compute the
number of missing women. This simple analysis throws up three shocking facts.
First, in the last 50 years of Indian democracy, the absolute number of missing
women has increased fourfold from 15 million to 68 million. This is not merely
a reflection of the growth in the overall population, but, rather, of the fact that
this dangerous trend has worsened with time. As a percentage of the female
electorate, missing women have gone up significantly — from 13 per cent to
approximately 20 per cent.
Second, the adverse sex ratio of the electorate in India has not changed
significantly over the last 50 years. In fact, when we look at different States, we
see that it has become worse for most of the large backward States like Uttar
Pradesh, Bihar, Madhya Pradesh, Maharashtra, and Rajasthan. This disappointing
trend means that there are many more missing women voters in the population.
Hence, fewer female voters will voice their opinions through elections. Political
decisions which are based on election outcomes therefore under represent the
female population. They are not a true reflection of the female policy
preferences.
Third, with the exception of a very few States such as Andhra Pradesh and
Kerala, the sex ratio in the electorate is far worse than the general sex ratio in the
population. This means that not all the women who are eligible to vote in Indian
elections are registered to vote and, therefore, they are missing from the electoral
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list. In backward States like Uttar Pradesh and Bihar, this difference is as high as
9.3 and 5.7 percentage points which translated into millions in absolute numbers.
The worsening sex ratio of the Indian electorate has deep and long lasting
consequences given the democratic system of governance. Within a democracy,
politicians compete to get elected and though it is well recognised that men and
women differ in their policy preferences, the adverse sex ratio of the electorate
will make it unlikely that the preferences of women get significant attention.
Competitive Electoral Politics
In fact, because of the missing women, the competitive electoral process will
perpetuate gender-biased policies in India. The problem here is that the
politicians respond to the preferences of the existing electorate in the population
and not to the counterfactual.
If the 65 million missing women were present within the electorate, they would
have an important influence in shaping government policies. What is troubling in
a democratic system of governance is that even if a politician is not biased
against women in his policy preferences, the electoral competition will ensure
that he chooses policies in favour of his average electorate which is increasingly
male-dominated in India. This is why gender-biased practices and policies will
be perpetuated over the long run in a democratic system like India’s unless there
is an exogenous shock to this system.
This problem is akin to a market failure for democracy. Indeed, this could
potentially explain why the existing political framework is inadequately
equipped to address this pressing concern and why gender bias has persisted in
Indian society. It is also not surprising that even though India has had a very
good track record of holding regular elections and a democratic form of
government, it remains one of worst performers in the Gender Inequality Index
(GII) of the World Bank. The GII captures the loss in achievement within a
country due to gender inequality and is based on measures of health, labour force
participation and empowerment. In the Human Development Report, 2012, India
performs more poorly than neighbouring Pakistan in the GII despite having a
higher per capita income and a democratic government. More strikingly, it is
ranked 133rd out of 146 countries and even lags behind war-torn countries such
as Iraq and Sudan.
Mixed Results
To what extent, then, can women’s reservation in Parliament and the State
Assemblies address the gender bias problem in India? In our opinion, this will
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have a very limited impact. The underlying assumption with the Women’s
Reservation Bill is that women as policymakers are more sensitive to women-
related issues. However, it is crucial to note that India has experimented with
women’s reservation at the level of the panchayat or village councils since the
mid-1990s. This has generated very interesting research on whether women’s
reservation has had any impact on the allocation of resources towards women.
So far, the evidence from this experiment is mixed — some find evidence in
favour of a positive impact while others do not find any impact of this
reservation.
The impact of the reservation, I believe, will depend on the exact nature of the
reservation policy. For example, if seats are reserved on a quick rotation basis
then there might be no long-term policies favouring women and thereby having
minimal impact. On the other hand, if seats are reserved for a certain number of
election rounds then the impact would depend on the basis of the reservation at
the constituency level. Here, we are inclined to propose a reservation policy
based on the gender ratio in the constituency — reserve those seats where the
gender ratio of women to men is the worst. The fundamental reason for this is
that an adverse gender ratio is a measure of neglect of women in that society. So,
if the objective of women’s reservation is “compensatory justice” then it should
start with those constituencies where the neglect is the highest.
The competitive electoral process, however, is likely to undo the impact of any
women’s reservation policy. The logic of this is that if both men and women
have equal rights to vote, then even in reserved constituencies where there are
fewer women compared to men, women political candidates who compete with
each other to get themselves elected might choose policies which favour men.
Once again, the competitive electoral process even in the presence of women’s
reservation, might perpetuate gender-biased policies.
In a nutshell, the competitive electoral process in Indian democracy with or
without women’s reservation will fail to deliver policies that are not gender-
biased. In the presence of missing women, whose consent cannot be taken into
account in the electoral process, democracy will fail to deliver policies that
promote women’s welfare (especially in those situations where there is a
divergence in opinion between men and women). India can begin to address this
disaster by first recognising that an adverse gender ratio is a human rights
problem which is an outcome of the sustained, gross neglect of women. And the
solution for this lies outside the competitive democratic system.
(The writers are professors at the Indian School of Business. Shamika Ravi
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is also a Visiting Fellow, Brookings Institution, India Center, New Delhi.)

Keywords: Sex Ratio, women’s reservation bill, Gender Inequality Index
C. GEOGRAPHY
Aspirants are advised to read books, magazines, newspapers and visualize
different phenomena in dynamic sources like:
• NCERT- Class 11 th , Physical Geography
• Goh Cheng Leong– Physical Geography
• Newspapers- The Hindu and Business Line
• Videos on Youtube
Example of Question from Nespaper:
Q. How does India see its place in the economic space of rising natural
resource rich Africa? (UPSC GS Paper-1:2014)
[http://www.thehindubusinessline.com/opinion/reaching-out-to-
africa/article6309451.ece]
Reaching Out to Africa August 12, 2014

Both India and China are forging a range of business alliances. While
China’s presence is huge, India can be a game-changer
The drastic increase in trade volumes over the last few years is an impressive
testament to the new Indian pivot to Sub-Saharan Africa (countries that lie to the
south of the Sahara desert); trade between India and Sub-Saharan Africa stood at
$60 billion in 2012.
Still, trade volumes in the same year were markedly eclipsed by those of the EU
($567.2 billion), the US ($446.7 billion), and China ($220 billion). Nevertheless,
India’s engagement shows a successful new focus on the region where it has
implemented specific programmes in the economic, political, and, especially,
pan-African sphere.
Multi-pronged Engagement
From an economic perspective, there are three pillars of Indian engagement.
First, the investment programmes: The Focus Africa programme encourages
trade through identifying areas of bilateral trade and investment, with a total sum
tiptopstudy.com.
of $550 million for each five year period.

It offers export subsidies to Indian companies trading with twenty-four African
countries and Lines of Credit (LoC) to African governments and regional
organisations.
In addition, India grants preferential market access to exports from thirty-four
Least Developed Countries (LDC) in Africa.Besides these state-led initiatives,
private-sector Indian companies – Apollo Tyres, ArcelorMittal, Bharti
Enterprises, the Essar Group, the Godrej Group, the Mahindra Group, Reliance
Industries, or the Tata Group – are heavily engaged in a multitude of multi-
billion dollar financial investments and projects. The latter two, for example, are
involved in sectors as diverse as oil exploration, mining, natural resources,
infrastructure development, construction, energy, logistics, hospitality services,
financial services, information and communication technology development,
automotive outputs operations, real estate, education, or health care services. The
second pillar is development aid, especially in the form of the Indian Technical
and Economic Cooperation (ITEC) programme. ITEC is tasked with capacity
building in the field of agriculture, civil or military training, or consultancy
services.
In total, India has spent more than $1 billion for such assistance in the past for
Sub-Saharan Africa, making the region the largest recipient of ITEC aid.
India does not base aid programmes on OECD rules by the receiving state and it
does not matter whether India deals with democratic governments or autocratic
regimes in the frame of its development programs.
The third pillar concerns hydrocarbons as well as other natural resources. Indian
public and private oil companies have attempted, sometimes in direct
competition with Chinese state-backed companies, to secure oil and gas fields
and exploration contracts.
In 2012, around 20 per cent of India’s crude oil imports already came from
Angola, Nigeria, Sudan, or South Africa.
In the realm of diplomacy, India is working together with various Sub-Saharan
African countries through the Non-aligned Movement (NAM), the G-20, or the
G-77. With South Africa, India regularly works together in the frame of the
BRICS and the IBSA (India-Brazil-South Africa) Dialogue Forum.
India has entered into defence agreements with Mozambique, Madagascar, and
the Seychelles.
Pan-African Approach
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In addition, there is the India-Africa Partnership Conclave for direct business-to-

business opportunities and institutionalised cooperation with all African
Regional Economic Communities. Besides, two significant Africa-India Forum
Summits in 2008 and 2011 have taken place. The project with the largest pan-
African impact is the Pan-African e-Network, a $116 million joint venture
together with the African Union (AU).
The project aims at eventually implementing an Africa-wide network for tele-
education, tele-medicine, or video-conferencing, transcending the narrow limits
of mere bilateral relationships.
Finally, the sizeable Indian diaspora, particularly in East Africa and Southern
Africa, has started to serve as an economic and political transmission belt
between India and Africa. This diverse expatriate diaspora covers second and
third generation Indians, labourers, and wealthy businessmen, and, despite its
economic unevenness, forms a valuable resource in terms of remittances,
development, and business opportunities.
Out of all of this, new dimensions of India’s foreign policy have emerged,
namely the integration of commercial and political diplomacy, and the Indian
desire to play the role of an active entrepreneur willing to compete with China.
Both countries have been genuine competitors, especially in the field of
hydrocarbon exploration rights and land acquisition, with India having lost a
number of bidding rounds against Chinese companies that successfully
employed money politics and political leverage.
In the past years, however, several bidding rounds — Angola and Nigeria —
have now gone to India. It not only offered high sums of money, but, at the same
time, promised large investments in infrastructure and especially employment to
African workers.
These examples display a special “Indian way” of dealing with Africa. For one,
India can now reach out to every single African state, either bilaterally, in the
frame of a REC, and especially in its unique pan-African projects.
After India handed over the pan-African e-network to the AU, China followed
India’s pan-African approach and built the new headquarters of the AU. Besides,
studies have shown that India focuses on ownership and provides employment
for Africans. Sub-Saharan Africa’s support for India will increase India’s
international leverage and bargaining power in its position as an international
stakeholder. During the India-Africa Forum Summit in 2011, all present African
countries officially declared they supported India becoming a permanent
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member of the UN Security Council.

India now has the potential to become a real game changer in the new scramble
for Africa and will impact the way other countries think about and deal with
engaging Sub-Saharan Africa.
The writer is a Senior Lecturer at the Department of Political Science, University
of Freiburg, Germany. This article is by special arrangement with the Center for
the Advanced Study of India, University of Pennsylvania
(This article was published on August 12, 2014)
HOW TO PREPARE FOR GS PAPER-2

GS Paper-2 consists of Indian Constitution, Governance issues and
International Relations. Its importance is to its evolving and dynamic
nature.
UPSC has stopped asking static questions in this paper. If aspirants analyse
previous year papers of 2013 and 2014, they will find all the questions are
dynamic though require basic understanding. They are advised to be familiar
with contemporary developments around, if they want to write answer of every
question very well.
To make their strategy successful, aspirants must do two things:
• Memorize all the aspects of the syllabus
• Go through las t 3 year’s UPSC (M ains) question papers
Paper-2 syllabus is broadly divided into three parts:
• Indian Constitution and Polity
• Governance and Social Justice
• International Relations
A. Indian Constitution and Polity

Important: The question given below and its comparison is done to show
how you can cover this part of the syllabus smartly by inter-linking the
static with the current issues.
UPSC Previous Year Questions
Q. Discuss Section 66A of IT Act, with reference to its alleged violation of
Article 19 of the Constitution. (UPSC GS Paper-2:2013)
Newspaper: http://www.thehindu.com/opinion/lead/an-unreasonable-
tiptopstudy.com.
restriction/article4432360.ece
Q. Recent directives from Ministry of Petroleum and Natural Gas are
perceived by the Nagas’ as a threat to override the exceptional status
enjoyed by the State. Discuss in light of Article 371A of the Indian
Constitution. (UPSC GS Paper-2:2013)
Newspaper: http://archive.indianexpress.com/news/nagaland-asserts-right-to-
frame -own-energy-rules-alarm-in-delhi/1199156/
Q. Starting from inventing the ‘basic structure’ doctrine, the judiciary
has played a highly proactive role in ensuring that India develops into a
thriving democracy. In light of the statement, evaluate the role played by
judicial activism in achieving the ideals of democracy. (UPSC GS
Paper-2:2014)
Newspaper: http://www.thehindu.com/todays-paper/tp-opinion/when-the-courts-
legislate-and-execute/article5856891.ece
Today’s Paper Opinion April 1, 2014

When the Courts Legislate and Execute
Suchitra Vijayan
Our fundamental rights are the conscience of the Constitution. Every legal right
stems from our ability to retain the integrity and the structure of our
Constitution.
Doctorine of Basic Structure: The Judiciary curtailed autocratic politics by
striking down Article 329A during the Emergency. Picture shows Jayaprakash
Narayan leading a protest against the Emergency. Photo: The Hindu Archives. In
1973, a Bench comprising 13 Supreme Court judges ruled by a majority that
Article 368 of the Constitution “does not enable Parliament to alter the basic
structure or framework of the Constitution.” The Court ruled what has come to
be known as “the basic structure” doctrine — a judicial principle that the Indian
Constitution has certain “basic features” that cannot be altered or destroyed
through amendments by Parliament. Paramount among these are the
fundamental rights guare nteed by the Constitution.
Only two years later, the Allahabad High Court found the then Prime Minister
Indira Gandhi guilty of electoral malpractices. Justice Jagmohan Lal Sinha
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invalidated Mrs. Gandhi’s win and barred her from holding elected office for six
years. The decision caused a political crisis in India that led to the imposition of
the Emergency by Mrs. Gandhi’s government from 1975 to 1977.
The Best of Times
During the Emergency, Mrs. Gandhi altered the election law retroactively by the
39th amendment to the Constitution. Article 329A was inserted to void the
Allahabad judgment. The retroactive, undemocratic, and politically motivated
legislative enactment validated an election. The amendment secured her position
and prevented her removal from Indian politics. Later the enactment was
successfully challenged in the light of the 1973 ruling and Article 329A was
struck down. The Judiciary curtailed autocratic politics — a stitch in time saved
nine.
Our fundamental rights are the conscience of the Constitution. This right, and
every other legal right, stems from our ability to retain the integrity and the
structure of our Constitution.
There is a hard learnt, intellectual history to this legal inheritance. The principal
of the basic structure of the Constitution is enshrined in Article 79 (3) of the
Basic Law for the Federal Republic of Germany. The German constitution was
drafted between 1948-49, in the immediate shadow of its Nazi past. During the
drafting sessions, the Weimar constitution came under immense scrutiny by
German jurists and scholars, who investigated the document at great length. The
Constitution’s broad powers to suspend civil liberties, coupled with an
insufficient system of checks and balances, presented a structural opportunity for
Adolf Hitler to seize power and preside upon an authoritarian democracy.
In the 19th century, there were many who mocked Montesquieu for his fear of
political power and for his cautiously articulated theory of separation of powers.
The doctrine of separation of powers took a particular view of men and power. It
assumed that power corrupts. In the Constitutional Assembly Debates, while
discussing the fundamental rights, Dr. Ambedkar expressed similar sentiments.
“I myself cannot altogether omit the possibility of a Legislature packed by party
men making laws which may abrogate or violate what we regard as certain
fundamental principles affecting life and liberties of an individual. At the same
time, I do not see how five or six gentlemen sitting in the Federal or Supreme
Court could examine the laws made by the Legislature and by dint of their own
individual conscience or their bias or their prejudices can be trusted to determine
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which law is good and which law is bad.” Separation of powers is indispensable
because under the Con stitution, power divides itself so that reason can rule.
And the Worst of Times
In January this year, in the matter of Judicial review of Pardon power, the
Supreme court in Shatrughan Chauhan & Anr. vs Union Of India & Ors.
overstepped its constitutional power and duty and exercised the sovereign power
of clemency, which it never possessed. The three-judge Bench, in its
unprecedented authority, commuted a sentence of death to life for 15 persons on
the singular ground of delay. The decision egregiously disregarded previous
judgments laid down by the five-judge Bench of the Supreme Court. The
Supreme Court has the appellate power to reduce a death penalty in regular
appeals. However, it has never possessed such powers to exercise the remission
or commutation while exercising the judicial review of clemency power.
Protection of our fundamental rights remains paramount and the Judiciary can
and must curb acts of excess, and ensure checks and balances. However, the
protection of our fundamental rights itself never empowered the Supreme Court
to either legislate or to execute. The decision in the Shatrughan Chauhan case
has been widely and wrongly heralded as a decision in support of human rights,
while squarely forgetting the Judiciary’s infringement of the cardinal principles
of separation of powers. The Judiciary cannot revolt against the Constitution, but
only on its behalf.
The errors in the Shatrughan Chauhan decision brought forward the case of three
convicts — Murugan, Perarivalan and Santhan — in the Rajiv Gandhi
assassination case before the consideration of the Supreme Court. These
commutations were ordered on the same grounds as Shatrughan Chauhan & Anr.
vs Union Of India & Ors . After commuting the death sentence to life
imprisonment for these convicts, the court rendered an unsolicited legal opinion
that was neither pleaded nor argued by the petitioners (para 31 of the judgment).
The judgment erroneously declared the power of the State government under the
Criminal Procedure Code, to exercise remission of “life sentence” to “no
sentence,” and enabled the release of the convicts. In Krishta Goud &
Bhoomaiah vs State of Andhra , the Supreme Court Bench presided over by
Justice V.R. Krishna Iyer stated with clarity: “As Judges, we cannot rewrite the
law whatever our views of urgent reforms, as citizens, may be.”
When the State government’s decision was challenged by the Union of India in
the Rajiv Gandhi assassination case, P. Sathasivam, Chief Justice of India stated:
tiptopstudy.com.
“We are responsible for this problem. We will solve it.”

The Tamil Nadu government taking political advantage of the “Tamil
sentiments” in view of the coming election, exercised the remission power
purely for political consideration, and demanded that the Centre act within 72
hours. Electoral politicking that appeals directly to mass sentiments,
ethnonational affinities and sympathies, without institutional and social checks
and balances, erodes the very foundation of our rights. The Tamil Nadu
government’s decision to release the prisoners might create short term electoral
victory, but it will further entrench a culture that places politics and emotional
appeasement above governance and the rule of law.
In a country governed by a written Constitution, the democratic right flows from
the attribute of constitutional sovereignty. We cannot claim our fundamental
right or any other legal rights, unless we retain the structure of our sovereignty.
In the 1970s, when faced with gross violations of the country’s democratic
structures, the Supreme Court stepped in, limiting the power of both the
Legislature and Executive. Our Constitution is our act of revolution and the
Judiciary its protector. Today when the same Judiciary oversteps its limits, it is
indispensable that the decision is corrected, reviewed and reversed by a larger
Bench.
(Suchitra Vijayan was trained as a Bar-at-Law.)
Protection of our fundamental rights remains paramount and the Judiciary
must curb acts of excess, and ensure checks and balances.
Newspaper Reference-2:
http://indianexpress.com/article/opinion/columns/change -must-respect-basic-
structure/
Newspaper Reference-3: http://indianexpress.com/article/cities/kolkata/ruling-
party-admn-destroying-states-democratic-structure/
Q. The ‘Powers, Privileges and Immunities of Parliament and its
Members’ as envisaged in Article 105 of the Constitution leave room for a
large number of un-codified and un-enumerated privileges to continue.
Assess the reasons for the absence of legal codification of the ‘parliamentary
privileges’. How can this problem be addressed?
Newspaper Reference: http://www.thehindu.com/news/national/goa-meet-to-
discuss -house-privileges-codification/article6494576.ece
tiptopstudy.com.
National New Delhi, October 13, 2014

Goa Meet to Discuss House Privileges Codification
Smita Gupta
Topics: Politics-Parliament, Regional Authority, State Politics, Politics

(general)- Political Systems.
The contentious and long-pending issue of codification of privileges of
Parliament and State Assemblies and their members will be debated at a two-day
meeting of whips of Parliament and State legislatures that commences in Goa on
Monday.
The agenda papers accessed by The Hindu say that the meeting hopes to set up a
parliamentary panel with members of both Houses “to lay down privileges in
specific terms and to recommend appropriate legislation.”
Parliamentary Affairs Minister M. Venkaiah Naidu will inaugurate the ‘All India
Whips Conference’ that will also deliberate on whether a legal framework is
necessary to establish a specified “Model Code of Conduct” for legislators. It
will also discuss if a full day every week should be devoted to private members’
bills and resolutions and look into efforts to check repeated disruptions.
However, the most heated discussions are expected to centre on the issue of the
codification of privileges of Parliament, a subject that has not yet found any
traction among MPs themselves, despite growing pressure from academia and
the media.
The agenda acknowledges, “Over the years, a view has emerged against such
codification. This issue acquired significance with academia and media
demanding codification of privileges to end uncertainty in the matter and enable
transparent functioning of Legislatures.”
Floor management in the House, the growing role and accountability of whips,
how to ensure the continued presence of members in the Houses and increasing
the volume of transaction of business as well as professional training and
research assistance for legislators are also expected to be taken up for discussion.
Goa Chief Minister Manohar Parrikar and MoS for Parliamentary Affairs
Santosh Gangwar and Prakash Javadekar will participate.
Keywords: Codification of privileges, Goa whips meeting
tiptopstudy.com.
http://www.livemint.com/Politics/zedNZcWOEC4ik0KtQpPUCK/Parliament-
privileges.html
http://www.livemint.com/Politics/9h8lPpNoUCZ0Dhr1HRiiQI/MPs-MLAs-can-
avail-privileges-only-for-Parliament-work-SC.html
Q. Instances of President’s delay in commuting death sentences have
come under public debate as denial of justice. Should there be a time limit
specified for the President to accept/reject such petitions? Analyse.(UPSC
GS Paper-2:2014)
Newspaper Reference-1: http://www.thehindu.com/news/national/supreme-court
-commutes-bhullars-death-sentence/article5853765.ece
National New Delhi, March 31, 2014

Supreme Court commutes Bhullar’s Death Sentence
J. Venkatesan
The Centre on March 27, 2014, told the Supreme Court that it has “no problem”
with commutation of death sentence of Khalistani terrorist Devinderpal Singh
Bhullar to life term. File photo.
Topics: Crime, Law and Justice, Judiciary (System of Justice), Punishment,
Terrorism (Crime) Punishment-Execution
The Supreme Court on Monday commuted the death sentence awarded to
Devendra Pal Singh Bhullar in the ‘1993 Delhi bomb blast case’ into life
imprisonment applying the principle that inordinate and unexplained delay in
disposal of mercy petition by the President of India and mental illness are
grounds for commutation.
A four judge Bench of Chief Justice and Justices R.M. Lodha, H.L. Dattu and
S.J. Mukhopadhaya granted the relief to Bhullar on a curative petition filed by
his wife Navneet Kaur.
Writing the judgment the CJI Sathasivam said, “On January 21, a three-Judge
Bench of this court in Shatrughan Chauhan case held that insanity/mental
illness/schizophrenia is also one of the supervening circumstances for
commutation of death sentence to life imprisonment. By applying the principle
enunciated in this case, the accused cannot be executed with the said health
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condition.”
Further the Bench said the medical report clearly showed that Bhullar was
suffering from acute mental illness. It says, “The scope for effective treatment
options is limited and thereby the chances of his recovery remain doubtful in the
future course of his illness.”
The Bench said, “We appreciate the fair stand taken by the Attorney General
G.E. Vahanvati that Bhullar’s death sentence could be commuted to life term
applying the principle of January 21 judgment and we accept the same.”
The Bench further said a two-judge Bench of this Court had dismissed Ms.
Kaur’s writ petition challenging inordinate delay in disposal of mercy petition by
the President on the ground that when the accused was convicted under TADA,
there was no question of showing any sympathy or considering supervening
circumstances for commutation of death sentence. However, the CJI said this
judgment was over-ruled by the January 21 judgment as per incuriam (not to be
followed as a binding precedent). He said, “In the light of the ratio laid down in
Shatrughan Chauhan case, we deem it fit to commute the death sentence
imposed on Devender Pal Singh Bhullar into life imprisonment both on the
ground of unexplained/inordinate delay of 8 years in disposal of mercy petition
and on the ground of insanity.”
Keywords: Devinderpal Singh Bhullar, Navneet Kaur, mercy pettion, clemency
plea, Khalistan, Sikh extremism
http://www.livemint.com/Opinion/rSZ5NXi3SKNCZQM7jtsWeL/Supreme-
Courts-judgement-on-death-penalty-a-humane-approach.html
http://www.livemint.com/Politics/JF14cM22I2r7ouCfw03n8I/SC-commutes-15-
death-sentences-to-life-due-to-delays-in-merc.html
B. Governance and Social Justice

Q. Should the premier institutes like IITs/IIMs be allowed to retain
premier status, allowed more academic independence in designing courses
and also decide mode/criteria of selection of students. Discuss in light of the
growing challenges. (UPSC GS Paper-2:2014)
[Note: This question is framed because of status of higher Education in India. As
int’l report highlighted the poor performance of Indian Institutes on global level,
tiptopstudy.com.
and there were several articles and debates surrounding it.]

Newspaper Reference-1: http://www.thehindu.com/news/cities/Delhi/reasons-
behind -poor-rankings-for-indian-va rsities-discussed/article6551162.ece
Cities Delhi New Delhi, October 31, 2014

Reasons Behind Poor Rankings for Indian Varsities Discussed
Vijetha S. N
1,842 students to get degrees at 45th convocation of IIT-D
Unfair world university rankings, the need for an all-Indian national ranking
system, and the enthusiasm for all the new Human Resource Development
Ministry’s schemes were the main topics of discussion at the Indian Institute of
Technology, Delhi, on Thursday – where the administration had gathered to
announce their 45 Convocation Day. “This convocation will see 1,842
undergraduate, postgraduate and PhD scholars get their degrees by Nobel
Laureate George F. Smoot (2006 for Physics),” said Dean (Academics) Anurag
Sharma, before saying that while they were number one or two in the existing
national rankings, there was still significant progress to be made for better global
rankings.
Global rankers often complain that one of the main reasons that Indian
universities do not get proper rankings is because they fail to provide proper
information or that it is difficult to access information about them. The IIT-D has
made provisions to deal with this, but still only managed to be at number 235 in
the QS world university rankings. “There are a lot of factors like international
faculty and students that do not really work for an Indian institution. I had once
been to an MBA institute in Europe, which was ranked really high. They had
scored well on the international student factor, but all of them were from
neighbouring countries and there were zero students from out of Europe. The
distance between two countries there is like the distance between different States
here and it is actually like us saying that our students are international just
because they are from different States,” said IIT Director R.K Shevgaonkar,
while explaining why the international rankings that had continuously ranked
IIT-D very low, were wrong.
“Another factor for the rankings is the number of publications. We do a lot of
research with the Defence sector where everything is kept confidential and of
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course cannot be published although it is very important. However, this is not

taken into consideration,” he said, adding that the MHRD’s recent announcement
that it would create an Indian ranking system should only be welcomed.
The director also spoke at length about their participation in the government’s
“Unnat Bharat workshop,” where each IIT would be adopting 10 villages to help
with technology. “We will work with villages to improve their way of life. For
example if a village makes bamboo huts, we will try and find a way to make this
easier. The aim of the scheme is to help them live easier and lead a better life.”
Newspaper Reference-2: http://www.thehindu.com/opinion/op-ed/getting-real-
about-rankings/article6524237.ece
Newspaper Reference-3: http://www.thehindu.com/opinion/op-ed/fresh-ideas-
not -more-institutions/article6117037.ece
Q. Two parallel run schemes of the Government viz. the Aadhar Card
and NPR, one as voluntary and the other as compulsory, have led to debates
at national levels and also litigations. On merits, discuss whether or not both
schemes need run concurrently. Analyse the potential of the schemes to
achieve developmental benefits and equitable growth.
Newspaper Reference: http://www.thehindu.com/news/national/government-
favours -aadhaarnpr-synergy/article6174633.ece
National New Delhi, July 4, 2014

Government Favours Aadhaar-NPR Synergy
Special Correspondent
Union Home Minister Rajnath Singh addressing a press conference on price rise
in New Delhi on Thursday. Photo: Sandeep Saxena
Topics: Politics, Government
In a bid to clear confusion and duplication between the National Population
Register (NPR) and Aadhaar cards, the NDA government has decided to explore
the possibility of a synergy between the two ambitious projects of the previous
UPA government.
The issue was discussed at a high-level meeting, convened by Union Home
Minister Rajnath Singh and attended by Law and Justice and Telecom Minister
tiptopstudy.com.
Ravi Shankar Prasad and Minister of State for Planning Rao Inderjit Singh. The
meeting discussed how the two could be made “complementary.”
“The issue will now be discussed by officials of all Ministries concerned and a
way will be found soon,” Mr. Singh told journalists later.
The Home Ministry has already suggested that the NPR and Aadhaar schemes be
merged under the Registrar General of India (RGI) or division of work between
the two should be in such a way that enrolment is done entirely by NPR while
the Unique Identification Authority of India (UIDAI), which runs Aadhaar,
carries out deduplication ahead of generating the unique number. The UIDAI
was set up by the UPA government in 2009 under the chairmanship of Nandan
Nilekani. It comes under the Planning Commission.
The Home Minister has already set a three-year deadline to identify genuine
Indian citizens through the NPR project. The government also wants
enumerators to conduct door-to-door verification and issue NPR cards to Indian
nationals only.
It is also planning to link NPR to voting rights which would mean that voter ID
cards would not be the sole document for eligibility to vote, officials said.
Keywords: Rajnath Singh, NPR, UIDAI, Aadhaar
C. International Relations
Syllabus
Aspirants are advised to make their study based on broad classification of
syllabus:
• India’s relations with its neighbors.
• India’s relations based on bilateral, regional and global groupings.
• Policies affecting India’s relations with developing and developed
countries.
• International organizations, institutions, agencies and their structure,
mandate, etc. like UNO, WHO, UNICEF, UNESCO, World Bank, etc.
Where to search Study Matterial
• World Focus Magazine
• The Hindu
• Indian Express articles by C Rajamohan
• MEA Annual Report
• India’s Foreign Policy: Coping with the Changing World by Muchkund
tiptopstudy.com.
Dubey
• MEA Website
• Live Mint
• Pax Indica by Shashi Tharoor- Voluntary
• IDSA
What to Read First
Aspirants must study the following core (basic) portions before starting reading
and appreciating current developments in the field of international relations:
(i) Basic philosophy and assumptions underlying IR
(ii) Role being played by India on a regional, global and institutional levels in
the past
(iii) How the world has changed in the past few decades; impact of those
changes
(iv) How India’s Foreign policy has responded to those changes
(v) India under Modi’s leadership in int’l politics
(vi) Evolution of India’s Foreign Policy
Relate the following questions with study:
(i) Is the physiographical location of the country an opportunities or a
challenge?
(ii) Is Indian diaspora present in other countries?
(iii) Has the liberalization policies contributed in India’s growth?
(iv) Is the country concerned a major economic/military/nuclear power?
(v) Does substantial foreign investment flow to India from the country in
question?
(vi) Is there any dependence on the country for energy or food security?
(vii) Does India have significant trade dealings with different countries?
(viii) Is there any important defence/security tie with the country?
(ix) How do events/developments/outlooks/regimes/policies in the country
affect India’s interests?

To make their strat egy successful, aspirants must do the followings:
• Memorize all the aspects of the syllabus,
• Go through last 3 year’s UPSC (Main) question papers,
tiptopstudy.com.
• Give attention to problems, issues, their solutions, applications of policies

on national & int’l level.
Syllabus
Aspirants are advised to keep syllabus in mind during their study. Syllabus is
broadly divided into:
• Economic Development
• Biodiversity
• Environment
• Science & Technology
• Security & Disaster Management
Sources of study:
• NCERT Economics: 11 th + 12 th
• Economic Times
• Business Line
• The Hindu
• Economic Survey
• India Year Book
• 12 th Five-Year Plan
• Newspapers (Sci + Tech + Environment + other related topics)
Economic Development
UPSC Previous Year Question
Q. The right to fair compensation and transparency land acquisition,
rehabilitation and resettlement act, 2013 has come into effect from 1
January 2014. What implication would it have on industrialization and
agriculture in India?
Newspaper Reference-1: http://www.thehindubusinessline.com/opinion/the-
official-price-o f-land-is-a-joke/article6701536.ece
Newspaper Reference-2: http://www.thehindu.com/opinion/op-
ed/article3808362.ece
Opinion Comment August 23, 2012
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Nailing the Lie of the Land

Medha Patkar
Much at Stake: Residents of Patana village in Jagatsinghpur district of Odisha
protest against land acquisition for a Posco steel mill in this February 2011 file
photo. Photo: Lingaraj Panda
Topics: Economy, Business and Finance, Agriculture, Social Issue, Poverty,
Welfare
The Bill on acquisition must be changed to prevent the wanton uprooting of
people from their fields and homes.
A few thousand representatives of various people’s movements from across the
country have gathered at Jantar Mantar in the national capital. They are Dalits,
Adiviasis, sections of unprotected working class including farmers and fish-
workers but they all form one ‘biradari’ of those who live off land, water, forest.
They are the ones who produce, distribute, build, operate, clean, sell, drive and
do all that enable society to survive, proceed and progress. But the tragedy is that
they have to battle for their own survival. And that is what they do, through non-
violent means, against a state that plots to evict them, rob them of their meagre
resources, transfer the capital in their hands to corporates in the name of
development and then compel them to beg for rehabilitation. Asserting their
right to resources and to make their own plans to develop those resources, they
are also questioning a development model that is undemocratic, inequitable and
unjust.
They are at Jantar Mantar to agitate against the upcoming ‘Land Acquisition,
Rehabilitation and Resettlement Bill’. They want to convey the message that it is
time to review and discard the British legacy of forcible acquisition on the basis
of ‘eminent domain’ of the state and stress the eminent domain of the people
who are both at the root of democracy as well as its top. When money and
labour, two of the three capital resources for any ‘development’ project (a dam,
industry, infrastructure etc.) can’t be taken by force, how can any statutory
agency forcibly acquire the third resource — land?
While even the British restricted acquisition to government projects termed as
“public purpose”, our elected governments amended the Act of 1894 to
legitimise acquisition for private companies and public-private partnership
projects. Prime rural and urban land is being acquired, while lakhs of hectares of
barren waste land or acquired but unused land is being ignored. The policy has
created havoc. In urban areas, basti after basti is evicted in the name of
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‘redevelopment’, ensuring huge profits for builders and developers. The results
are obvious. With more than 18 lakh hectares of agricultural land directed to
non-agricultural purpose in 10 years, and the urban land ceiling acts in States
having been repealed, houses are beyond the reach of the middle class. Between
25 and 60 per cent of urban poor live in slums or are homeless.
The recent report of the all-party committee on the Bill appreciates the issues
and reservations raised by many of us: no forcible acquisition for private or PPP
projects; no acquisition of agricultural land — one crop or multiple crop; and
bringing under the purview of this Act, all Central Acts used for land acquisition
in sector such as mining, highways, railways, ports etc. It also recognises the
role of the Gram Sabha and Basti Sabha, in deciding public purpose to planning
the project, deciding the R&R and then monitoring it. This is nothing new, but
reiterates the framework provided through Article 243 (73rd and 74th
Amendment) of the Constitution, incorporated in 1992-93. If the land allotted to
any industry/project is not used for five years, it can go back to the landowner,
the report recommends.
Unfortunately, the Ministry of Rural Development is not agreeable to many of
these reasonable proposals. Only multiple-crop land can be excluded, it says.
How is this possible if, for instance, a single-crop plot is sandwiched between
two multiple crop ones? Today’s non-irrigated land can be tomorrow’s irrigated.
Rural development should have agriculturists as the prime beneficiaries, not the
corporates. The latter are pushing state acquisition through the Ministry of Rural
Development for their own benefit. Why should the MoRD or the government
bow before them? The answer lies in the politician-bureaucrat-corporate nexus.
But the movements can’t submit to this. They are demanding that the
government not act as the property dealer for private corporations. Public
purpose itself is defined by the Ministry of Rural Development in a manner
worse than in the British Act.
The weakest part endorsed by both the committee and the MoRD is, however,
rehabilitation. The number of displaced/affected people since Independence is
anywhere between eight and 12 crore (the number is never final as many
categories are left out, such as canal-affected persons in dam constructions, and
where the government has no comprehensive record). Up to 86 per cent of this
number has been left pauper for generations. Whether it is Bhakra Nangal or
Narmada, coastal communities of fish-workers, slum dwellers or victims of
industrial development, each State has lakhs of families waiting to be
rehabilitated, and still in struggle mode.
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The only progressive rehabilitation policy in Sardar Sarovar dam-Narmada

Project could be brought about only through a continuous struggle over the past
27 years by the Narmada Bachao Andolan. Why can’t the same provisions
become part of the new Act, people ask. The answer is: no political will. Only
cash — four to six times the market value, as in the Haryana, Gurgaon or U.P.
models — is not rehabilitation. ‘Cash’ was offered by the British as well. It has
failed to ensure livelihood. Today’s market can be very deceptive and elusive for
simple farmers or labourers. Why can’t a government ensure an alternative
source of livelihood using the same cash instead of destroying and dividing
integrated, non-cash-based communities?
In short, the opportunity to democratise and decentralise planning to minimise
diversion of land and destruction of agriculture, and to stop uprooting our own
people must be viewed with all seriousness. People in every State are demanding
an end to these policies. If this cry is not responded to by changing the Bill to
incorporate the committee’s recommendations and calling for wider
consultations for true land reforms, serious conflict can only intensify, for which
the present rulers will be forced to pay a heavy price in 2014.
(Medha Patkar is a social activist and founder of Narmada Bachao Andolan
and National Alliance of People’s Movements.)
Keywords: Land Acquisition, Rehabilitation and Resettlement Bill
Newspaper Reference-3: http://www.thehindu.com/opinion/op-ed/this-bill-for-
acquisition-is-not-steep-at-all/article3832611.ece
Environment, Biodiversity and Disaster Management

Broad Areas of Concern
• Ecology and Natural Resources
• Biodiversity
• Environmental Pollution
• Sustainable Development, Climate Change and EIA
• Disaster Management
What to Read
• Newspapers: “Facts and dimensions like issues, problems & its
causes(abiotic, biotic & man-made), its effects (on atmosphere/environment,
living-plant & animal), awareness, policies & initiatives by NGO, agencies,
govts (national & int’l) to solve” so, aspirants should keep these points in
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mind while reading.

• NIOS (exhaustive coverage).
• Environmental magazines.
• Online study materials from different sources.
• 2 nd ARC Report: Crisis Management
To be familiar with the nature of questions previous questions will be helpful.
For example:
UPSC Previous Years Questions
Q. Should the pursuit of carbon credit and clean development mechanism
set up under UNFCCC be maintained even through there has been a
massive slide in the value of carbon credit? Discuss with respect to India’s
energy needs for economic growth.
http://www.businessworld.in/news/business/environment/the-carbon-
cycle/1223558/page-1.html
Newspaper Reference: http://www.thehindubusinessline.com/opinion/this-
business -of-climate-change/article6388589.ece
Business Line September 7, 2014

This Business of Climate Change
Sidharth Birla
The cost of adopting mitigation technologies and the collapse of carbon credit
markets remain major concerns.
Paris 2015 is the buzzword among the global climate change community today,
when the countries would negotiate a long-term agreement on climate change.
The road to Paris is also dotted with two events this year — the UN Secretary
General’s Climate Summit in New York in September, and the 20th Conference
of Parties to the UN climate change conference in December. Both aim to rouse
the interest and ambition of the global community to strike a successful long-
term deal — a deal that will have ambitious goals beyond 2020.
So, what is the deal for business and industry? Many say the negotiations are
about the politics of climate change, less about the economics of it. Whatever the
outcome of negotiations, there will be an impact on businesses.
The impact could be an opportunity or a risk.
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New Opportunities
Indian business and industry, with its proactive attitude to embracing newer
opportunities, has not shied away from the opportunity.
The carbon market presented an opportunity for new businesses to emerge that
dealt with advising, consulting and verifying the generation of carbon credits.
And most importantly, helping industry to build a momentum on climate
mitigation projects.
Hence, the business response to the climate change opportunity was not found
wanting in the Indian context. More than 2,500 projects in 7 years from 1600
companies under the Clean Development Mechanism (CDM) is not a small
number given a small time frame. There are projects ranging in thousands that
directly or indirectly mitigate climate change; these have arisen under various
domestic schemes, legislations and initiatives.
Whether it is the energy efficiency scheme, national solar mission, urban
renewal mission, many other projects under renewable energy, green buildings,
transportation, forestry, the list is quite a long one.
Key Elements
Six key elements that will provide industry the impetus for climate change
mitigation through the international regime, need to be taken up at the global
level.
First, access to international climate finance is the most critical element. Let’s be
clear. Indian corporates have demonstrated their pro-active approach to
mitigation. However, direct investment in climate mitigation on a large economy
wide-level is not going to happen easily unless the cost of mitigation is
internalised.
It needs to be front loaded with climate finance which will help meet the
incremental economic costs of mitigation, enable mainstreaming of climate
mitigation and adaptation among the small and medium enterprises, and fund
collaborative research and development in low-carbon technology.
Second, new market mechanisms would have to be devised for the whole
business of climate mitigation to be market-driven.
Third, there is no point of talking about a carbon tax or a price on carbon.
Adding a tax burden will be detrimental to something that can otherwise have a
wide-ranging response through positive incentives. Can we instead talk of a
price for reducing carbon emissions?
Indian corporates need not pay a price on carbon but a price for carbon. Fourth, a
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mechanism for technology availability and viability needs to be brought in by

the UN Framework Convention on Climate Change (UNFCCC).
Fifth, it is critical that trade flows should not be impacted by any measure in the
garb of climate change action that is unilateral in nature.
Any imposition by countries on embodied carbon in goods that cross borders
would have a major adverse impact on trade. ‘No border taxes’ should be the
outlook. Standards or norms developed by different countries or an international
institution should be used for enhancing the competitiveness in the market, not
for potential unilateral measures.
Industry should be aware of standards being pushed to achieve a singular goal of
discriminatory market access and guard itself against such standards.
Climate action cannot be at the cost of competitiveness, these two should only be
mutually reinforcing.
Last, a high level panel under the UNFCCC recommended setting up of a
stabilisation fund for carbon credits generated and not sold. This can revive the
confidence of companies at a time when there is virtually no carbon market.
There should be a fund with a sunset clause to clear returns on investment made
in carbon emissions reduction projects, projects that yielded carbon credits but
did not find any takers.
Enabling Environment
While these elements will be critical to what the global dialogue yields, the
government and industry work towards building an enabling environment at
home to scale up efforts at the domestic level.
There is a clear set of domestic interventions that can provide the impetus for
action to mitigate and adapt to climate change impacts.
Indian business and industry need five key touch points domestically to embark
on ambitious mitigation and adaptation initiatives.
One, an access mechanism for the National Clean Energy Fund to provide
funding for incremental cost of low carbon technology adoption, by way of a
viability gap funding.
Two, create the necessary regulatory environment for long-term funds to step
into the climate change mitigation and adaptation space.
We need to create an investment climate that will attract pension and insurance
funds to tap this market in India.
Three, mainstream climate change concerns and actions across all spheres of
policy making. Climate change has to be accorded priority at the top level in
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government and in business.

Four, facilitate the creation of a voluntary domestic market. With the global
carbon market outlook being weak, a voluntary carbon market in India could
give the much needed fillip for GHG mitigation initiatives to gather a new
momentum.
A domestic emissions trading scheme of a voluntary nature should be espoused.
Business and industry can work with the government in building the thought
process, design, architecture, and operationalisation of such a mechanism for
India.
Last, create an enabling environment for renewable energy technologies and
renewable power. We need the ecosystem for building a strong domestic supply
chain for such technologies, create sustainable demand for such technologies and
for renewable power.
The global delivery of what business needs coupled with a domestic ecosystem
will act as strong catalysts for a scaled up response from business towards
climate change mitigation and adaptation. It is time the voice of Indian business
reaches out and exhorts the global community towards a practical outcome.
The writer is the president of FICCI
(This article was published on September 7, 2014)
Q. Drought has been recognized as a disaster in view of its party expense,
temporal duration, slow onset and lasting effect on various vulnerable
sections. With a focus on the September 2010 guidelines from the National
disaster management authority, discuss the mechanism for preparedness to
deal with the El Nino and La Nina fallouts in India.
Newspaper Reference: http://ndma.gov.in/en/ndma-guidelines.html
Science and Technology

Broad areas of concern:
• Biotechnology
• Developments and achievements in India
• Nuclear and Defence Technology
• Space
• Robotics and Nanotechnology
• Information Technology
• IPR issues
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W hat to Read
• Newspapers: “Facts and dimensions like issues, problems and its causes &
effects, research & inventions and their applications in development, health,
education, defence, communication, transport, agriculture, infrastructure, etc.
here aspirants are advised to keep these points in mind while reading.
• Magazines on Science & technology.
• Relevant Chapters in NCERT books .
• Online study materials from different sources.
To be familiar with the nature of questions asked in exam, previous questions
will be helpful.
For example:
Q. Can overuse and the availability of antibiotics without doctor’s
prescription, the contributors to the emergence of drug-resistant diseases in
India? What are the available mechanisms for monitoring and control?
Critically discuss the various issues involved. (It is related to Chennai
Declaration)
Newspaper Reference: http://www.thehindu.com/opinion/editorial/issues-of-
antibiotic-resistance/article 5983017.ece
Opinion Editorial May 7, 2014

Issues of Antibiotic Resistance
Topics: Health/ Medicine
For too long, humankind has taken for granted the antibiotics that have held
dangerous germs at bay. It was only about 70 years ago that penicillin, the
world’s first antibiotic, came into widespread use and revolutionised medicine.
Its discoverer, Alexander Fleming, who won the Nobel Prize for his work,
presciently warned that disease-causing organisms would become resistant if the
drug was improperly used. And that is just what has transpired. Although more
antibiotics were subsequently discovered, these drugs have been given with such
profligacy that pathogens resistant to them have evolved and spread with
alarming rapidity. ‘Superbugs’ resistant to almost all antibiotics have become a
problem, raising worries of a return to the bad old days if much greater care was
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not exercised when prescribing existing drugs and sufficient encouragement for
finding new ones was lacking. Now, with its first global report on antimicrobial
resistance, the World Health Organization has added its voice to the chorus of
concern. The report has documented how bacterial resistance to antibiotics,
including those of last resort, is a major health issue confronting all regions of
the world. Without urgent, coordinated action, “the world is headed for a post-
antibiotic era in which common infections and minor injuries, which have been
treatable for decades, can once again kill,” Keiji Fukuda, the health agency’s
Assistant Director-General for Health Security, has warned. The report also calls
for greater emphasis on preventing infections from occurring, such as with better
hygiene and by improving access to sanitation and clean water.
For India, preventing antibiotic resistance from spiralling has to be a matter of
urgency. The healthcare burden placed by bacteria such as Escherichia coli and
Klebsiella pneumoniae, which have become resistant to many antibiotics and
cause difficult-to-treat infections, is already quite substantial. Bacteria that have
acquired a ‘New Delhi metallo-beta-lactamase (NDM)’ gene are resistant to even
last-resort carbapenem antibiotics, forcing doctors to turn to colistin, a drug that
is more than 50 years old. Halting the indiscriminate use of antibiotics is vital.
The Union Government has taken an important first step in that direction by
introducing a stringent rule that prohibits medical stores from selling 24 key
antibiotics without a doctor’s prescription. Much more needs to be done,
including getting doctors to prescribe antibiotics only when essential. Hospitals
must pay attention to proper infection control. In a country so large and
populous, with widely differing levels of healthcare reach, curbing the rise of
antibiotic resistance is not easy. But it must be done.
Keywords: Antibiotics, Revolutionised Medicine, Antibiotic Resistance,
Penicillin, Post-Antibiotic Era
Newspaper Reference: http://www.thehindu.com/news/national/india-should-
devise -plan-to-tackle-antimicrobial-resistance/article4168055.ece
Q. In a globalised world, intellectual property rights assume significance
and are a source of litigation. Broadly distinguish between the terms –
copyrights, patents and trade secrets.
http://www.thehindu.com/2003/10/27/stories/2003102700040200.htm
Security Issues
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Broad areas of concern:

• Development, Organized crime and Extremism
• Role of external state and non-state actors
• Internal security and communication issues
• Cyber Security
• Money Laundering, border management
• Security Forces and Agencies
What to Read
• Newspapers: Critically examine the facts, issues, problems and its causes
& effects related to security of India including its boundary, citizens in &
outside India, security forces, etc from every possible angle, here aspirants
are advised to keep these points in mind while reading newspapers,
magazines & any other source material.
• Magazines on security issues.
• 2 nd ARC Report: Capacity Building for Conflict Resolution.
• Online study materials from different sources, like IDSA Website.
To be familiar with the nature of questions asked in exam, previous questions
will be helpful.
For Example:
Q. International civil aviation laws provide all countries complete and
exclusive severity over the airspace above the territory. What do you
understand by airspace? What are the implications of these laws on the
space above this airspace? Discuss the challenges which this poses and
suggests ways to contain the threat.
Newspaper Reference: http://www.thehindu.com/opinion/editorial/posturing-
over -airspace/article5426471.ece
Q. In 2012, the longitudinal marking of the high-risk areas for piracy was
moved from 65° East to 78° east in the Arabian Sea by International
Maritime organisation. What impact does this have on India’s maritime
security concerns?
Newspaper Reference-1: http://www.thehindu.com/news/national/india-wants-
rollback-of-piracy-zone/article4307758.ece
Newspaper Reference-2: http://www.thehindu.com/news/national/indias-
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demand-for-rollback-of-norms-on-piracy-risk-to-be-
reviewed/article4383184.ece
Q. China and Pakistan have entered into an agreement for development
of an economic corridor. What threat does it pose for India’s security?
Critically examine
http://www.thehindu.com/news/international/chinapakistan-deal-on-economic-
corridor-passing-through-pok/article4743616.ece
http://www.thehindu.com/news/international/world/china-to-push-pakistan-
corridor-despite-terror-concerns/article5699713.ece
International World Beijing February 17, 2014

China to push Pakistan corridor despite terror concerns
Ananth Krishnan
Topics: World China, Pakistan
Beijing is keen to play down terror concerns in the light of its ‘all-weather’ ties
with Islamabad.
China does not see the rising threats from terror groups as derailing its new
“economic corridor” plan linking the troubled western Xinjiang region with
Pakistan-occupied Kashmir (PoK), officials told The Hindu on Monday.
Both countries are planning to accelerate development of the project when
Pakistani President Mamnoon Hussain arrives here on a three-day visit, starting
Tuesday.
The economic corridor, which envisages expanding road links, building railway
lines and installing energy pipelines linking Xinjiang with the Gwadar port in
Pakistan, was flagged as a priority project by both countries last year.
However, its feasibility has remained a matter of debate. Some Chinese
companies have voiced concern about stability and security in Pakistan, while
violent attacks in southern Xinjiang, located next to the PoK border, have been
blamed by local officials on terror outfits with links to Pakistan-based groups.
Recent Attack
Only on Friday, 11 people were killed in Aksu, on an attack blamed by Xinjiang
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police officials on “extremists”. State media said, after the incident, “overseas
separatism forces” had intended to “penetrate” into the southern Xinjiang
regions of Kashgar, Hotan and Aksu. Many local Uighurs and rights groups
have, however, accused the government of playing up the terror threat to clamp
down on dissent.
Following attacks in Hotan in 2011, Xinjiang’s Governor Nur Bekri said his
government had discovered that members of the separatist East Turkestan
Islamic Movement (ETIM) and “terrorists in our neighbouring states have a
thousand and one links”.
Xinjiang officials had also blamed knife and bomb attacks in Hotan on groups
with links to Pakistan-based outfits. But Beijing has appeared keen to play down
terror concerns in light of its “all-weather” ties with Islamabad.
Responding to questions from The Hindu, officials on Monday claimed that
Xinjiang officials had “never” linked Pakistan-based groups to terror attacks,
although Mr. Bekri, the Governor, had specifically done so two years ago.
“We have never heard of similar statements from officials in the Xinjiang
Autonomous Region in China,” the Foreign Ministry said.
“China is a victim of terrorism. Some regions, including Xinjiang, are facing a
threat from ‘East Turkestan’ terrorist forces as represented by ETIM. The
terrorist activities are not only a severe threat to the national security of China,
but also a severe threat to the peace and stability of relevant countries and
regions.”
The government said the ETIM was “increasing its usage of the Internet to incite
and spread terrorist extreme thoughts” and was looking “to increase collusion
with international terrorist forces”.
The Ministry, however, did not directly respond to a question on whether China
would discuss the terror problem with Pakistan during Mr. Hussain’s visit, only
saying both sides would exchange “in-depth views” in “various fields”.
It said China had “good cooperation with countries like Pakistan” in fighting the
ETIM, and had “ appreciated” and supported Pakistan’s implementation of anti-
terror strategies “according to its own national conditions”.
‘Far-Reaching’
The Ministry said it believed the economic corridor plan would have a “far-
reaching” impact on the region.
Officials said the second meeting of the corridor’s joint cooperation committee
will be held this week, to follow up on three working groups that discussed
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energy links, transportation infrastructure and comprehensive planning projects.

Keywords: China-Pakistan trade ties, Xinjiang-Pakistan-occupied Kashmir link
Newspaper Reference-3: http://archive.indianexpress.com/news/the-great-game-
folio/1139743/0

To make their strategy successful, aspirants must do the followings:
• Memorize all the aspects of the syllabus,
• Go through last 3 year’s UPSC (Main) question papers,
• Give attention to problems, issues, their solutions, applications of policies
on national & int’l level.
Syllabus
Aspirants are advised to keep syllabus in mind during their study. Syllabus is
broadly divided into:
• Ethics and Human Interface: Essence, determinants and consequences of
Ethics in human actions; dimensions of ethics; ethics in private and public
relationships. Human Values – lessons from the lives and teachings of great
leaders, reformers and administrators; role of family, society and
educational institutions in inculcating values.
• Attitude: Content, structure, function; its influence and relation with
thought and behaviour; moral and political attitudes; social influence and
persuasion.
• Aptitude and foundational values for Civil Service: Integrity,
impartiality and non-partisanship, objectivity, dedication to public service,
empathy, tolerance and compassion towards the weaker sections.
• Emotions & intelligence: Concepts, and their utilities and application in
administration and governance.
• Public/Civil service values and ethics in Public administration:
(a) Status and problems; ethical concerns and dilemmas in government
and private institutions; laws, rules, regulations and conscience as sources of
ethical g uidance; accountability and ethical governance; strengthening of
ethical and moral values in governance.
(b) Ethical issues in international relations and funding; corporate
governance.
• Thoughts & Philosophy: Contributions of moral thinkers and philosophers
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from India and world.

• Probity in Governance: Concept of public service; Philosophical basis of
governance and probity; Information sharing and transparency in
government, Right to Information, Codes of Ethics, Codes of Conduct,
Citizen’s Charters, Work culture, Quality of service delivery, Utilization of
public funds, challenges of corruption.
• Case studies: On the above topics.
Sources of study:
• NCERT- XII: Psychology– Attitude & Social cognition and Social
Influence & Group processes
• Watch Justice Harvard Videos
• Book–“Justice: What’s the right thing to do?” by Michael Sandel (on
above videos).
• Ethical issues in news papers (egs. Euthanasia and its practice in India;
Disarmament issues between nations like US and Iran)
• Book- “Ethics, Integrity and Aptitude” by G Subba Rao and PN Roy
Chowdhary
• IGNOU- Ethics material: (a) Introduction to Ethics; Ethical Foundations;
Applied Ethics; Ethical concerns in public administration; Current Ethical
Debates; International Ethics;
• SEBI’s Committee report on Corporate Governance chaired by N
Narayanmurthy
• SEBI’s consultative paper on Corporate governance
• Ministry of Corporate affairs website
• 2 nd ARC’s report on “Ethics in Governance (Introduction and Ethical
Framework), Code of Conduct and
• Questionnaire on Ethics in governance
• Questionnaire on Civil Services Reforms
• Reforms in Governance and Administration
• For Case Studies: on Ethical Dilemmas, Cases, and Case Studies
• USC Dornsife: http://dornsife.usc.edu/levan-institute/dilemmas-and-case-
studies/
• Webguru (Ethics Case Studies):
http://www.webguru.neu.edu/professionalism/research-integrity/ethics-case-
studies
tiptopstudy.com.
Application of thought process is the right approach in Paper-4 preparation

Thought process matters because:
• Our assessment of a situation is driven by our personality and character.
• Questions in this paper are fr amed to test the aspirant’ attitude and
approach to issues relating to integrity, probity in public life and his/her
problem solving approach to various issues and conflicts faced by him/her in
dealing with society.
• Instead of mugging up thinkers’ ideas and philosophy try to understand the
context of their contributions and their significance for present day world.
• If you are an honest person, the same will reflect in your answers and you
shall be awarded good marks.
Aspirants are advised to do the followings:
1. Ask some questions to enquire about your honesty, like
• What does enjoyment mean to you?
• What does life’s goal mean to you?
• What is t he need of friends in life?
• What changes do you want to see in people, politician & police?
• Who will be the ideal partner for you?
• How important is your family for you?
• How do you feel about the current state of young generation in
society?
• Should girls be allowed to do and wear what they want?
2. Defend your thoughts and at the same time be receptive to criticism as
well.
3. Talk to people of different religion, gender and regions. Exchange ideas
with them.
4. Study only what is needed to handle an administrative life and ethical
dilemmas.
5. Should focus more on a logical writing style rather than a deeply twisted
philosophical one. The Examiner is looking for their arguments, not
philosophies.
6. Don’t ‘force’ morality in answers. If you are moral, it would automatically
reflect in answers.
7. No need to read in detail. Just gather ideas, concepts and way of dealing
with the subject.
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Thus, your approach matters more than your content in the examination.
UPSC will either ask your opinion on thinkers’ ideas or may ask you to name
your favourite moral thinker and explain the relevance of his ideas for you and
our society. If you have covered the above, you will cover a large part of Ethic’s
core syllabus.
WRITING ANSWER FOR MAIN EXAM

A. Know the Nature & Terminology of Questions
It is very important to understand the question first. Depending on what the
question is, whether one is asked to “discuss”, “comment”, “critically comment”,
“examine”, “critically examine”, “narrate”, “enumerate”, “justify”,
“differentiate”, “elucidate”, “explain”, “evaluate”, “critically evaluate” or “give
reasons for and against”, the answer should be written accordingly because it is
only through the examinee’s style of answering questions that one can assess his
or her originality of thought and analytical abilities.
The question should be read properly, thoroughly in the first five or ten minutes
of the exam and then one should decide on the questions which are to be
answered first. Time should also be given to frame the answer so that there is no
confusion later on.
B. How to Write a Good Answer

It is just not enough to know all the facts and information but the most important
thing to be kept in mind is to write an answer which has a clear and a logical
frame , which presents information in a clear and concise manner, which does
not contain any irrelevant or only piling up of information.
While writing your answers in the examination hall maintain uniformity. Don’t
let the quality of your answers dilute as you progress attempting questions under
time pressure. There is need to highlight or underline the points which are
important. It is an accepted norm to start a new paragraph , if there is a new
point you are going to write about. If the question needs answer in point form,
give it in a bullet format . Keep sufficient space between two lines. Don’t count
words after every answer. If you have practiced well, you can count “how many
words do you write in a line and how many lines in a single page and the total
words per question”.
So the next logical step is to know how to write a good answer. The first step is
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to prepare the framework where one can list all ideas, thoughts and facts and
write them down. It is important to adopt an answering style which is natural ,
original and to the point . Emphasis should be given to the kind of language
used, one which is simple and clear. Use of archaic and fancy words or language
should be avoided at all costs. Care should be taken to avoid grammatical
mistakes which will give a negative opinion however good the answer may be.
Last but not the least, it is very important to have a good and a legible
handwriting .
How to understand the difference between two terminologies used in a question
and how to write required answer, some terminologies used in different
questions of previous G.S. papers are clarified below:
Comment
This is the most common terminology used in all the papers. The question
usually gives an unbiased/biased statement and asks the aspirants to “comment”
on it. They are supposed to be neutral and write the facts and viewpoints
regarding that particular statement.
For Example:
Let us try to answer a sample question using the two different terminology for
the same question, so that aspirants understand the exact difference between two
answers required based on terminology.
Sample Question:
Q.“After the World War-II, the strategy of the West towards Soviet bloc
crystallised as a ‘Policy of Containment”. Comment.
In the above question the terminology used is “Comment”, so aspirants can
write various points related to the policy of containment directly without
any confusion. They are advised to give a short introduction in the starting
so that the structure looks good. So, the model answer for this
terminology(comment) would be –
Solution:
Comment
During the Post World War II era, the policies pursued by the western countries
was containment events are:
(a)Truman Doctrine: This doctrine assured to provide political, military and
economic assistance to all democratic nations under threat from external or
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internal authoritarian forces – implicitly against Soviet influence.

(b)Cuban Missile Crisis: This trail of suspicion made US to delink its relation
with Cuba for the last 5 decades, which was done to contain the Soviet influence.
(c)Arming Militants in Afghanistan: To bail-out the Soviet intrusion in
Afghanistan, the West deliberately armed the local militants to stop Soviet
expansion.
(d) NATO: The military block was formed not due to cooperation, but due to
suspicion and a need for containing the Soviet influence.
(e)Vietnam and Korean Wars: Due to the fear of socialist influence by Russia,
the Western countries were deliberately made to interfere in these wars, even
though their own interests were not at stake.
In all these points mentioned above, the main proponent is containing
communism rather than appeasing the Third World for friendship. The 21st
century demands appeasement rather than containment.
Thus, in this answer not much analysis or discussion has happened. The answer
has just a list of various incidents and a line commenting on each one of them.
If terminology is changed for the same qestion
Analyze
Here aspirants are expected to examine in very close details and to identify the
various important points and main features.
Q. “After the World War-II, the strategy of the West towards Soviet block
crystallised as a ‘Policy of Containment”. Analyze.
Solution:
The “policy of containment” was a policy adopted by the US to control the
expansion of communism during the cold war. It was triggered by the “Berlin
crisis” of 1948 when Soviet Russia blocked the entry of Western allied powers
into Berlin.
After the Berlin crisis, US alongwith other Western powers followed an active
policy to control Soviet expansion.
In orders to achieve this they adopted various diplomatic, economic and military
measures. Growing tensions originating from the Berlin crisis were visible
during Korean War and reached a deadlock during the Cuban missile crisis. US
became so occupied with the policy of containment that direct diplomatic &
military intervent in many countries Chile and Vietnam. The philosophy
underlying this issues is that, if communism goes unchecked, it will lead to a
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domino effect and will capture the whole world in its clutch.
The US along with its allied powers & Soviet Russia were equally responsible
for the cold war. Both lacked mutual trust and mutual pragmatism. The leaders
were egoistic which became quite apparent during Cuban crisis when US
President Kennedy made an under-the-table deal with the Soviets to make US
look good. The doctrine of peaceful coexistence as proposed by Non-allignment
Movement came as a respite but the two blocs kept pursuing their own policy of
establishing regional dominance.
Cold war came to an end in the early 1990s. The cold war was the result of a
time & need precipitated event as there was hardly any mutual agreement
between the two powers for Ego dash. The clash of ego and hegemonic rivalry
between the two super-powers are the only reasons for the continuance of the
“policy of containment” for such an extended period of time.
In the above two answers, aspirants have seen the difference. One is for
comment and the other for analyze.
Now aspirants have understood how different terminologies like comment &
analyze are used in question work and have truly understood the required
answer for every question that comes in the UPSC paper. Once they have
understood the terminology used in the question, it would become very easy to
write the perfectly appropriate answer. So, aspirants are advised to start
practicing answer formulation based on different terminology/directives for the
same question.
Critically comment
For the same question, instead of just comment, the additional terminology
“critically” is added. In such cases, you need to give both pros and cons, both
positives and negatives. In such a question, you need to give a balanced answer
covering all the points and dimensions.
For Example:
Q. Discuss the positive and negative effects of globalization on women in
India.(UPSC-Main G.S. Paper-1; 2015)
Solution: Globalization has both positive as well as negative impact on the
status of women in India.
Globalization which initially arose as merely an economic phenomenon has had
a spillover effect on the socio-cultural and political arenas. Though it has had a
milieu of negative effects on society, some of the outcomes have been decidedly
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positive as well. The aftermath of globalization has resulted in a relatively better

environment for women. Women are presented of more job opps and are actively
participating in avenues generally reserved for men. They have acquired a more
prominent role in society and are not first restricted to the household. For
example The Self-Employed Women’s Association (SEWA) in India is a union of
women laborers willing to work hard and seize any work opportunities they
might get.
Globalization has posed a major challenge to the institution of patriarchy in
India. As women take up jobs and achieve social mobility, they have also begun
to stand up for their rights. As nuclear families have become more common, it
has become easier for women to assertively claim their rights and ask for
equality in an environment that not is stuck in ancient mores. Marrying within
the same caste has become less important, and women have in many cases
reserved the right to marry whoever they choose, irrespective of caste.
As countries come closer, and boundaries disappear in the globalised world, 20
women in India are inspired by women all around the world to fight for their
rights. Of course, there are some notable exceptions to the above
generalizations. But, to a large extent, these changes have received a great push
from the new era of globalization.
However, Globalization also has many negative impacts on women. Women are
now more vulnerable to various types of crimes, which were not present to this
extent earlier. Their traditional employment opportunities are lost due to tough
international competition. For example, the traditional handicrafts face tough
competition from power looms. Working in unorganized sector has further put
extra pressure on them. They have to live in substandard conditions, near the
work site.
In this way Globalization has both positive and negative impact on women in
India.
Discuss
Debate by going through the details of the respective issues and examine each
aspect. You have to give reasons for both for and against arguments. And once
the discussion is done, a suitable unbiased conclusion may be given at the end
of the answer.
For Example:
Q. How different would have been the achievement of Indian independence
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without Mahatma Gandhi? Discuss.(UPSC Main G.S. Paper-1; 2015)

Solution: Mahatma Gandhi’s contribution to achievement of Indian
Independence is invaluable. He made the freedom struggle a mass movement,
encouraging participation of every section with society. The Non-cooperation
movement witnessed an unprecedented participation by the women & youth of
the country. Peasants and workers also joined the movement after Mahatma
Gandhi’s arrival on the national scene. Earlier freedom moveme nt was solely
restricted to the educated upper class.
He also introduced a new method of peaceful satyagraha, based on truth and
non-violence. Britishers had no idea how to deal with it. The Britishers were
faced by a dilemma because if they didn’t do anything, masses mobilized against
them in protest & if they used force, they were condemned by them.
Had he not been there, achievement of Independence would have been a more
violent. After he conditioned the masses for a more non-violent struggle. For
example, This concept was used on a mass scale during the NCM for the first
time. After the incident at Chauri – Chaura, he realized that people were not
prepared for such type of peaceful protests. After this, he started the campaign to
condition the masses for peaceful satyagraha.
Further, the freedom movement would have been restricted only to the educated
upper class. It would not have been a mass based movement. In such a situation,
it would have taken a longer time for attaining independence, as the pressure on
Britishers would have been lower.
Also, without him, it would have been independent but fragmented India. He was
the unifying force between different sections of the Indian society. People might
have diff. views than his, however everyone still respected him.
So, Mahatma Gandhi’s contribution to the achievement of independence is
invaluable, which cannot be enumerated completely in words.
Explain
You are supposed to express yourself clearly why something happens, or why
something is like that. You need to look at a subject in depth and write in detail
and if appropriate, consider the implications, and should explain them in simple
language.
For Example:
Q.How do you explain the statistics that show that the sex ratio in Tribes in
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India is more favourable to women than the sex ratio among Scheduled
Castes?(UPSC-Main G.S. Papr-I; 2015)
Solution: The economic & caste census data was released recently and it display
contain interesting figures.
According the census of 2011, sex ratio among ST is estimated to be 990 whereas
it is estimated to be 945 in case of SCs. Child sex ratio patterns among the
scheduled castes follow the pattern among the ‘general’ or the other castes
rather than those among the scheduled tribes. Scheduled tribes constitute 8.6%
of the Indian population. The child sex ratio (girls for every 1000 boys aged 1-6)
is 957 for STs and 933 for S Cs.
Better sex ratios among tribals reflects a combination of positive and negative
factors like cultural gender parity as well as lack of access to pre-natal
diagnostic technology. Equal status is granted to a woman in the tribal society.
The incidences of foeticide as well as infanticide are low in a tribal society as
compared to the progressive society of modern India. The sex ratio at birth is
also high among tribal families. Women have the freedom to ask for a divorce,
and in many communities, money is paid to the girl’s family at the time of
marriage. Simultaneously, most tribal communities either do not know of pre-
natal sex determination, or do not have access to it. However, sex select has
begin among more educated SCs who get govt. jobs.
Scheduled Caste families are increasingly aspiring to higher standards of living
at the other end of the class-caste hierarchy, which is driving them closer to
general class rituals and customs. Recent analyses have already drawn attention
towards female subordination being a ‘precondition’ of upward social mobility.
Women in Scheduled castes are held in low regard because of which, both the
survival chances of the girl child as well as the work done by women throughout
their lives are considered relatively unimportant.
Similarly, the female work participation rate which is considered as an indicator
of female empowerment is highest among STs, followed by SCs. Higher female
workforce participation which had earlier characterized the scheduled castes
has declined in the wake of prosperity for the sake of ‘status production’.
So, these are the main factors on the basis of which the sex ratio among
scheduled tribes and scheduled castes can be explained.
Q.In absence of a well-educated and organized local level government
system, `Panchayats’ and ‘Samitis’ have remained mainly political
institutions and not effective instruments of governance. Critically discuss.
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(UPSC-Main G.S. Paper-II; 2015)

Solution: Panchayati Raj Institutions have not been able to achieve their true
potential and have just remained a political institution. The main reasons are:
1. Inadequate level of expertise: It has severely affected the ability of
Panchayati Raj Institutions, to take a holistic approach finding while the
solutions for existing problems.
2. Absence of well educated members: It has restricted the decision making
capability of the members. Hence, issues concerning the local government are
not discussed. It only serves the political purpose of candidates.
3. Lack of organization: There needs to be a well defined of governance at the
grass root level to ensure proper plannings and implementation of policies &
programmes. In many cases, Gram Sabha meetings are not held on regular
basis, in many cases.
4. Absence of clear cut agenda: Due to lack of clear cut agenda for working and
clearly defined goals, these institutions take ad-hoc decisions. This reduces the
effectiveness of governance at grass root level
Way Forward
1. Providing adequate training: It will help in imparting expertise to the
members. Hence, they can contribute in a better way in during the planning and
implementation process of policies and programmes.
2. Amendments in Panchayati Raj Act: It should be carried out to provide more
powers to these institutions, so that they can become agents of change at the
grassroots level.
3. Devolution of powers: Decentralization of governance can be achieved with
devolution of power to lower levels. This will help in strengthening these
institutions.
4. Financial resources: One of the biggest challenges facing the Panchayati Raj
Institutions is the inadequate level of financial resources. That has severely
affected their functioning. So, more powers related to financial resource
generation powers should be give to these institutions.
5. Qualifications criteria: Certain minimum qualification standards for fighting
Panchayat elections will help in improving its effectiveness in governance
mechanism. Recently some states like Rajasthan and Haryana have introduced
such provisions, which are held to be constitutional by the Supreme Court.
So, we need to take these steps to make our Panchayati Raj Institutions, effective
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centres of local governance.

Differentiate
You need to distinguish between two or three different items and bring out the
differences between them.
For Example:
Q.Differentiate between the following:(10 marks) (200 Words)
(i)Law and Ethics
(ii)Ethical management and management of ethics
(iii)Discrimination and Preferential Treatment
(iv)Personal Ethics and Professional Ethics.
Solution:
(i) Law and Ethics: Laws constitute a system of rules that are enforced through
social institutions, in order to govern our behaviour. Laws are formulated by the
Legislature, or by executive (ordinances). It prescribes what one must do.
Violation of a law may involve penalty or punishment. Law can be enforced by
various a gencies or through the court of law.
Ethics are standards of right and wrong that prescribe what humans ought to
do. There are various sources for ethical standards like the organization,
profession, social norms, religion, etc. Not adhering to ethical principles may or
may not involve punishment. Ethics are enforced in an informal manner through
processes like conformity, social reflections, etc.
(ii) Ethical Management and Management of Ethics: Ethical Management
refers to inclusion of ethical dimension in management of institutions like the
government, NGO’s and private firms. For example training of Managers and
workers to make them ethically literate whereas professional Management of
Ethics refers to creating a code, norms or policy for members of society or
institutions, to assure their compliance towards ethical behaviour. For example
formulating a Code of Conduct for an organization or profession like civil
services, law, etc.
(iii) Discrimination and Preferential treatment: Discrimination is a negative
concept, which involves denial of social participation of certain categories of
people, based on prejudices. It violates the basic Human Rights of the individual.
It is against the concept of social justice. Our Constitution prohibits any kind of
discrimination, like practicing untouchability which is discriminatory in nature.
Preferential treatment on the other hand is a positive concept which involves
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favoring certain sections of society which are at disadvantage and cannot

compete at an equal level. It may be for rectifying some historical disadvantages
suffered by the community to promote social justice. Our Constitution provides
for preferential treatment under certain circumstances. For example Provisions
related to reservation.
(iv) Personal Ethics and Professional Ethics: Personal Ethics refers to the
morals and values, which we hold as a standard for governing our life. They
help in shaping our character. They determine our behavior and attitude towards
the people we know personally. For example speaking truth and respecting our
elders.
Professional Ethics involves how are adhere to the code of conduct laid down at
our workplace. Our personal views and concerns about any topic are
overshadowed by the protocol of the organization. They influence our
professional career. For examples, punctuality, equality in treatment, fairness in
delivering justice etc.
Examine
For this terminology used in question, you need to look into the topic asked in
detail, try to understand it, inspect it, investigate it and establish the key facts
and issues related to the topic in question. By writing so you should explain why
these facts and issues are important and what their implications are.
Critically examine
In addition to above, you must give both positives and negatives regarding the
topic. After examining both sides of the issue, you can give a balanced
conclusion satisfying the examiner. You need to weigh the arguments for and
against something, assess the strength of the evidence on both sides.
For Example:
Q.Examine critically the recent changes in the rules governing foreign
funding of NGOs under the Foreign Contribution (Regulation) Act (FCRA),
1976.(UPSC-Main G.S. Paper-II Exam 2015)
Solution:
The government has drawn up new guidelines which stipulate that NGOs must
not use foreign funds for activities “detrimental to national interest, likely to
affect public interest, or likely to prejudicially affect the security, scientific,
strategic or economic interest of the state.”
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The draft of the Foreign Contribution (Regulation) Amendment Rules, 2015, also
require any NGO which is receiving foreign funds to register themselves and to
report the receipt of such funds on its own website or a government prescribed
website within 7 days. This rule replaces the older rule under which only foreign
donations in excess of ` 1 crore were to be notified at the end of the year.
Another rule requires banks to disclose information regarding the entry of
foreign funds for NGOs in India within 48 hours. Earlier, banks were only
mandated to disclose details of contributions in excess of ` 1 crore, within 30
days. The rules also provide for new forms for registration, renewal of
registration and disclosure of receipt of foreign funds, which need to be filled
and uploaded on government portals. The new rules have not only increased the
frequency with which NGOs are required to file information with the
government. But also include provisions that require the disclosure of additional
information. NGOs will now have to reveal the details of their social media
accounts, and disclose whether their office bearers are part of other NGOs, to
help in profiling them.
The present crackdown of foreign-funded NGOs in India began after the
Intelligence Bureau submitted a report on NGOs last year that said that some
NGO’s are deliberately trying to restrict India’s developmental projects. So these
new guidelines will help in better regulation of NGOs and their funding.
Narrate
In this type of question, you need to concentrate on writing what happened,
telling it as a story in a good flow. It is better to use paragraph style in writing
answer in that question instead of points-wise.
Evaluate
When you are asked to evaluate, you need to identify and to write about the main
issues, giving your reactions based upon what you have read in different
newspapers, reports, etc. Avoid purely personal opinion.
For Example:
Q. The states of Jammu and Kashmir, Himachal Pradesh and
Uttarakhand are reaching the limits of their ecological carrying capacity
due to tourism. Critically evaluate. (UPSC-Main G.S. Paper-III;
2015)
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Solution:
The mountainous region of Jammu and Kashmir and Uttrakhand are
ecologically very fragile. Due to tourism in the region, they are reaching their
ecological carrying capacity.
Ecological carrying capacity is essentially an attempt to define the compatibility
of tourist activities and demands with the ecological, social, cultural and
economic support systems of the mountains to meet those demands. Essentially
these are divided into three: the biophysical or natural environment, the
socioeconomic and cultural environment, and infrastructural facilities.
Modern form of tourism in Himalayan states like Uttarakhand, Himachal
Pradesh, and Jammu and Kashmir was totally unplanned and had a drastic
effect on its natural and socio-cultural environment. The devastation caused
during the Uttrakhand and Kashmir floods gave a glimpse of the impact caused
by violation of ecological carrying capacity. A well planned approach to tourism
development must be adopted by the Himalayan states.
These states are facing environmental problems like acute shortage of water,
overcrowded roads, heavy traffic, excessive garbage, unplanned growth, illegal
constructions and sanitation problems. The Union Government is discussing
modalities for developing the Himalayan Circuit.
Proper tourism planning should be done after consulting local people and
tourism related investment and revenues should be used for the benefit of local
community. Alternative tourism strategies must be designed with the help of
local people to reduce negative impacts and increase positive effects of tourism
during unfavourable circumstances. 73 per cent of the Himalayas lie within
Indian territory and tourism contributes to foreign exchange in a big way to the
exchequer of India and it contributes 6.8 per cent of the GDP share in India. The
proper disposal of waste materials especially plastics and providing wayside
amenities should draw the attention of the Tourism Ministry.
So we need to take steps to preserve this fragile ecosystem, while allowing
tourism in a sustainable manner.
Justify
In some question, statement is given based on a particular opinion, and you are
asked to give various explanations, along with facts and theories to truly
“justify” the statement. You need to justify the statement by giving rational
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evidence.
Enumerate
When terminology ‘enumerate’ is used in a given question, you are guided to list
a sequence of points in justified sequence and manner for writing a good answer
like the various constitutional articles dealing with Fundamental Rights. So,
enumeration here means listing down a list of points.
Q. (a) Mere compliance with law is not enough, the public servant also
has to have a well- developed sensibility to ethical issues for effective
discharge of duties. Do you agree? Explain with the help of two examples,
where (i) an act is ethically right but not legally and (ii) an act is legally
right, but not ethically.
(10) (150 words) (UPSC-Main G.S. Paper-IV Exam 2015)
Approach: Explain the need for ethical sensibilities of public servant.
Then give suitable examples.
Solutions:
(a) A civil servant needs to have ethical literacy, ethical competency and
moral reasoning abilities , for effective discharge of his duties.
It is significant due to the following reasons:
(i) Better interpretation of law and its enforcement
(ii) Ethics fill the gap which is left by law. It caters to the dynamic
nature of administration.
(iii) Better understanding of the needs of people.
(iv) Effective and holistic approach towards problem solving.
(v) Bridging the gap between people and administration.
(vi) Better policy formulation and implementation.
(vii) Optimum utilization of available resources.
So, both compliance with law and ethical sensibility are needed for a
civil servant. However there are situations when only one of them is fulfilled.
(i) Ethically right, legally wrong: A doctor may wish to administer
euthanasia to a terminally ill patient, to receive him of the unbearable pain.
Though it is morally right for him, he can’t do it as it is not permitted legally in
India.
(ii) Legally right, Ethically wrong: Legally it may be right for army
personnel to conduct a raid and even kill a suspect in the states where AFSPA is
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applicable. But ethically it is wrong. It involves depriving the citizens of their

basic human rights including their right, to get justice from the court of law.
So, for effective public service delivery, a public servant must be ethically
sensitive along with complying with the law.
(b) How do the virtues of trustworthiness and fortitude get manifested
in public service? Explain with examples.
(10) (150 words) (UPSC-Main G.S. Paper-IV Exam 2015)
Approach: Link the virtues with the ethical principles expected from a civil
servant. Then give suitable examples.
Solution:
Virtues of trustworthiness and fortitude are needed for effective public
service delivery. It gets manifested in the following form:
(i) Upholding principles of Fidelity: Government is all about
relationships. If trust is lost, everything is lost. Fulfilling our commitments, and
being responsible in our inter-personal relationship, builds trust in the team.
This trust is reflected when commitments are fulfilled.
(ii) Maintaining confidentiality of information in public interest: Like not
disclosing budget details before formal announcement.
(iii) Transparency and participative approach which can develop
credibility and trust among people. For example, the Panchayat system
Panchayat system enhances trust and teamwork between the people and
administration.
(iv) Upholding Rule of Law: There may be challenging circumstances
when it becomes difficult to uphold the law. It requires moral fortitude to uphold
the rule of law and to work for realizing the values enshrined in the constitution.
Therefore, upholding the rule of cave, reflects our uitutue of fortitude like not
taking. Like not taking into account the inappropriate influence by the political
boss which can hurt public interest.
(v) Dedication to service: Public servants often get tempted to make
personal gains at the cost of public interest. It requires moral fortitude, to
overcome these temptations, and remain dedicated to the service of the people.
So our dedication to service reflects our fortitude.
Q. The Self-Help Group (SHG) Bank Linkage Programme (SBLP), which
is India’s own innovation, has proved to be one of the most effective poverty
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alleviation and women empowerment programmes. Elucidate.(UPSC-Main

G.S. Paper-II Exam 2015)
Solutio n:
The SHG-Bank linkage model is the indigenous model of micro-credit that
evolved in India and has been widely acclaimed as a successful model. Since its
incept, the SHG-Bank linkage programme is considered a promising approach to
reach the poor and has made rapid strides exhibiting considerable democratic
functioning and group dynamism.
SHG-Banking is a programme that helps to promote financial transactions
between the formal rural banking system in India, comprising of public and
private sector commercial banks, regional rural banks and cooperative banks
with the informal Self Help Groups(SHGs) as its clients.
They usually start by making voluntary thrift on a regular - mostly
fortnightly or monthly - basis. They use this pooled resource together with the
external bank loan to provide interest bearing loans to their members. Such loan
provides additional liquidity or purchasing power for use in any of the
borrower’s production, investment, or consumption activities.
The programme has resulted in 34.77 lakh SHGs to become credit linked.
Further, the programme has enabled an estimated 409.5 lakh poor households to
gain access to microfinance from the formal banking system. The programme
has indeed helped in the social and economic empowerment of rural folk,
especially women, causing significant up-scaling of social capital while at the
same time delivering crucial financial services.
Access to finance by the poor and vulnerable groups is a prerequisite for
poverty reduction and social cohesion. This has to become an integral part of
our efforts to promote inclusive growth and empower the vulnerable groups.
The various financial services include credit, savings, insurance, payments
and remittance facilities. The objective of financial inclusion is to extend the
scope of activities of the organized financial system to include people with low
incomes within its ambit. Through graduated credit, the attempt must be to lift
the poor, from one level to another, so that they can come out of poverty.
Thus, it has proved to be a successful model wherein the outreach has
expanded substantially leading to many advantages like micro savings, timely
repayment of loans, reduction in transaction costs to SHG members and banks,
etc.
Q. Mahatma Gandhi and Dr. B.R. Ambedkar, despite having divergent
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approaches and strategies, had a common goal of amelioration of the

downtrodden. Elucidate. (UPSC-Main G.S. Paper-I Exam
2015)
Solution:
Both, Mahatma Gandhi as well as Dr. B.R. Ambedkar were visionary
leaders, who envisaged amelioration of the downtrodden. However they had
divergent approaches and strategies for achieving this common goal.
They had different views even on the Varna system. Dr. B.R.Ambedkar saw
Varna system as discriminatory. According to him, the Varna system was the root
causes for the emergence of caste system & hence, he opposed it. However,
Mahatma Gandhi supported Varna system, as he interpreted in terms of ‘Duty’.
For him, everyone is performing their duty and there should not be any status
attached to it.
They had different views on caste system as well.
Their strategies for eliminating caste discrimination also differed
considerably. Dr. B.R. Ambedkar prescribed a socio-political method for this. He
suggested inter-caste marriage, inter-caste dining, education, etc. He also
favoured economic and political empowerment of downtrodden. However,
Mahatma Gandhi prescribed a moral spiritual method for this. For him,
everyone performs their duties. We must respect everyone as no duty is superior
or inferior. He gave the concept of ‘bread labour’. We should focus on changing
the heart of people to eliminate this discrimination.
While, Dr. B.R.Ambedkar adopted a revolutionary approach for
annihilating caste system, Mahatma Gandhi adopted a reformative approach
towards caste system.
So, both Dr. B.R.Ambedkar and Mahatma Gandhi had same goal of
ameliorating downtrodden people they differed considerably in their approaches
and strategies.
GS (MAIN) QUESTIONS PAPERS-2015
Instructions
Please read each of the following instructions carefully before attempting questions:
1. There are Twenty questions printed both in Hindi and in English.
2. All the questions are compulsory.
3. The number of marks carried by a question is indicated against it.
4. Answers must be written in the medium authorized in the Admission Certificate which must be
stated clearly on the cover of this Question-cum-Answer (QCA) Booklet in the space provided.
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No marks will be given for answers witten in a medium other than the authorized one.
5. Word limit in questions, wherever specified, should be adhered to.
6. Any page or portion of the page left blank in the Question-cum-Answer Booklet must be clearly
struck off.
PAPER I : 2015
Answer the following questions in not more than 200 words each. Contents
of the answers are more important than their length. All questions carry
equal marks. 12½ × 20 = 250
Q. 1. The ancient civilization in Indian sub-continent differed from those of
Egypt, Mesopotamia and Greec e in that its culture and traditions have
been preserved without a breakdown to the present day. Comment.
12½
Q. 2. Mesolithi c r ock cut architecture of India not only reflects the cultural
life of the time but also a fine aesthetic sense comparable to modern
painting. Critically evaluate this comment. 12½
Q. 3. How different would have been the achievement of Indian
independence without Mahatma Gandhi? Discuss.
12½
Q. 4. Mahatma Gandhi and Dr. B.R. Ambedkar, despite having divergent
approaches and strategies, had a common goal of amelioration of the
downtrodden. Elucidate. 12½
Q. 5. It would have been difficult for the Constituent Assembly to complete
its historic task of drafting the Constitution for Independent India in just
three years but for the experience gained with the Government of India
Act, 1935. Discuss. 12½
Q. 6. Why did the industrial revolution first occur in England? Discuss the
quality of life of the people there during the industrialization. How does it
compare with that in India at present ? 12½
Q. 7. To what extent can Germany be held responsible for causing the two
World Wars? Discuss critically. 12½
Q. 8. Describe any four cultural elements of diversity in India and rate their
relative significance in building a national identity.
12½
Q. 9. Critically examine whether growing population is the cause of poverty
OR poverty is the main cause of population increase in India.
12½
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Q. 10. How do you explain the statistics that show that the sex ratio in Tribes
in India is more favourable to women than the sex ratio among Scheduled
Castes? 12½
Q. 11. Discuss the changes the trends of labour migration within and outside
India in the last four decades. 12½
Q. 12. Discuss the positive and negative effects of globalization on women in
India. 12½
Q. 13. Debate the issue of whether and how contemporary movements for
assertion of Dalit identity work towards annihilation of caste.
12½
Q. 14. Explain the factors responsible for the origin of ocean currents. How do
they influence regional climates, fishing and navigation?
12½
Q. 15. Mumbai, Delhi and Kolkata are the three mega cities of the country but
the air pollution is much more serious problem in Delhi as compared to
the other two. Why is this so ? 12½
Q. 16. India is well endowed with fresh water resources. Critically examine
why it still suffers from water scarcity. 12½
Q. 17. The states of Jammu and Kashmir, Himachal Pradesh and Uttarakhand
are reaching the limits of their ecological carrying capacity due to
tourism. Critically evaluate. 12½
Q. 18. How far do you a gree that the behaviour of the Indian monsoon has
been changing due to huma nizing landscapes? Discuss.
12½
Q. 19. Smart cities in India cannot sustain without smart villages. Discuss this
statement in the backdrop of rural urban integration. 12½
Q. 20. What are the economic significances of discovery of oil in Arctic Sea
and its possible environmental consequences ?
12½
PAPER II : 2015
Q. 1. Discuss the possible factors that inhibit India from enacting for its
citizens a uniform civil code as provided for in the Directive Principles of
State Policy. 12½
Q. 2. The concept of cooperative federalism has been increasingly
emphasized in recent years. Highlight the drawbacks in the existing
structure and the extent to which cooperative federalism would answer
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the shortcomings. 12½

Q. 3. In absence of a well-educated and organized local level government
system, ‘Panchayats’ and ‘Samitis’ have remained mainly political
institutions and not effective instruments of governance. Critically
discuss. 12½
Q. 4. Khap Panchayats have been in the news for functioning as extra-
constitutional authorities, often delivering pronouncements amounting to
human rights violations. Discuss critically the actions taken by the
legislative, executive and the judiciary to set the things right in this
regard. 12½
Q. 5. Resorting to ordinances has always raised concern on violation of the
spirit of separation of powers doctrine. While noting the rationales
justifying the power to promulgate ordinances, analyze whether the
decisions of the Supreme Court on the issue have further facilitated
resorting to this power. Should the power to promulgate ordinances be
repealed? 12½
Q. 6. What are the major changes brought in the Arbitration and Conciliation
Act, 1996 through the recent ordinances promulgated by the President.
How far will it imporve India’s dispute resolution mechanism? Discuss.
12½
Q. 7. Does the right to clean environment entail legal regulations on burning
crackers during Diwali? Discuss in the light of Article 21 of the Indian
Constitution and Judgement(s) of the Apex Court in this regard.
12½
Q. 8. Examine critically the recent changes in the rules governing foreign
funding of NGOs under the Foreign Contribution (Regulation) Act
(FCRA), 1976. 12½
Q. 9. The Self-Help Group (SHG) Bank Linkage Programme (SBLP), which
is India’s own innovation, has proved to be one of the most effective
poverty alleviation and women empowerment programmes. Elucidate.
12½
Q. 10. How can the role of NGOs be strengthened in India for development
works relating to protection of the environment? Discuss throwing light
on the major constraints. 12½
Q. 11. The quality of higher education in India requires major improvements
to make i t internatio nally competitive. Do you think that the entry of
foreign educationa l institutions would help improve the quality of higher
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and technical education in the country? Discuss.

12½
Q.12. Public health system has limitations in providing universal health
coverage. Do you think that the private sector could help in bridging the
gap? What other viable alternatives would you suggest ?
12½
Q.13. Though there have been several different estimates of poverty in India,
all indicate reduction in poverty levels over time. Do you agree?
Critically examine with reference to urban and rural poverty indicators.
12½
Q.14. In the light of the Satyam Scandal (2009), discuss the changes brought
in corporate governance to ensure transparency, accountability.
12½
Q.15. If amendment bill of the Whistleblowers Act, 2011 tabled in the
Parliament is passed, there may be no one left to protect.” Critically
evaluate. 12½
Q.16. For achieving the desired objectives, it is necessary to ensure that the
regulatory institutions remain independent and autonomous,” Discuss in
the light of the experiences in recent past. 12½
Q.17. Increasing interest of India in Africa has its pros and cons. Critically
examine. 12½
Q.18. Discuss the impediments India is facing in its pursuit of permanent seat
in UN Security Council. 12½
Q.19. Project ‘Mausam’ is considered a unique foreign policy initiative of the
Indian government to improve relationship with its neighbours. Does the
project have a strategic dimension? Discuss. 12½
Q.20. Terrorist activities and mutual distrust have clouded India-Pakistan
relations. To what extent the use of soft power like sports and cultural
exchanges could help generate goodwill between the two countries?
Discuss with suitable examples. 12½
PAPER III : 2015
Q.1. The nature of economic growth in India in recent times is often

described as jobless growth. Do you agree with this view? Give
arguments in favour of your answer. 12½
Q.2. Livestock rearing has a big potential for providing non farm
employment and income in rural areas. Discuss suggesting suitable
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measures to promote this sector in India. 12½

Q.3. In view of the declining average size of land holdings in India which has
made agriculture non-viable for a majority of farmers, should contract
farming and land leasing be promoted in agriculture? Critically evaluate
the pros and cons. 12½
Q.4. How can the ‘Digital India’ programme help farmers to improve farm
productivity and income? What steps has the Government taken in this
regard? 12½
Q.5. In what way could replacement of price subsidy with Direct Benefit
Transfer (DBT) change the scenario of subsidies in India? Discu ss.
12½
Q. 6. What are the impediments in marketing and supply chain management
in devel oping the food processing industry in India? Can e-commerce
help in overcoming these bottlenecks? 12½
Q. 7. Craze for gold in Indians has led to a surge in import of gold in recent
years and put pressure on balance of payments and external value of
rupee. In view of this, examine the merits of the Gold Monetization
Scheme. 12½
Q. 8. “Success of ‘Make in India’ programme depends on the success of
‘Skill India’ programme and radical labour reforms.” Discuss with logical
arguments. 12½
Q. 9. To what factors can the recent dramatic fall in equipment costs and
tariff of solar energy be attributed? What implications does the trend have
for the thermal power producers and the related industry?
12½
Q. 10. There is a clear acknowledgement that Special Economic Zones (SEZs)
are a tool of industrial development, manufacturing and exports.
Recognizing this potential, the whole instrumentality of SEZs requires
augmentation. Discuss the issues plaguing the success of SEZs with
respect to taxation, governing laws and administration.
12½
Q. 11. What do you understand by ‘Standard Positioning Systems’ and
‘Precision Positioning Systems’ in the GPS era? Discuss the advantages
India perceives from its ambitious IRNSS programme employing just
seven satellites. 12½
Q. 12. What are the areas of prohibitive labour that can be sustainably
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managed by robots? Discuss the initiatives that can propel research in

premier research institutes for substantive and gainful innovation.
12½
Q. 13. Discuss the advantages and security implications of cloud hosting of
servers vis-a-vis in-house machine-based hosting for government
businesses. 12½
Q. 14. India’s Traditioanl Knowledge Digital Library (TKDL), which has a
database containing formatted information on more than 2 million
medicinal formulations is proving a powerful weapon in the country’s
fight against erroneous patents. Discuss the pros and cons of making this
database publicly available under open source licensing.
12½
Q. 15. Discuss the Namami Gange and National Mission for Clean Ganga
(NMCG) programmes and causes of mixed results fromt the previous
schemes. What quantum leaps can help preserve the river Ganga better
than incremental inputs? 12½
Q. 16. The frequency of earthquakes appears to have increased in the Indian
subcontinent. However, India’s preparedness for mitigating their impact
has significant gaps. Discuss various aspects. 12½
Q. 17. Human rights activists constantly highlight the view that the Armed
Forces (Special Powers) Act, 1958 (AFSPA) is a draconian act leading to
cases of human rights abuses by the security forces. What sections of
AFSPA are opposed by th e activists? Critically evaluate the requirement
with reference to the view held by the Apex Court.
12½
Q. 18. Religious indoctrination via digital media has resulted in Indian youth
joining the ISIS. What is ISIS and its mission? How can ISIS be
dangerous for the internal security of our country?
12½
Q. 19. The persisting drives of the Government for development of large
industries in backward areas have resulted in isolating the tribal
population and the farmers who face multiple displacements. With
Malkangiri and Naxalbari foci, discuss the corrective strategies needed to
win the Left Wing Extremism (LWE) doctrine affected citizens back into
the mainstream of social and economic growth. 12½
Q. 20. Considering the threats cyberspace poses for the country, India needs a
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“Digital Armed Force” to prevent crimes. Critically evaluate the National

Cyber Security Policy, 2013 outlining the challenges perceived in its
effective implementation. 12½
PAPER IV : 2015
There are FOURTEEN (14) questions divided into two sections.
Section A
Q. 1. What is meant by ‘environmental ethics’? Why is it important to study?
Discuss any one environmental issue from the viewpoint of environmental
ethics. (150 words), (10)
Differentiate between the following: (200
words), (10)
(a) Law and Ethics
(b) Ethical management and Management of ethics
(c) Discrimination and Preferential treatment
(d) Personal ethics and Professional ethics
Q. 2. Given are two quotations of moral thinkers/philosophers. For each of
these, bring out what it means to you in the present context :
(a) “The weak can never forgive; forgiveness is the attribute of the
strong.”
(150 words), (10)
(b) ‘We can easily forgive a child who is afraid of the dark; the real
tragedy of life is when men are afraid of the light”. (150
words), (10)
Q. 3. (a) A mere compliance with law is not enough, the public servant also
has to have a well developed sensibility to ethical issues for effective
discharge of duties.” Do you agree? Explain with the help of two
examples, where (i) an act is ethically right, but not legally and (ii)
an act is legally right, but not ethically.
(150 words), (10)
(b) How do the virtues of trustworthiness and fortitude get manifested
in public service? Explain with examples. (150 words),
(10)
Q. 4. (a) “Social values are more important than economic values”.
Discuss the above statement with examples in the context of
inclusive growth of a nation. (150
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words), (10)
(b) Some rece nt devel opments such as introduction of RTI Act, media
and judicial act ivism, etc. are proving helpful in bringing about
greater transparency and accountability in the functioning of the
government. However, it is also being observed that at times the
mechanisms are misused. Another negative effect is that the officers
are now afraid to take prompt decisions.
Analyze this situation in detail and suggest how this dichotomy can
be resolved. Suggest how these negative impacts can be minimized.
(150 words), (10)
Q. 5. Two different kinds of attitudes exhibited by public servants towards
their work have been identified as the bureaucratic attitude and the
democratic attitude.
(a) Distinguish between these two terms and write their merits and
demerits.
(b) Is it possible to balance the two to create a better administration for
the faster development of our country ? (150 words),
(10)
Q. 6. Today we find that in spite of various measures like prescribing codes of
conduct, setting up vigilence cells/ commissions, RTI active media and
strengthening of legal mechanisms, corrupt practices are not coming under
control.
(a) Evaluate the effectiveness of these measures with justifications.

(150 words), (10)
(b) Suggest more effective strategies to tackle this menace.
Q. 7. At the international level, the bilateral relations between most nations are
governed on the policy of promoting one’s own national interest without
any regard for the interest of other nations. This leads to conflicts and
tensions between the nations. How can ethical consideration help resolve
such tensions? Discuss with specific examples. (150
words), (10)
Q. 8. Public servants are likely to confront with the issues of ‘Conflict of
Interest’. What do you understand by the term ‘Conflict of Interest’ and
how does it manifest in the decision making by public servants? If faced
with the conflict of interest situation, how would you resolve it? Explain
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with the help of examples. (150 words), (10)

Section B
Q. 9. A private company is known for its efficiency, transparency and
employee welfare. The company though owned by a private individual has
a cooperative character where employees feel a sense of ownership. The
company employs nearly 700 personnel and they have voluntarily decided
not to form a union.
One day suddenly in the morning, about 40 men belonging to a political
party gate-crashed into the factory demanding jobs in the factory. They
threatened the management and employees, and also used foul language.
The employees feel demoralized. It was clea r that those people who gate-
crashed wanted to be on the payroll o f the company as well as continue as
the volun teers/ members of the party.
The company maintains high standards in integrity and does not extend
favours to civil administration that also includes law enforcement agency.
Such incidents occur in public sector also.
(a) Assume you are the CEO of the company. What would you do to
diffuse the volatile situation on the date of gate-crashing with the
violent mob sitting inside the company premises?
(b) What could be the long-term solution to the issue discussed in the
case?
(c) Every solution/action that you suggest will have a positive and a
negative impact on you (as CEO), the employees and the
performance of the employees. Analyze the consequences of each of
your suggested actions.
(250 words), (20)
Q. 10. Yo u are the Sarpanch of a Panchayat. There is a primary school run by
the government in your area. Midday meals are provided to the children
attending the s chool. The Headmaster has now appointed a new cook in
the school to prepare the meals. However, when it is found that the cook is
from Dalit community, almost half of the children belonging to higher
castes are not allowed to take meals by their parents. Consequently the
attendance in the school falls sharply. This could result in the possibility of
discontinuation of midday meal scheme, thereafter of teaching staff and
subsequent closing down the school.
(250 words), (20)
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(a) Discuss some feasible strategies to overcome the conflict and to

create right ambience.
(b) What should be the responsibilities of different social segments and
agencies to create positive social ambience for accepting such
changes?
Q. 11. One of the scientists working in the R & D laboratory of a major
pharmaceutical company discovers that one of the company’s best selling
veterinary drugs, B has the potential to cure a currently incurable liver
disease that is prevalent in tribal areas. However, developing a variant of
the drug sutiable for human beings entailed a lot of research and
development having a huge expenditure to the extent of ` 50 crores. It was
unlikely that the company would recover the costs as the disease was
rampant only in poverty-stricken are a having very little market otherwise.
(250 words), (20)
If you were the CEO, then-
(a) identify the various actions that you could take;
(b) evaluate the pros and cons of each of your actions.
Q. 12. Th ere is a disaster prone State having frequent landslides, forest fires,
cloudbursts, flash floods and earthquakes, etc. Some of these are seasonal
and often unpredictable. The magnitude of the disaster is always
unanticipated. During one of the seasons, a cloudburst caused devastating
floods and landslides leading to high casualties. There was major damage
to infrastructure like roads, bridges and power generating units. This led to
more than 100000 pilgrims, tourists and other locals trapped across
different routes and loc ations. The people trapped in your area of
responsibility included senior citizens, patients in hospitals, women and
children, hikers, tourists, ruling party’s regional president along with his
family, additional chief secretary of the neighbouring State and prisoners
in jail.
As a civil services officer of the State, what would be the order in which
you would rescue these people and why? Give justifications. (200
words), (20)
Q. 13. Y ou are heading a district administration in a particular department.
Your senio r officer calls you from the State Headquarters and tells you
that a plot in Rampur village is to have a building constructed on it for a
school. A visit is scheduled during which he will visit the site along with
the chief engineer and the senior architect. He wants you to check out all
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the papers relating to it and to ensure that the visit is properly arranged.
You examine the file which relates to the period before you joined the
department. The land was acquired from the local Panchayat at a nominal
cost and the papers show that clearance certificates are available from the
two of the three authorities who have to certify the site’s suitabi lity. There
is no certification by the architect available on file. You decide to visit
Rampur to ensure that all is in order as stated on file. When you visit
Rampur, you find that the plot under reference is part of Thakurgarh Fort
and that the walls, ramparts, etc. are running across it. The fort is well
away from the main village, therefore a school here will be a serious
inconvenience for the children. However, the area near the village has
potential to expand into a larger residential area. The development charges
on the existing plot, at the fort, will be very high and the question of
heritage site has not been addressed. Moreover, the Sarpanch, at the time
of acquisition of the land, was a relative of your predecessor. The whole
transaction appears to have been done with some vested interest.
(250 words), (25)
(a) List the likely vested interests of the concerned parties.
(b) Some of the options for action available to you are listed below.
Discuss the merits and demerits of each of the options :
(i) You can await the visit of the superior officer and let him take a
decision.
(ii) You can seek his advice in writing or on phone.
(iii) You can consult your predecessor colleagues, etc. and then
decide what to do.
(iv) You can find out if any alternate plot can be got in exchange
and then send a comprehensive written report.
Can you suggest any other option with proper justification?
Q. 14. You are recently posted as district development officer of a district.
Shortly t hereafter you found that there is considerable tension in the rural
areas of your district on the issue of sending girls to schools.
The elders of the village feel that many problems have come up because
girls are being educated and they are stepping out of the safe environment
of the house hold. They are of the view that the girls should be quickly
married off with minimum education. The girls are also competing for
jobs after education, which have traditionally remained in boys’ exclusive
domain, adding to unemployment amongst male population.
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The younger generation feels that in the present era, girls should have
equal opportunities for education and employment, and other means of
livelihood. The entire locality is divided between the elders and the
younger lot and further sub-divided between sexes in both generations.
You come to know that in Panchayat or in other local bodies or even in
busy crossroads, the issue is being acrimoniously debated.
One day you are informed that an unpleasant incident has taken place.
Some girls were molested, when they were en route to schools. The
incident led to clashes between several groups and a law and order
problem has arisen. The elders after heated discussion have taken a joint
decision not to allow girls to go to school and to socially boycott all such
families, which do not follow their dictate.
(a) What steps would you take to ensure girls’ safety without disrupting
their education?
(b) How would you manage and mould patriarchic attitude of the village
elders to ensure harmony in the inter-generational relations?
(250 words), (25)
HOW IMPORTANT IS REVISION BEFORE MAIN EXAM

♦ As the Date-Day of the IAS Main Exam approaches near the question
arises how to utilize these few days in the best way? And the answer is
REVISION…..REVISION AND REVISION. The only way you can get
optimum utilization of your all accumulated knowledge is through revision
of the whole syllabus covering both optional and GS.
♦ It is rightly said that, anything not in its proper place is garbage. So, in the
same manner, if your knowledge, which you have acquired through so
much of persistent hard-work, does not come to your use in the right time
is definitely goes waste. No doubt you have studied several books, made
notes, etc. but without repeated revision there is every chance that you may
forget some very important points in some answer. It may cost you by
loosing some vital marks in mains. So from now onwards concentrate on
revision of what you have studied so far.
♦ It wil l be wise to revise the whole syllabus rather than going to read new
chapters, which you have left. Don’t study any new chapter now, because
even if you complete the chapter you cannot grasp the themes, concepts
and ideas of that chapter in such a short span of time. So it will be waste of
valuable and precious time. Instead if y ou revise a few chapters in these
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days, it is quite possible that you may get 4-5 direct questions from those
areas.
♦ Also, try to calm yourself. Panicking is not going to help in any way; it
will rather aggravate the situation and at the same time decrease your
efficiency. Remember, whatever you had to read, you have already read.
There is no point worrying about whatever is left. We know this is easier
said than done but then you don’t have options. So, just hold on to yourself
and keep revising. Leave the rest to whoever you have faith upon. You will
do good.
LAST MINUTE TIPS FOR MAIN EXAM

As the exam approaches the candidates must keep the following things in mind:
♦ Take rest and sleep of around six to seven hours.
♦ Revise important facts, figures, definitions, theories and related concepts
in their entirety.
♦ Keep revising the important things so that a deep insight and clarity could
be developed.
♦ Take time to wind down for a bit after you have done your revision.
♦ You must not loose your confidence at any point because the confidence is
the key to succeed in life in general and in IAS Exams in particular .
♦ Do not discuss things with others because this can be de-motivating and
you could lose your confidence.
♦ Try to relax as the anxiety of the exam interferes with the performance of
the brain.
♦ Think about what you have studied during the preparation and should
revise in the mind.
♦ Try to interlink different concepts so that a multi-disciplinary approach
can be developed.
♦ You also revise the books just by looking at the index and Mind-Maps of
different chapters and topics and try to remember the content of each topic.
♦ The handwritten notes help very much at this time because you can revise
them fast.
♦ Ensure that you eat quality food like whole meal bread, fruits, nuts,
vegetables, etc. and keep yourself hydrated by drinking plenty of water and
real fruit juice.
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♦ Do not let the exam anxiety overwhelm you. Yoga, meditation or other
such alternatives are worth considering, as it helps you keep your mind and
body relaxed.
♦ In the night before the exam, make sure you have kept everything ready
to take with you - pens, pencils, calculators, your admit card and ID proof.
Only scientific calculators will be allowed in the examination hall and
candidates will not be allowed to use programmable calculators.
♦ Also m ake sure you know exactly when and where the IAS exam is being
conducted and try to r each the exam centre at least an hour before.
During the Main Exam

♦ Take time to read through all the instructions and questions carefully. Pick
out the questions to which you can best relate to the revision you have
done.
♦ Tackle the questions in a systematic manner. Spend five minutes on
outlining a rough guide for your answers and this will help your thoughts
flow.
♦ Decide on whether you want to answer the easy or difficult questions
first. Sometimes it is best to attempt a difficult question first, while you are
very alert. But on the other hand, attempting an easy question first may
help you relax.
♦ Keep a track of the time, so that you have enough time for your final
answer. In case you find yourself left with very little time for your final
answer, at least make sure that you jot down a skeleton answer in note
form.
SOURCES FOR CSE PREPARATION

Tips regarding IAS book selection
It is not necessary to read heavy-weight books to clear IAS. But considering the
intensity of competition and vast syllabus, there is no doubt that UPSC exam
preparation can be done without some essential books. Quality books act as a
deciding factor in your preparation and help a lot in self-study. Concentrate on
the books recommended by subject experts and IAS Toppers along with NCERT
books for daily study. Use additional books as reference.
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The Mega Year Book Crack General Studies Crack CSAT Paper-2
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(Disha Publication) CSAT Paper-1 Disha Publication)

(Disha Publication)
21 Years CSAT 21 Years CSAT CSAT Paper-1

General Studies IAS Smanya Adhayan IAS 101 Speed Tests
(Disha Publication) (Disha Publication) (Disha Publication)
CSAT Paper-2 The Geography & Ecology

101 Speed Tests The Economics Compendium Compendium (Disha
(Disha Publication) (Disha Publication) Publication)
Gneral Knowledge 2017 (Disha

The History Compendium (Disha The Polity Compendium (Disha Publication)
Publication) Publication)
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Other Books
1. History of Modern India – Bipan Chandra. (History)
2. India’s Struggle For Independence – Bipan Chandra. (History)
3. India’s Ancien t Past – R.S. Sharma. (History)
4. History Of Medieval India – Satish Chandra. (History)
5. The Wonder That Was India – A.L. Bhasham. (Culture)
6. Indian Art and Culture – Nitin Singhania. (Culture)
7. Geography of India – Majid Husain. (Geography)
8. Oxford School Atlas – Oxford. (Geography)
9. Certificate Physical and Human Geography – Goh Cheng Leong.
(Geography)
10. Indian Polity for Civil Services Examinations – M. Laxmikanth. (Polity)
11. Indian Economy – Ramesh Singh. (Economy)
12. Economic Survey. (Economy)
13. Environmental Studies: From Crisis to Cure – Rajagopalan.
(Environment)
14. Environment for Civil Services Prelims and Mains – Khuller.
(Environment)
INTERVIEW/ PERSONALITY TEST FOR FINAL RESULT

UPSC Tentative Notification
201..., October: UPSC conduct the Mains examination
201..., February-…the Mains Result declared and total … candidates selected for
the interview stage.
201..., February-… Schedule of Interview will be uploaded on the UPSC
website.
201..., March-…: Interview will begin at UPSC Dholpur House, Shahjahan
Road, New Delhi-110069.
The candidates are required to produce the original Certificates in support of
their claims pertaining to Age, Educational Qualifications, Community, Physical
Handicap and other documents such as Attestation Form and TA Form, etc. at
the time of their Personality Test.
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The formats of SC/ST/OBC/ PH Certificates, Attestation Form and TA Form,

etc. can be downloaded from UPSC website.
No request for change in the date and time of the Personality Test intimated to
the candidates will be entertained under any circumstances.
The candidates are advised to notify changes in their address, if any, to the
Commission immediately through Fax or letters.
The mark sheets of candidates, who have not qualified, will be put on the
Commission’s Website within 15 days from the date of publication of the final
result (after conducting Personality Test) and will remain available on the
Website for a period of 60 days.
Medium for Interview candidates in 2014-2015.
Language No. of
Candidates
1. English 2672
2. Hindi 222
3. Marathi 46
4. Gujarati 32
5. Tamil 08
6. Punjabi 07
7. Malayalam 06
8. Kannada 03
9. Telugu 02
10. Bengali 01
11. Maithili 01
12. Urdu 01
Total 3001
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HOW TO PREPARE FOR THE PERSONALITY TEST

The Interview for the Civil Services Examination is nowadays also known as the
Personality Test. I t is aimed at assessing the candidate’s personality, whether
he/she is suitable to be a competent administrator or not. The candidate is tested
not only for his/her intelligence but also for his/her overall personality
development, his/her attentiveness, balance of judgement and qualities of
honesty, integrity and leadership. Therefore preparation for the Interview
requires proper planning.
Preparation for the Interview is a continuous process. This involves a wide
reading of books, journals, magazines and at least two newspapers. One should
try to improve his/her conversational skills with the right pronunciation. The
candidate should be prepared to answer questions on his background, hobbies
and extracurricular activities. It is a good idea to discuss current affairs and
recent issues with friends. One good way of rehearsing possible questions would
be to have mock interviews and discussion groups. The candidate should make a
self- analysis of his strengths and weaknesses and make a conscious effort to
play on his strengths.
♦ Know yourself . Prepare brief answers to choice of your subjects, family
background , and meaning of your name . You should try to take the lead by
answering questions based on your bio-data.
♦ Prepare thoroughly about your hometown and home state . If you belong
to a place of historical importance or tourist interest, prepare well on it.
♦ Be well informed about your interests and hobbies as there will be a few
questions probing your levels of knowledge as regards your hobbies and
interests.
♦ One of the secrets of success is to prepare for the Personality Test along
with the written test.
♦ If a person gives the impression of being a bookworm, the chances of
his/her selection are reduced. The candidate must exhibit an all-round
personality, which indicates that the aspirant possesses a complete personality.
♦ Form a group of 4-5 people, as the preparation for Personality Test cannot
be done in isolation. Try holding as many mock interviews as possible.
♦ In the mock interview, ask your friends to grill you so that you can face
pressure from the Board easily.
♦ No training institute can develop/transform your personality in a few days.
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However, some of the tips may help in ironing out some weaknesses/grey areas
and can provide an avenue for a well-planned preparation and group discussions.
♦ Discuss a lot with your friends. This not only helps in you assimilating
different points of view, but also enhances knowledge levels.
Facing the Personality Test

Interview or the Personality Test is more of a psychological test that is just
content-based. Along with good communicative skills and self-confidence, good
knowledge base no doubt gives you an upper hand. However, it has to be borne
in mind that nearly all the aspirants/candidates in the Personality Test start more
or less as equals in the sphere of knowledge base.
The most important thing to know about an interview is that it is not always a
question-answer session and that the Board members are looking for different
aspects of one’s personality.
♦ In a personality test, what is of importance is how you say what you say .
It is the style of presentation that matters.
♦ Your personality is, on an average, assessed in 25-30 minutes, it is your
responsibility to bring out your very best in front of the board.
♦ Be attentive and listen to each question carefully. Try not to jump in to an
answer before the complete question has been posed as you will end up
wasting time on answering a question that you were not actually asked. If
you are not sure of what was asked, you can always politely seek a
clarification.
♦ Do not try to answer the question as soon as it is posed. Think over the
question, take your time and organize the broad outline of the answer
before airing it. Pause a while before answering, even if you know the
answer .
♦ At times, you will be given situations wherein you will be required to
take a decision. In such situations, the board is testing your ability to
comprehend issues and use reason and good judgment logically, precisely
and arrive at a balanced decision .
♦ Your replies should be crisp and to the point . Do not beat around the
bush.
♦ Maintain a gentle smile off and on during the Personality Test without
overdoing it. It displays a sense of ease and confidence.
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General Do’s and Don’ts for the personality test:

♦ The board members are usually very senior and learned people, so give
utmost respect to the board.
♦ Don’t go by any stories/rumours spread by others. Avoid unnecessary
details.
♦ Don’t ask the previous candidate about his/her interview.
♦ Never make any sweeping statements/generalized descriptions.
♦ Accept your mistakes boldly.
♦ Speak honestly, truthfully and modestly.
♦ Do not give a hasty reply.
♦ Answer in an orderly and logical fashion and always maintain eye contact
with the Board members while answering.
♦ Be polite and courteous.
♦ Don’t try to be too argumentative.
♦ Be consistent in your views. Don’t change your views just because the
Board differs in its opinion from your opinion.
♦ Never make an attempt to present a made-up appearance or politically
correct answers.
♦ If you are taking an extreme view, you should also be able to justify the
same.
♦ Take tea or coffee, if any member offers the same to you. This will show
you are relaxed and it will also help in lightening and relaxing further
proceedings and give them an informal touch.
♦ Avoid chewing gums and other munching items as it gives a negative and
a careless image.
♦ Don’t criticize any government policies or even individuals.
♦ At times, the Board members might pile pressure upon you. Do not panic,
it is a strategy aimed at gauging the point till which you can maintain your
cool under pressure and can think originally even in pressure cooker
situations.
♦ Form your views on a subjects in a logical and rational manner supported
by data whenever necessary.
♦ Assume that all questions are asked with a good reason and answer them
according ly.
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♦ Keep a file/folder to keep your certificates and documents in an organized

manner. They are verified before you enter the interview room. (You don’t
have to carry file/folder inside board room).
♦ Dress sense is of crucial importance. The choice of dress should be
according to the weather conditions . Try not to wear newly stitched
clothes, as they might make you uneasy. Light colours should be preferred.
♦ Pay attention to the details, ironed dress , polished shoes , hair accessories,
trimmed nails, etc. Polish your footwear meticulously. Use convenient
footwear like black or brown leather shoes.
♦ Do not wear anything that connects you with a religious or political
group.
♦ Do not use heavy perfume/deodorants.
THE ROLE OF COACHING INSTITUTES

Since IAS exam is quite different from the usual competitive and university level
exams, you need to follow a different method to approach to crack it. A reputed
and credible coaching institute will help you with this requirement. Attend the
classes regularly and follow them diligently. In the present era, the education
industry is inundated with coaching institutes which make learning an enjoyable
experience and help the aspirants achieve their target.
Tips on Choosing IAS Coaching Institute
1. Even as new IAS/IPS academies seem to appear at the drop of a hat, it is
wiser for you to test out the old as well as the new ones talking to the
students enrolled there.
2. The best way to choose a good academy is to find out whether the owner
himself is coaching as it gives an edge over people who are simply hired to
teach you.
3. Check up the credentials of the teachers who may be handling different
subjects. Some institutes have brilliant teacher for a particular subject but
not necessarily for all the other subjects.
4. Try to look at the infrastructure of the academy, the subject material they
provide and any other such details.
5. Please check up the past results of the academy through authentic source
before enrolling in that institute.
6. Don’t go by the brand name, some academies have built their reputation
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and are living in the past glory. Please verify their performances in last few
years.
7. There i s a huge amount of money that’s charged by such academy, please
make a comparison of the fee structure before enrolling yourself.
8. There are some academies who may like to screen you before giving
admission, sometimes it’s just humbug but at times it could be genuine. So
the best way would be to talk to the students and get their feedback.
9. Now in the revised pattern of the Civil Services main syllabus, the focus
has shifted from Optional papers to General Studies. So try to find out
which institute has the best staff to handle the revised General Studies
papers.
10. Last but not the least, do not forget that any academy is there only to
guide you, in the end you are the fighter who has to fight your battle with
the IAS exam using the props provided by the coaching centre. So believe
in yourself and keep your confidence level high, take help of the IAS
academies only in the areas you need them.
WHAT THE TOPPERS SAY

Success belongs only to those who are willing to work harder than anyone else.
If you are serious about being successful in your career then you can do nothing
better than educating yourself about the inspirational stories of successful
candidates of IAS exam.
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INTERVIEW OF IAS TOPPER 2015– TINA DABI

By- Dr. Md. Usmangani Ansari
Dr. Ansari: How did you feel when you got the news about your first
position?
Tina Dabi: I felt really happy and content that my hardwork had paid off.
Dr. Ansari: Why did you choose IAS as a professional career?
Tina Dabi: Civil Services provide a unique platform where one can
contribute something to society, get immense job satisfaction along
with a decent standard of living.
Dr. Ansari: Who is the driving force behind your success and position in
CSE?
Tina Dabi: My mother is the reason behind my success, her constant
motivation and support have been invaluable for my preparation.
Dr. Ansari: When did you start preparing for civil services?
Tina Dabi: I began thinking and planning my preparation since Class XI in
school. But my full fledged preparation began only after my
graduation. Dr. Ansari: How did Disha’s 21 Years
Previous Years Questions Book help you?
Tina Dabi: The book proved to be a good ready reference during revision and
all the questions gave a good practice. It helped understand the
pattern and demand of the exam.
Dr. Ansari: How did Disha’s “101 Speed Test” for practicing CSAT Paper
1?
Tina Dabi: Its very helpful for quick revisions.
Dr. Ansari: Did you start preparation for CS-Main after Prelims Test or
wait for the result?
Tina Dabi: I had begun studying Mains side by side, however stopped
studying for Mains three months before Prelims. I resumed Mains
Preparation after Prelims exam.
Dr. Ansari: Which strategy did you adopt for GS (Main) Papers?
Tina Dabi: I strictly followed the Mains Test Series schedule so that with
each section I prepared, I got myself tested on that section through
the Test Series.
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Dr. Ansari: How did you prepare GS Paper (Mains) with the help of
newspapers?
Tina Dabi: Newspapers play a very important role. Nearly 80% of the exam
paper is current affairs oriented. There were direct questions from
the newspaper in the exam. I used to maintain a notebook where I
only noted down the very important topics (not all) and kept a
record of any new updates that occurred related to that topic.
Dr. Ansari: How did you prepare for interview?
Tina Dabi: I took as many mock interviews as I could. I read three
newspapers and studied my graduation and optional subject.
Dr. Ansari: What messages and tips would you like to give to IAS
aspirants?
Tina Dabi: I would like to tell them that they work hard on a consistence
basis, stick to their study plans, keep themselves patient and
motivated. With focus and discipline, anything is achieveable.
Dr. Ansari: Once again very very congratulations for your success. And I
wish you to reach on the top of your career and get satisfaction in
your life.
Tina Dabi: Thank you so much. It was really nice interacting with you Sir.
1. Nitish K, (Rank – 8, CSE – 2014)

I did my schooling at Jawahar Navodaya Vidyalaya, Chitradurga during which I
made up my mind to become an IAS officer. Later I did engineering from a
college in Bangalore. I started my preparation from mid 2010, i.e. during my
final year in engineering. Then I left to Delhi from Bangalore and reached Old
Rajinder Nagar in June, 2011. I joined Neetu Singh for Geography optional.
While going for Geography coaching, I also joined Maths test series at IMS
(Venkanna). I left Delhi after 4 months.
Till prelims, i.e May 2012, I finished General Studies myself and revised Maths
and Geography. After prelims, I again went to Delhi to appear for Maths and GS
test series.
After Mains, I returned to my native place and started preparing for Interview as
well as for next Mains. Then fortunately I cleared Mains and appeared for
Interview in my first attempt. However I could not make it to the final list.
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Fortunately for me, pattern was changed in 2013 and only one optional was
required to be taken. I gladly dropped geography and appeared in Prelims again.
As the GS syllabus for mains was changed drastically, I felt it was better to
prepare in a group. So I went to Delhi again after Prelims. I also joined test
series for GS and Maths. This time I wrote mains at Bangalore in December.
I got 196/275 in the Interview. This was a huge jump for mere 50% in first
attempt to 71% in second attempt. Owing to high Interview marks, I got 547th
rank and with just 10 marks more than General cutoff. After declaration of
marks, I found that I had low scores in Essay and General Studies Paper 2 and 3.
Getting a rank was a great relief to me and my family. But the desire for IAS was
still strong.
As I wanted my 3rd attempt to be my last attempt, I decided to give my best shot
this time. This year, I scored 206/275 .
Based on my experience, a few suggestions to all the aspirants:
1. With right approach, it is possible to clear this exam in first attempt but
don’t get disheartened if you fail. Don’t give up. Introspect and rectify
your mistakes. Hit back with greater effort. When I missed getting a rank by
10 marks in first attempt, I was very disappointed. But I read that year
toppers’ interviews. I told myself if they can do it why can’t I . I was very
angry on myself for not clearing and this made me more determined to
clear this exam.
2. Try to prepare with a group of serious aspirants . There is no point in
befriending non-serious aspirants. They will lead you to your failure. So,
be very careful in choosing your friends. Consistency and discipline are key
to success . I have seen lots of people who work very hard for first 1-2
months and later their preparation decays exponentially. Have a timetable
and follow it religiously. My daily study routine for past four years is like
this – 8 to 9:30, 10 to 1:30, 4 to 8:30 and 9:30 to 12:30. Make your own
timetable and give some time in between (say half-an-hour) for relaxing.
The idea is you should be comfortable with your timetable and not get
frustrated.
3. Clear prelims by a comfortable margin. This is very important so that you
start preparing for mains seriously without waiting for prelims results.
4. Practice answer writing for GS, essay and optional regularly. ‘Insights’
website is helpful in this regard.
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5. For GS make notes, as it consumes less time and easy to edit and revise.
6. Don’t spend too much time on Internet searching for materials, news, etc.
Many aspirants spend hours on internet and think they are preparing. But
actually they would be aimlessly jumping from one website to another
without any value addition. It is better to follow a few sources that are
qualitative.
7. Also many have this habit of filling their rooms with all kinds of books,
material, photocopies, etc. which they won’t study even one page. Buy a
maximum of 2 books per subject and read them repeatedly. You need not
do research on each and every topic. You should just understand them and
be able to give simple and clear answers in exam.
8. Try to finish Mains syllabus before Prelims . Because after prelims you
will be having time only for revision and answer writing.
9. Join coaching only by consulting many seniors . Don’t be fooled by huge
photographs of toppers in advertisements. Many would have appeared only
for Test Series or Mock Interviews and coaching centres would claim that
they were part of classroom coaching.
10. Finally don’t get your confidence lowered by all the negative comments
made by your friends and relatives. Have faith in your hard work. Promise
yourself to work harder and prove all your critics wrong. If you work hard,
then luck (God) will help you.
I would like to end with two of my favourite quotes, which helped me
immensely during my preparation:
“I hated every minute of training, but I said, ‘Don’t quit. Suffer now and live the
rest of your life as a champion. ” - Muhammad Ali
“We must all suffer from one of two pains: the pain of discipline or the pain of
regret. The difference is discipline weighs ounces while regret weighs tons .”
- Jim Rohn
2. Fouzia Taranum, IRS, Bangalore, (Rank – 31, CSE – 2014)

I started preparing for UPSC in December 2010. In CSE 2011, I cleared with
AIR of 307, thereby joining the IRS (IT). The attempt in 2012 didn’t see me
improve my rank/service. I was under training in NADT, Nagpur, and decided to
go ahead and settle into the service, which I was beginning to like, understand
and enjoy. However once posted, from June 2014, I started feeling the difference
in IAS and IRS – and the job profiles. I felt that I should try one last time for my
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dream service, and give one last attempt. So a few weeks before the prelims of
2014, I jumped into preparation mode. In fact, the result was a surprise to my
family/relatives/friends.
I revised the standard books, along with the sources available online. I think a
big part of the improvement in rank to AIR 31 this year was due to me growing
as a person, becoming more mature, having seen more of this world, and a
creeping sense of practicality and realism in approach, compared to the over-
idealistic one earlier. UPSC is actually looking for more rounded personalities
with problem solving approach and an analytical mind. The UPSC journey
should be looked at in this light, and not merely reading of books.
Work + Study
It was very important for me that I do not compromise on my present work,
while I gave this attempt. I had to be more than justifying the salary that I was
taking home.
At office, I would concentrate on work, and at home on preparation efforts and
personal obligations. While it was difficult and often tiring, I hope I did justice
to both, my aspiration to be in IAS through my preparation efforts, along with
the requirements of my job as an Assistant Commissioner of Income Tax.
General Strategy (Scored 405)
♦ Focussed preparation after getting a fair idea that I will clear the prelims
(having checked with various answer keys available online)
♦ Finishing weekly newspapers (piled up) and studying for about 4 hours a
day (during weekends/holidays)
♦ A general study, unlike the crazy detailed study of 2011-12
♦ Focussed on revising my strong areas (economy, geography, etc) and re-
preparing for my weak areas (history, culture, sociology, etc) along with
preparing for the newly introduced topics.
♦ Focussed on current events and ensured that connected GS related gyan
was revised (e.g: LS elections were on – read up all election related
polity). Chose Sociology as optional because public administration wasn’t
performing too well, socio takes lesser time to prepare in comparison and
enjoyed reading this subject more, even though I have never studied this
subject academically.
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♦ Didn’t read too many books, so as to not feel lost at the end of it all –
stuck to the books (or the particular sections in the books) that I really
enjoyed reading.
♦ Use of YouTube videos for World History, as this was newly introduced.
♦ Ethics – GS Paper 4 – Just read up a few solved papers on the Vision
website and realised that our “UPSC orientation” is sufficient – Looked up
definitions on all the terms used in the syllabus and made short notes.
Didn’t read anything beyond that. Scored 113/250, and it was largely just
giving “true” answers to most situational questions/case studies.
♦ Couldn’t practise writing due to lack of time – I know that if I had, I
could have really upped my game.
♦ Gave many examples in my answers, and tried to keep them interesting to
whoever was to read them.
Use of Time
There is a dire need for short, productive periods of reading through the day. For
instance, reading up the news feeds after returning from lunch at office, listening
to the news/saved videos while travelling to and from office, etc. Such reading of
15 minutes in short bursts 4-5 times a day really adds up and contributes
immensely to our efforts. Be judicious in the time you allot to various “sub-
subjects.
Writing style
♦ Short, to the point, bullet points, covering as many dimensions and
aspects as possible.
♦ Didn’t focus on word limits too much – some answers I looked for more
space and for some I just jotted down half a page.
♦ Didn’t really fill pages, wrote as much as I knew.
♦ Interlinking of topics.
♦ Use of diagrams/charts.
♦ Underlining of important points as I write.
♦ Points in the margin (like a summary box, to help me and the evaluator)
Booklist
♦ History: Bipin Chandra, Spectrum
♦ World History: Norman Lowe, YouTube Videos, Online resources ♦
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Geography: NCERT (11th and 12th), G C Leong, Atlas

♦ Art and Culture – Insights on India questions and answers, NCERT
History pdfs online
♦ Polity: Lakshmikanth, Online resources
♦ Economy: Newspapers, Frank ICSE Economics (11th and 12th),
Economic Survey
♦ Environment: Newspapers, ICSE Text book, Online/Wiki for all the
various protocols, committees, etc.
♦ Ethics: Just read up definitions online and read some answer scripts put
up on Vision IAS website.
♦ Current Affairs: Newspapers, online (daily + revision 2 weeks before
Mains), Vision IAS monthly Current affairs notes, Sriram IAS summary
Current affairs notes, general reading online on relevant topics
♦ Newspapers: The Hindu, Times of India, Editorials from Economic
Times
♦ Magazines: None this year due to paucity of time (used to read Frontline
and Wizard in 2011-12)
Sociology (Scored 257)

Paper 1
1. C N Shankar Rao – Introduction to sociology
2. Crack IAS notes – ppr 1
3. Haralambos – very important book
4. IGNOU BA Notes – selectively. (Did all units on thinkers thoroughly)
5. Ritzer for Thinkers
6. Upen dra Notes – for thinkers and introduction only
7. Collins Dictionary for Sociology – for concept clarity
Paper 2
1. C N Shankar Rao – Indian Sociology
2. IGNOU BA Notes – selectively
3. Nagla for Indian Thinkers
4. Upendra Notes – for movements only
5. Nadeem Hasnain – Tribal India selectively
6. Ram Ahuja – very few topics
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7. Year Book for programmes/schemes

8. Spectrum History – for national movement
9. Online resources for few topics
10. Newspaper articles/editorials on social issues
In conclusion
Never lose focus, never lose faith. Stay consistent in your efforts. Believe in
yourself! Don’t forget to keep learning and to keep improving!
Though a certain amount of luck is required, hard work does pay! I have not
studied in big “Ivy League” institutions, nor do I have any civil servants in my
family. I come from a very simple, ordinary, loving household, where education
has never been very important. Still thanks to my parents’ support and my
efforts, I could make it. So can anyone who sets her mind to it.
THE PHOENIX SHALL RISE FROM THE ASHES

3. Raju Mishra, AIR 65, CSE-2014
How he changed his failure into success
It was almost a year and a half since I took up the broken pieces to begin afresh
to follow the dream and passion I had enkindled and kept ablaze for a long time:
IAS.
As many as 9.5 lakh candidates are filling form, 4-5 lakh appearing for Prelims,
15-16000 getting selected for mains and in the end just 100 seats for the IAS
each year. The number did seem daunting and the task insurmountable.
Answer writing of revision
Since April every week a friend of mine and I used to write answers for the
Mains examination. We started off with 8 questions in an hour rounding up at 25
questions in 3 hours by mid May. The questions were from Insights
(http://www.insightsonindia.com ) and a few test series of the previous years. It
came down to roughly 70 questions a month. Everyday some questions were
jotted down, well read, selected, modified at times and finally written.Answer
writing as enunciated had a tremendous effect on my preparation.
I also wrote answers from previous years papers, which was of tremendous help
at the time of mocks for revision and final exams as well. I suggest you all to
form groups. Let it be of 2-3 like-minded aspirants who can work together,
answer questions and help each other improve.
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Test series
These were really experimental labs for me! What I mean by that is I tried
different pens (blue, black …), I tried different ways of answering questions, for
instance, in one ethics paper, I began with case studies and found myself wanting
for time in the end and reversed the strategy. In GS 1, for instance, in an exam, I
missed out on writing geography answers due to lack of time and I knew all of
them. In my quest to write all answers I missed out on the ones I knew best!!
Final learnings
♦ Always begin with the part you know the best for you can score the best
here.
♦ Highlight the relevant parts to draw attention. Draw map/diagram then
and there or leave space in between and draw later instead of cramping all
diagrams at the end.
♦ Bullet/paragraph as per the question and your personal preference (Really
there is no standard thumb rule!)
♦ Keep it time bound and try and answer all questions. To get an increment
from 3/10 to 4/10 is much easier than 5/10 to 6/10. Aim for two 4’s than
one 6.
♦ Reduce the number of ‘!’ (Seriously! all my teachers pointed this out).
Imagine the disastrous consequence if I had not corrected it.
Secondly please have trust in your teachers and the test series you join. They
have experience of decades with them. No doubt that there are certain issues
with all coaching and test series, but kindly treat them as negatives inherent in
all individuals and systems. Respect the experience of these teachers many of
whom had been aspirants themselves. Learn what you can from their painful
failures and scholarly knowledge instead of deriding them at every given chance.
Family and friends
Well, the two pillars of success for me. Family members steadfastly supported
me throughout the process and kept me motivated by constant calls and
guidance.
However, it was the friends I met more regularly during this ashramic type phase
of my life who really re-energized me after I burnt out in weeks/months.
Strategy and precautions
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Let me disclose that I enjoyed the Part B in both my optional papers much more
than the part A (Geomorphology, climatology, etc). As a result I concentrated
more on issues like HDI, population, sustainable development, hunger and likes.
For this, I created a special geography notebook with all these issues listed.
This not only helped me in optional (always answered 3/5 questions from part B)
but also in GS papers and Essay (for instance I had decent data and facts for my
Essay on tourism from a World economic forum article).
My point is – frame your own strategy. Do what you like the best. Choose an
optional you are interested in and work hard with it. However, do not get
disproportionate time to the subject you enjoy. On the same lines, please write a
few essays and read GS IV as religiously as your other mains papers. These
papers can easily make or break your dream.
I used a chart paper for monthly schedule preparation and at the bottom corner
has separate rows for all main papers. At the time of scheduling, I made sure that
all papers got equal attention in terms of study days.
This helped me in getting thorough with GS IV theories (I do not know how
much I scored but enjoyed writing the answers) and also helped in more efficient
time utilization.
Finally, they say the measure of your success is by the amount of things you
have lost. On a personal note, I indeed have lost a lot in this hermitic phase of
my life but finally The Phoenix Rises from the Ashes .
All the best guys! Hardwork is never glamorous and failure is never final.
4. Gaurav Agrawal (CSE 2013 Rank 1) UPSC Topper

“Read everything keeping in mind what can be asked in the exam from this topic.
Also join a test series or get external feedback on your answers. If you fail, don’t
worry and work again but only after analyzing your mistakes and improve upon
them. ”
5. S Divyadharshini, UPSC 2010 topper

“Strict adherence to study schedules and astute planning are the route to
success. I would revise for about three to four hours a day and spend another
four hours updating on facts and general knowledge. During this time, I also
started practising mock question papers ,”
6. Bharti Dixit, AIR #5, UPSC 2013 Civil Services

“Recognize your strengths and weaknesses. Build upon your strengths and
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minimise your weaknesses. Devise your own strategy and do not blindly follow
what others say. Study with full devotion and dedication. Quality of study
matters more than the number of hours you put in. Avoid distractions and once
you have decided to do something, never deter from your path. Think 100 times
before deciding anything, but not even once after you have taken the decision.”
7. Haritha Kumar, UPSC 2012 Topper

“Take up one thing at a time and spare ample time for preparation. Also, they
should choose subjects that they are comfortable in. For the interview, be part of
mock discussion groups and participate in them actively. Practice and practise
writing papers. No matter what comes your way, never lose your focus. In case
you do not make it the first time, do not lose heart. Give it another try .”
8. Sweta Mohanty, AIR # 2, UPSC 2010

“There are three things that would lead to success in this exam– passion;
dedication and sincerity; and hard work. If one wants to give it an honest
attempt, the exam should be on your mind 24 × 7. There is no short cut to
success .”
Good Luck
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APPENDIX-A
Note: [For example, suppose you have 12 months. Then divide the CSAT Paper I
& II syllabus like:]
Management of Study for Prelim Exam
Yearly Plan of CSAT Paper I
* Student can add topics name accordingly.
Yearly Plan of CSAT Paper II
Now divide the month into weeks and weeks into days as per syllabus of a
particular Month.
MONTHLY PLAN OF CSAT PAPER-I(GS)
Week/Subject History Geography Polity Economics Ecology & Science Current
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Environment & Tech. Affaires

Week-I
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week-2
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week-3
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week-4
Monday
Tuesday
Wednesday
MONTHLY PLAN OF CSAT PAPER-II (APTITUDE)

Week/Subject Comprehension Skills Reasoning, Decision- Mental Basic Data
(Int. Analytical making Ability Numeracy Interpretation
per. & ability
Comm.)
Week-I
Monday
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Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week-2
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week-3
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week-4
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week-5
Monday
Tuesday
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Wednesday
MODEL DAILY ROUTINE
Management of Study for Main Exam
YEARLY PLAN OF MAIN EXAM: PAPER I TO VII
MONTHLY PLAN OF MAIN EXAM: PAPER I TO VII
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Week/Subject Paper-I Paper-II Paper-III Paper-IV Paper-V Paper-VI Paper-

VII
Week-I
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week-2
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week-3
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week-4
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
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Week-5
Monday
Tuesday
Wednesday
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The Union Public Service Commission conducts the Civil Services (Preliminary)
Examination which is common for the candidates applying for Civil Services
Examination and Indian Forest Service Examination. It acts as a screening
mechanism for selection of candidates for the Civil Services (Main) Examination
and Indian Forest Service (Main) Examination.
The number of vacancies may undergo change after getting firm number of
vacancies from Cadre Controlling Authorities. Reservation will be made for
candidates belonging to Scheduled Castes, Scheduled Tribes, Other Backward
Classes (OBC) and Physically Disabled Categories in respect of vacancies as
may be fixed by the Government.
CSE 201…: Important Dates
♦ Date of Notification: ... April, 201...
♦ Last Date to Apply: ... May, 201...
♦ Exam Date: ... August, 201...
♦ Civil Services (Main): ... December, 201...
(A) Centres of Examination
Examination Centres
(i) Centres for Civil Services (Preliminary) Examination.
Agartala Gaya Navi Mumbai
Agra Ghaziabad Panaji (Goa)

Ajmer Gorakhpur Patna
Ahmedabad Gurgaon Port Blair
Aizawl Gwalior Puducherry
Aligarh Hyderabad Pune
Allahabad Imphal Raipur
Ananthapuru Indore Rajkot

Aurangabad Itanagar Ranchi
Bengaluru Jabalpur Sambalpur
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Bareilly Jaipur Shillong

Bhopal Jammu Shimla
Bilaspur Jodhpur Siliguri
Chandigarh Jorhat Srinagar

Chennai Kochi Thane
Coimbatore Kohima Thiruvananthapuram
Cuttack Kolkata Tiruchirapalli

Dehradun Kozhikode (Calicut) Tirupati
Delhi Lucknow Udaipur
Dharwar Ludhiana Varanasi
Dispur Madurai Vellore
Faridabad Mumbai Vijayawada

Gangtok Mysuru Vishakhapatnam
Gautam Buddh Nagar Nagpur
(I I ) Centres for civil services (main) examination

Ahmedabad Dehradun Mumbai
Aizawl Delhi Patna

Allahabad Dispur (Guwahati) Raipur
Bangaluru Hyderabad Ranchi
Bhopal Jaipur Shillong
Chandigarh Jammu Shimla

Chennai Kolkata Thiruvananthapuram
Cuttak Lucknow Vijayawada
Eligibility Conditions
(i) Nationality
1. For the Indian Administrative Service and the Indian Police Service, a
candidate must be a citizen of India.
2. For other services, a candidate must be either:
(a) a citizen of India, or
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(b) a subject of Nepal, or

(c) a subject of Bhutan, or
(d) a Tibetan refugee who came over to India before 1st January, 1962
with the intention of permanently settling in India,
or
(e) a person of Indian origin who has migrated from Pakistan, Burma,
Sri Lanka, East African countries of Kenya, Uganda, the United
Republic of Tanzania, Zambia, Malawi, Zaire, Ethiopia and Vietnam
with the intention of permanently settling in India.
Provided that a candidate belonging to categories (b), (c), (d) and (e) shall be a
person in whose favour a certificate of eligibility has been issued by the
Government of India. Provided further that candidates belonging to categories
(b), (c) and (d) above will not be eligible for appointment to the Indian Foreign
Service. A candidate in whose case a certificate of eligibility is necessary, may
be admitted to the examination but the offer of appointment may be given only
after the necessary eligibility certificate has been issued to him/her by the
Government of India.
(ii) Age Limits
(a) A candidate must have attained the age of 21 years and must not have
attained the age of 32 years on the 1st of August, 2016, i.e. he/she must
have been born not earlier than 2nd August, 1984 and not later than 1st
August, 1995.
(b) The upper age limit prescribed above will be relaxable:
(i) upto a maximum of five years if a candidate belongs to a Scheduled
Caste or a Scheduled Tribe.
(ii) upto a maximum of three years in the case of candidates belonging to
Other Backward Classes who are eligible to avail of reservation
applicable to such candidates.
(iii) upto a maximum of five years if a candidate had ordinarily been
domiciled in the State of Jammu & Kashmir during the period from
the 1st January, 1980 to the 31st December, 1989.
(iv) upto a maximum of three years in the case of Defence Services
personnel disabled in operations during hostilities with any foreign
country or in a disturbed area and released as a consequence thereof.
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(v) upto a maximum of five years in the case of ex-servicemen including

Commissioned Officers and ECOs/SSCOs who have rendered at least
five years Military Service as on 1st August, 2016 and have been
released:
(a) on completion of assignment (including those whose assignment
is due to be completed within one year from 1st August, 2016)
otherwise than by way of dismissal or discharge on account of
misconduct or inefficiency, or
(b) on account of physical disability attributable to Military Service,
or
(c) on invalidment.
(vi) Upto a maximum of five years in the case of ECOs/SSCOs who have
completed an initial period of assignment of five years Military
Service as on 1st August, 2016 and whose assignment has been
extended beyond five years and in whose case the Ministry of Defence
issues a certificate that they can apply for civil employment and that
they will be released on three months notice on selection from the date
of receipt of offer of appointment.
(vii) upto a maximum of 10 years in the case of blind, deaf-mute and
orthopedically handicapped persons.
General* OBC* SC/ST* PH*
Minimum: 21 Minimum: 21 yrs Minimum: 21 yrs Minimum: 21 yrs
yrs
Maximum: 32 yrs Maximum: 35 yrs Maximum: 37 yrs Maximum: 42 yrs
[ For detailed information click the UPSC site:

http://upsc.gov.in/exams/notifications]
(iii) Minimum Ed ucational Qualifications
The candidate must hold a degree of any of Universities incorporated by an Act
of the Central or State Legislature in India or other educational institutions
established by an Act of Parliament or declared to be deemed as a University
Under Section-3 of the University Grants Commission Act, 1956, or possess an
equivalent qualification.
NOTE I: Candidates who have appeared at an examination the passing of which
would render them educationally qualified for the Commission’s examination
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but have not been informed of the results as also the candidates who intend to
appear at such a qualifying examination will also be eligible for admission to the
Preliminary Examination. All candidates who are declared qualified by the
Commission for taking the Civil Services (Main) Examination will be required
to produce proof of passing the requisite examination with their application for
the Main Examination failing which such candidates will not be admitted to the
Main Examination.
NOTE II: In exceptional cases the Union Public Service Commission may treat
a candidate who has not any of the foregoing qualifications as a qualified
candidate provided that he/she has passed examination conducted by the other
Institutions, the standard of which in the opinion of the Commission justifies
his/her admission to the examination.
NOTE III: Candidates possessing professional and technical qualifications
which are recognised by Government as equivalent to professional and technical
degree would also be eligible for admission to the examination.
NOTE IV: Candidates who have passed the final professional M.B.B.S. or any
other Medical Examination but have not completed their internship by the time
of submission of their applications for the Civil Services (Main) Examination,
will be provisionally admitted to the Examination provided they submit along
with their application a copy of certificate from the concerned authority of the
University/ Institution that they had passed the requisite final professional
medical examination. In such cases, the candidates will be required to produce at
the time of their interview original Degree or a certificate from the concerned
competent authority of the University/Institution that they had completed all
requirements (including compl etion of internship) for the award of the Degree.
(iv) Number of Attempts
General OBC SC/ST PH
6 attempts 9 attempts No restriction on the General: 9 attempts

number of attempts OBC: 9 attempts
SC/ST: No restriction
[For detail information click the UPSC site:

(v) Physical Standards
Candidates must be physically fit according to physical standards for admission
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to Civil Services Examination, 201… as per guidelines given in Appendix-III of

Rules for Examination published in the Gazette of India Extraordinary dated …
May, 201…
Fee
Candidates (except Female/SC/ ST/PH Candidates who are exempted from
payment of fee) are required to pay fee of ` 100/- (Rupees One Hundred only)
either by remitting the money in any Branch of SBI by Cash, or by using net
banking facility of State Bank of India/etc. for Preliminary Test.
Candidates admitted to the Main Examination will be required to pay a further
fee of ` 200/-
[For detail information click the UPSC site:
How to Apply
Candidates are required to apply online using the website
http://www.upsconline.nic.in
Detailed instructions for filling up online applications are available on the above
mentioned website.
Reservation Criteria
Candidates seeking reservation/ relaxation benefits available for SC/ST/
OBC/PH/Ex-servicemen must ensure that they are entitled to such reservation/
relaxation as per eligibility prescribed in the Rules/Notice. They should also be
in possession of all the requisite certificates in the prescribed format in support
of their claim as stipulated in the Rules/ Notice for such benefits, and these
certificates should be dated earlier than the due date (closing date) of the
application for Civil Services (Prelims) Examination, 201…
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APPENDIX-I
SECTION-I
PLAN OF EXAMINATION
The competitive examination comprises two successive stages:
(i) Civil Services (Preliminary) Examinations (Objective Type) for the
selection of candidates for Main Examination; and
(ii) Civil Services (Main) Examination (Written and Interview) for the
selection of candidates for the various services and posts.
The Preliminary Examination will consist of two papers of Objective type
(multiple choice questions) and carry a maximum of 400 marks in the subjects
set out in subsection (A) of Section-II. This examination is meant to serve as a
screening test only; the marks obtained in the Preliminary Examination by the
candidates who are declared qualified for admission to the Main Examination
will not be counted for determining their final order of merit. The number of
candidates to be admitted to the Main Examination will be about twelve to
thirteen times the total approximate number of vacancies to be filled in the year
in the various Services and Posts. Only those candidates who are declared by the
Commission to have qualified in the Preliminary Examination in the year will be
eligible for admission to the Main Examination of that year provided they are
otherwise eligible for admission to the Main Examination.
Candidates who obtain such minimum qualifying marks in the written part of the
Main Examination as may be fixed by the Commission at their discretion, shall
be summoned by them for interview for a Personality Test vide sub-section ‘C’
of Section-II. Marks obtained in the papers will be counted for ranking. The
number of candidates to be summoned for interview will be about twice the
number of vacancies to be filled. Marks thus obtained by the candidates in the
Main Examination (written part as well as interview) would determine their final
ranking. Candidates will be allotted to the various Services keeping in view their
ranks in the examination and the preferences expressed by them for the various
Services and Posts.
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SECTION-II
Scheme and subjects for the Preliminary and Main Examinations:
A. Preliminary Examination
The Examination shall comprise two compulsory papers of 200 marks each.
Prelims Paper Duration Questions Marks
Paper I - General Studies 2 Hours 100 200
Paper II* - Aptitude 2 Hours 80 200
Total 400
[*In General Studies Paper - II, minimum qualifying marks is 33%. You will be
selected for Mains Exam based on total marks of General Studies Paper - I.]
NOTE: (i) Both the question papers will be of the objective type (multiple
choice questions).
(ii) The question papers will be set both in Hindi and English. However,
questions relating to English Language Comprehension skills of Class X
level will be tested through passages from English Language only without
providing Hindi translation thereof in the question paper.
(iii) Details of the syllabi are indicated in Part A of Section III.
(iv) Each paper will be of two hours duration. Blind candidates will however;
be allowed an extra time of twenty minutes at each paper.
B. Main Examination
Civil Services (Main) Pattern
The pattern has changed from 2015 Main Examination. The new pattern is:
S. No. Paper Subject Marks
1 Paper A Indian Language (Qualifying) 300
2 Paper B English (Qualifying) 300
3 Paper I Essay 250
4 Paper II General Studies – I 250
5 Paper III General Studies – II 250
6 Paper IV General Studies - III 250
7 Paper V General Studies - IV 250
8 Paper VI Optional Subject Paper 1 250
9 Paper VII Optional Subject Paper 2 250
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Total 1750
Interview (Personality Test) 275
Grand Total 2025
Negative Marking in CSAT(PT)

There is negative marking for incorrect answers for all questions except some of
the questions where the negative marking will be inbuilt in the form of different
marks being awarded to the most appropriate and not-so-appropriate answer for
such questions. If you give a wrong answer, one-third of the marks assigned to
that question will be deducted as penalty.
Selection for Main
Only those candidates who are declared by the Commission to have qualified in
the Preliminary Examination in the year will be eligible for admission to the
Main Examination of that year provided they are otherwise eligible for
admission to the Main Examination.
Candidates may choose any optional subject from amongst the list of subjects
given in para 2 below ( Group 1 ). However, a candidate can opt for the
literatures of a language, indicated in Group-2 below para 2, as an optional
subject, only if the candidate has graduated in the literature of that particular
language as the main subject.
NOTE:
(i) Marks obtained by the candidates for all papers (Paper I-VII) will be
counted for merit ranking. However, the Commission will have the
discretion to fix qualifying marks in any or all papers of the examination.
(ii) For the Language medium/ literature of languages, the scripts to be used
by the candidates will be as under:
Language Script Language Script
Assamese Assamese Oriya Oriya
Bengali Bengali Punjabi Gurumukhi
Gujarati Gujarati Sanskrit Devanagari
Hindi Devanagari Sindhi Devanagari or Arabic
Kannada Kannada Tamil Tamil
Kashmiri Persian Telugu Telugu
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Konkani Devanagari Urdu Persian

Malayalam Malayalam Bodo Devanagari
Manipuri Bengali Dogri Devanagari
Marathi Devanagari Maithilli Devanagari
Nepali Devanagari Santhali Devanagari or Olchiki
Note: For Santhali language, question paper will be printed in Devanagari script;
but candidates will be free to answer either in Devanagari script or in Olchiki.
2. List of opti onal subjects for Main Examination:
Group-1
(i) Agriculture
(ii) Animal Husbandry and Veterinary Science
(iii) Anthropology
(iv) Botany
(v) Chemistry
(vi) Civil Engineering
(vii) Commerce and Accountancy
(viii) Economics
(ix) Electrical Engineering
(x) Geography
(xi) Geology
(xii) History
(xiii) Law
(xiv) Management
(xv) Mathematics
(xvi) Mechanical Engineering
(xvii) Medical Science
(xviii) Philosophy
(xix) Physics
(xx) Political Science and International Relations
(xxi) Psychology
(xxii) Public Administration
(xxiii) Sociology
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(xxiv) Statistics
(xxv) Zoology
Group-2
Literature of any one of the following languages:
Assamese, Bengali, Bodo, Dogri, Gujarati, Hindi, Kannada, Kashmiri, Konkani,
Maithili, Malayalam, Manipuri, Marathi, Nepali, Oriya, Punjabi, Sanskrit,
Santhali, Sindhi, Tamil, Telugu, Urdu, English.
NOTE:
(i) The question papers for the examination will be of conventional (essay)
type.
(ii) Each paper will be of 3 hours duration.
(iii) Candidates will have the option to answer all the question papers, except
Section 2 of the Paper-I (English comprehension and English précis) in
English or Hindi. If the candidate has had his/ her graduation in any of the
following language mediums using the particular language medium for
qualifying the graduate level examination, then he/she may opt for that
particular language medium to answer all the question papers, except
Section 2 of the Paper-I (English comprehension and English précis).
Assamese, Bengali, Bodo, Dogri, Gujarati, Kannada, Kashmiri, Konkani,
Santhali, Sindhi, Tamil, Telugu, and Urdu
(iv) Candidates exercising the option to answer Papers in any one of the
languages mentioned above may, if they so desire, give English version
within brackets of only the description of the technical terms, if any, in
addition to the version in the language opted by them. Candidates should,
however, note that if they misuse the above rule, a deduction will be made
on this account from the total marks otherwise accruing to them and in
extreme cases; their script(s) will not be valued for being in an
unauthorized medium.
(v) The question papers (other than the literature of language papers) will be
set in Hindi and English only.
(vi) The details of the syllabi are set out in Part B of Section III.
General Instructions (Preliminary as well as Main Examination):
(i) Candidates must write the papers in their own hand. In no circumstances,
will they be allowed the help of a scribe to write the answers for them.
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However, blind candidates will be allowed to write the examination with

the help of a scribe. Blind candidates will also be allowed an extra time at
each paper @ ten minutes per hour.
(ii) An extra time of twenty minutes per hour shall be permitted for the
candidates with locomotor disability and cerebral palsy where dominant
(writing) extremity is affected to the extent of slowing the performance of
function (minimum of 40% impairment) in the Civil Services (Main)
Examination only. However, no scribe shall be permitted to such
candidates.
NOTE 1: The eligibility conditions of a scribe, his/her conduct inside the
examination hall and the manner in which and extent to which he/she can help
the blind candidate in writing the Civil Services Examination shall be governed
by the instructions issued by the UPSC in this regard. Violation of all or any of
the said instructions shall entail the cancellation of the candidature of the blind
candidate in addition to any other action that the UPSC may take against the
scribe.
NOTE 2: For purpose of these rules the candidate shall be deemed to be a blind
candidate if the percentage of visual impairment is 40% or more. The criteria for
determining the percentage of visual impairment shall be as follows:
Better eye Worse eye Percentage
Category 0 6/9-6/18 6/24 to 6/36 20%

Category I 6/18-6/36 6/60 to nil 40%
Category II 6/60-4/60 or field of 3/60 to nil 75%
vision 10-20°
Category III 3/60-1/60 F.C. at 1 ft to nil 100%
or field of to nil vision
10º
Category IV FC. at 1 ft to nil field of F.C. at 1 ft to nil field 100%
vision 100° of vision 100°
One eyed 6/6 F.C. at 1 ft to nil 30%
person
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NOTE 3: For availing of the concession admissible to a blind candidate, the

candidate concerned shall produce a certificate in the prescribed proforma from
a Medical Board constituted by the Central/State Governments alongwith his
application for the Main Examination.
NOTE 4:
(i) The concession admissible to blind candidates shall not be admissible to
those suffering from Myopia.
(ii) The Commission have discretion to fix qualifying marks in any or all the
subjects of the examination.
(iii) If a candidate’s handwriting is not easily legible, a deduction will be
made on this account from the total marks otherwise accruing to him.
(iv) Marks will not be allotted for mere superficial knowledge.
(v) Credit will be given for orderly, effective and exact expression combined
with due economy of words in all subjects of the examination.
(vi) In the question papers, wherever required, SI units will be used.
(vii) Candidates should use only international form of Indian numerals (i.e. 1,
2, 3, 4, 5, 6, etc.) while answering question papers.
(viii) Candidates will be allowed the use of Scientific (Non-Programmable
type) Calculators at the conventional (Essay) type examination of UPSC.
Programmable type calculators will however not be allowed and the use of
such calculators shall tantamount to resorting to unfair means by the
candidates. Loaning or interchanging of calculators in the Examination
Hall is not permitted.
It is also important to note that candidates are not permitted to use calculators for
answering objective type papers (Test Booklets). They should not therefore,
bring the same inside the Examination Hall.
C. Interview test
The candidate will be interviewed by a Board who will have before them a
record of his/her career. He/she will be asked questions on matters of general
interest. The object of the interview is to assess the personal suitability of the
candidate for a career in public service by a Board of competent and unbiased
observers. The test is intended to judge the mental calibre of a candidate. In
broad terms this is really an assessment of not only his/her intellectual qualities
but also social traits and his/her interest in current affairs. Some of the qualities
to be judged are mental alertness, critical powers of assimilation, clear and
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logical exposition, balance of judgement, variety and depth of interest, ability for
social cohesion and leadership, intellectual and moral integrity.
The technique of the interview is not that of a strict cross-examination but of a
natural, though directed and purposive conversation which is intended to reveal
the mental qualities of the candidate.
The interview test is not intended to be a test either of the specialised or general
knowledge of the candidates which has been already tested through their written
papers. Candidates are expected to have taken an intelligent interest not only in
their special subjects of academic study but also in the events which are
happening around them both within and outside their own state or country as
well as in modern currents of thought and in new discoveries which should rouse
the curiosity of well educated youth.
SECTION-III
Syllabus
A. Syllabus for Civ il Services (Preliminary) Examinations
Paper I - General Studies:
♦ Current Affairs: events of national and international importance.
♦ History of India and Indian National Movement.
♦ Indian and World Geography: Physical, Social, Economic Geography
of India and the World.
♦ Indian Polity and Governance: Constitution, Political System,
Panchayati Raj, Public Policy, Rights Issues, etc.
♦ Economic and Social Development: Sustainable Development, Poverty,
Inclusion, Demographics, Social Sector initiatives, etc.
♦ General issues on Environmental Ecology, Bio-diversity and Climate
Change (that do not require subject specialization).
♦ General Science.
Paper II – Aptitude:
♦ Comprehension
♦ Interpersonal skills including communication skills
♦ Logical reasoning and analytical ability
♦ Decision-making and problem-solving
♦ General mental ability
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♦ Basic numeracy (numbers and their relations, orders of magnitude, etc.)

(Class X level),
♦ Data interpretation (charts, graphs, tables, data sufficiency etc. - Class X
level)
[Note: Paper-II of the Civil Services (Preliminary) Examination will be a
qualifying paper with minimum qualifying marks fixed at 33%]
B. Syllabus for Civil Services (Main) Examinations
Paper-A and B:
There will be two qualifying papers in any Indian language and English each of
300 marks.
The aim of the paper is to test the candidates ability to read and understand
serious discursive prose, and how they express their ideas clearly and correctly,
in English and Indian Language concerned.
The pattern of questions would be broadly as follows:
Paper-A: Indian Languages:
(i) Comprehension of given passages
(ii) Precis Writing
(iii) Usage and Vocabulary
(iv) Short Essays
(v) Translation from English to the Indian language and vice-versa.
Paper-B: English
(i) Comprehension of given passages
(ii) Precis Writing
(iii) Usage and Vocabulary
(iv) Short Essays
[Note 1: The Papers on Indian Languages and English will be of Matriculation
or equivalent standard and will be of qualifying nature only. The marks obtained
in these papers will not be counted for ranking.
Note 2: The candidates will have to answer the English and Indian Languages
papers in English and the respective Indian language (except where translation
is involved].
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Paper-I : Essay-250 Marks

Candidates are required to write two essays on a specific topic. The choice of
subjects will be given. They are expected to keep closely to the subject of the
essay to arrange their ideas in orderly fashion, and to write concisely. Credit will
be given for effective and exact expression.
Paper-II
General Studies-I: Indian Heritage and Culture, History and Geography of
the World and Society (250 marks).
♦ Indian culture covers the salient aspects of Art Forms, Literature and
Architecture from ancient to modern times.
♦ Modern Indian history from about the middle of the eighteenth century
until the present- significant events, personalities, issues.
♦ The Freedom Struggle - its various stages and important contributors
/contributions from dif ferent parts of the country.
♦ Post-independence consolidation and reorganization within the country.
Histo ry of the world will include events from 18th century such as
industrial revolution, world wars, redrawal of national boundaries,
colonization, decolonization, political philosophies like communism,
capitalism, socialism, etc. and their forms and effect on the society.
♦ Salient features of Indian Society, Diversity of India.
♦ Role of women and women’s organizations, population and associated
issues, poverty and developmental issues, urbanization, their problems and
their remedies; Effects of globalization on Indian society.
♦ Social empowerment, communalism, regionalism & secularism.
♦ Salient features of world’s physical geography.
♦ Distribution of key natural resources across the world (including South
Asia and the Indian subcontinent); factors responsible for the location of
primary, secondary, and tertiary sector industries in various parts of the
world (including India).
♦ Important Geophysical phenomena such as earthquakes, Tsunami,
Volcanic activity, cyclone, etc. geographical features and their location-
changes in critical geographical features (including water bodies and ice-
caps) and in flora and fauna and the effects of such changes.
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Paper-III
General Studies-II: Governance, Constitution, Polity, Social Justice and
International relations (250 marks).
♦ Indian Constitution: historical underpinnings, evolution, features,
amendments, significant provisions and basic structure.
♦ Functions and responsibilities of the Union and the States, issues and
challenges pertaining to the federal structure, devolution of powers and
finances up to local levels and challenges therein.
♦ Separation of powers between various organs dispute redressal
mechanisms and institutions.
♦ Comparison of the Indian constitutional scheme with that of other
countries
♦ Parliament and State Legislatures: structure, functioning, conduct of
business, powers & privileges and issues arising out of these.
♦ Structure, organization and functioning of the Executive and the Judiciary
Ministries and Departments of the Government; pressure groups and
formal/informal associations and their role in the Polity.
♦ Salient features of the Representation of People’s Act.
♦ Appointment to various Constitutional posts, powers, functions and
responsibiliti es of various Constitutional Bodies; Statutory, regulatory and
various quasi-judicial bodies
♦ Government policies and interventions for development in various sectors
and issues arising out of their design and implementation.
♦ Development processes and the development industry- the role of NGOs,
SHGs, various groups and associations, donors, charities, institutional and
other stakeholders
♦ Welfare schemes for vulnerable sections of the population by the Centre
and States and the performance of these schemes; mechanisms, laws,
institutions and Bodies constituted for the protection and betterment of
these vulnerable sections.
♦ Issues relating to development and management of Social Sector/Services
relating to Health, Education, Human Resources.
♦ Issues relating to poverty and hunger.
♦ Important aspects of governance, transparency and accountability, e-
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governance- applications, models, successes, limitations, and potential;

citizens charters, transparency & accountability and institutional and other
measures.
♦ Role of civil services in a democracy.
♦ India and its neighbourhood- relations.
♦ Bilateral, regional and global groupings and agreements involving India
and/or affecting India’s interests
♦ Effect of policies and politics of developed and developing countries on
India’s interests, Indian diaspora. Important International institutions,
agencies and fora- their structure, mandate.
Paper-IV
General Studies-III (Technology, Economic Development, Bio-diversity,
Environment, Security and Disaster Management) of 250 marks which may
include following topics:
♦ Indian Economy and issues relating to planning, mobilization of
resources, growth, development and employment.
♦ Inclusive growth and issues arising from it.
♦ Government Budgeting.
♦ Major crops, cropping patterns in various parts of the country, different
types of irrigation and irrigation systems storage, transport and marketing
of agricultural produce and issues and related constraints; e-technology in
the aid of farmers
♦ Issues related to direct and indirect farm subsidies and minimum support
prices; Publi c Distribution System- objectives, functioning, limitations,
revamping; issues of buffer stocks and food security; Technology missions;
economics of animal-rearing.
♦ Fo od processing and related industries in India- scope and significance,
location, upstream and downstream requirements, supply chain
management.
♦ Land reforms in India.
♦ Effects of liberalization on the economy, changes in industrial policy and
their effects on industrial growth.
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♦ Infrastructure: Energy, Ports, Roads, Airports, Railways etc.

♦ Investment models.
♦ Science and Technology- developments and their applications and effects
in everyday life
♦ Achievements of Indians in science & technology; indigenization of
technology and developing new technology.
♦ Awareness in the fields of IT, Space, Computers, robotics, nano-
technology, bio-technology and issues relating to intellectual property
rights.
♦ Conservation, environmental pollution and degradation, environmental
impact assessment
♦ Disaster and disaster management.
♦ Linkages between development and spread of extremism.
♦ Role of external state and non-state actors in creating challenges to
internal security.
♦ Challenges to internal security through communication networks, role of
media and social networking sites in internal security challenges, basics of
cyber security; money-laundering and its prevention
♦ Security challenges and their management in border areas; linkages of
organized crime with terrorism
♦ Various Security forces and agencies and their mandate
Paper-V
General Studies -IV (Ethics, Integrity and Aptitude) of 250 marks which
may include following topics:
This paper will include questions to test the candidates’ attitude and approach to
issues relating to integrity, probity in public life and his problem solving
approach to various issues and conflicts faced by him in dealing with society.
Questions may utilise the case study approach to determine these aspects. The
following broad areas will be covered.
♦ Ethics and Human Interface : Essence, determinants and consequences
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of Ethics in human actions; dimensions of ethics; ethics in private and

public relationships. Human Valu es - lessons from the lives and teachings
of great leaders, reformers and administrators; role of family, society and
educational institutions in inculcating values.
♦ Attitude: content, structure, functions; its influence and relation with
thought and behaviour; moral and political attitudes; social influence and
persuasion. Aptitude and foundational values for Civil Service , integrity,
impartiality and non-partisanship, objectivity, dedication to public service,
empathy, tolerance and compassion towards the weaker sections.
♦ Emotional intelligence-concepts, and their utilities and application in
administration and governance.
♦ Contributions of moral thinkers and philosophers from India and the
world.
♦ Public/Civil service values and Ethics in Public administration: Status
and problems; ethical concerns and dilemmas in government and private
institutions; laws, rules, regulations and conscience as sources of ethical
guidance; accountability and ethical governance; strengthening of ethical
and moral values in governance; ethical issues in international relations
and funding; corporate governance.
♦ Probity in Governance: Concept of public service; Philosophical basis of
governance and probity; Information sharing and transparency in
government, Right to Information, Codes of Ethics, Codes of Conduct,
Citizen’s Charters, Work culture, Quality of service delivery, Utilization of
public funds, challenges of corruption.
♦ Case Studies on above issues.
PAPER-VI & PAPER VII
Optional Subject Papers I & II
List of optional subjects for Main Examination:
Agriculture, Animal Husbandry and Veterinary Science, Anthropology, Botany,
Chemistry, Civil Engineering, Commerce and Accountancy, Economics,
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Electrical Engineering, Geography, Geology, History, Law, Management;

Mathematics, Mechanical Engineering, Medical Science, Philosophy, Physics,
Political Science and International Relations, Psychology, Public Administration,
Sociology, Statistics and Zoology.
Literature of any one of the following languages:
Assamese, Bengali, Bodo, Dogri, Gujarati, Hindi, Kannada, Kashmiri, Konkani,
Santhali, Sindhi, Tamil, Telugu, Urdu, English.
Candidates may choose any optional subject from the list of subjects.
[Note: The candidates would be allowed to use any one language from the
Eighth Schedule of the Constitution or English as the medium of writing the
examination.]
AGRICULTURE
PAPER - I
Ecology and its relevance to man, natural resources, their sustainable
management and conservation. Physical and social environment as factors of
crop distribution and producti on. Agro ecology; cropping pattern as indicators
of environments. Environmental pollution and associated hazards to crops,
animals and humans.
Climate change – International conventions and global initiatives. Green house
effect and global warming. Advance tools for ecosystem analysis – Remote
Sensing (RS) and Geographic Information Systems (GIS). Cropping patterns in
different agro-climatic zones of the country. Impact of high-yielding and short-
duration varieties on shifts in cropping patterns. Concepts of various cropping
and farming systems. Organic and Precision farming. Package of practices for
production of important cereals, pulses, oil seeds, fibres, sugar, commercial and
fodder crops. Important features and scope of various types of forestry
plantations such as social forestry, agro-forestry, and natural forests.
Propagation of forest plants. Forest products. Agro forestry and value addition.
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Conservation of forest flora and fauna. Weeds, their characteristics,

dissemination and association with various crops; their multiplications; cultural,
biological, and chemical control of weeds. Soil- physical, chemical and
biological properties. Processes and factors of soil formation. Soils of India.
Mineral and organic constituents of soils and their role in maintaining soil
productivity. Essential plant
nutrients and other beneficial elements in soils and plants. Principles of soil
fertility, soil testing and fertilizer recommendations, integrated nutrient
management. Biofertilizers. Losses of nitrogen in soil, nitrogen-use efficiency in
submerged rice soils, nitrogen fixation in soils. Efficient phosphorus and
potassium use. Problem
soils and their reclamation. Soil factors affecting greenhouse gas emission.
Soil conservation, integrated watershed management. Soil erosion and its
management. Dry land agriculture and its problems. Technology for stabilizing
agriculture production in rain fed areas. Water-use efficiency in relation to crop
production, criteria for scheduling irrigations, ways and means of reducing run-
off losses of irrigation water. Rainwater harvesting. Drip and sprinkler irrigation.
Drainage of waterlogged soils, quality of irrigation water, effect of industrial
effluents on soil and water pollution. Irrigation projects in India. Farm
management, scope, importance and characteristics, farm planning. Optimum
resource use and budgeting. Economics of different types of farming systems.
Marketing management – strategies for development, market intelligence. Price
fluctuations and their cost; role of co-operatives in agricultural economy; types
and systems of farming and factors affecting them. Agricultural price policy.
Crop
Insurance.
Agricultural extension, its importance and role, methods of evaluation of
extension programmes, socioeconomic survey and status of big, small and
marginal farmers and landless agricultural labourers. Training programmes for
extension workers. Role of Krishi Vigyan Kendra’s (KVK) in dissemination of
Agricultural technologies. Non Government Organization (NGO) and self-help
group approach for rural development.
PAPER - II
Cell structure, function and cell cycle. Synthesis, structure and function of
genetic material. Laws of heredity. Chromosome structure, chromosomal
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aberrations, linkage and cross-over, and their significance in recombination

breeding. Polyploidy, euploids and aneuploids. Mutations – and their role in crop
improvement.
Heritability, sterility and incompatibility, classification and their application in
crop improvement. Cytoplasmic inheritance, sex-linked, sex-influenced and sex-
limited characters. History of plant breeding. Modes of reproduction, selfing and
crossing techniques. Origin, evolution and domestication of crop plants, center
of origin, law of homologous series, crop genetic resources- conservation and
utilization. Application of principles of plant breeding, improvement of crop
plants. Molecular markers and their application in plant improvement. Pure-line
selection, pedigree, mass and recurrent selections, combining ability, its
significance in plant breeding. Heterosis and its exploitation. Somatic
hybridization.
Breeding for disease and pest resistance. Role of interspecific and intergeneric
hybridization. Role of genetic engineering and biotechnology in crop
improvement. Genetically modified crop plants. Seed production and processing
technologies. Seed certification, seed testing and storage. DNA finger printing
and seed registration. Role of public and private sectors in seed production and
marketing. Intellectual Property Rights (IPR) issues, WTO issues and its impact
on Agriculture. Principles of Plant Physiology with reference to plant nutrition,
absorption, translocation and metabolism of nutrients. Soil water-plant
relationship.
Enzymes and plant pigments; photosynthesis-modern concepts and factors
affecting the process, aerobic and anaerobic respiration; C3, C4 and CAM
mechanisms. Carbohydrate, protein and fat metabolism. Growth and
development; photoperiodism and vernalilzation. Plant growth substances and
their role in crop production. Physiology of seed development and germination;
dormancy. Stress physiology – draught, salt and water stress. Major fruits,
plantation crops, vegetables, spices and flower crops. Package practices of major
horticultural crops. Protected cultivation and high tech horticulture. Post harvest
technology and value addition of fruits and vegetables. Landscaping and
commercial floriculture. Medicinal and aromatic plants. Role of fruits and
vegetables in human nutrition.
Diagnosis of pests and diseases of field crops, vegetables, orchard and plantation
crops and their economic importance. Classification of pests and diseases and
their management. Integrated pest and disease management. Storage pests and
their management. Biological control of pests and diseases. Epidemiology and
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forecasting of major crop pests and diseases. Plant quarantine measures.

Pesticides, their formulation and modes of action.
Food production and consumption trends in India. Food security and growing
population – vision 2020. Reasons for grain surplus. National and international
food policies. Production, procurement, distribution constraints. Availability of
food grains, per capita expenditure on food. Trends in poverty, Public
Distribution System and Below Poverty Line population, Targeted Public
Distribution System (PDS), policy implementation in context to globalization.
Processing constraints. Relation of food production to National Dietary
Guidelines and food consumption pattern. Food based dietary approaches to
eliminate hunger. Nutrient deficiency – Micro nutrient deficiency : Protein
Energy Malnutrition or Protein Calorie Malnutrition (PEM or PCM), Micro
nutrient deficiency and HRD in context of work capacity of women and
children. Food grain productivity and food security.
ANIMAL HUSBANDRY ANDVETERINARY

SCIENCE
PAPER – I
1. Animal Nutrition
1.1 Partitioning of food energy within the animal. Direct and indirect
calorimetry. Carbon – nitrogen balance and comparative slaughter methods.
Systems for expressing energy value of foods in ruminants, pigs and poultry.
Energy requirements for maintenance, growth, pregnancy, lactation, egg, wool,
and meat production.
1.2 Latest advances in protein nutrition. Energy protein interrelationships.
Evaluation of protein quality. Use of NPN compounds in ruminant diets. Protein
requirements for maintenance, growth, pregnancy, lactation, egg, wool and meat
production.
1.3 Major and trace minerals – Their sources, physiological functions and
deficiency symptoms. Toxic minerals. Mineral interactions. Role of fat-soluble
and water – soluble vitamins in the body, their sources and deficiency symptoms.
1.4 Feed additives – methane inhibitors, probiotics, enzymes, antibiotics,
hormones, oligosaccharides, antioxidants, emulsifiers, mould inhibitors, buffers
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etc. Use and abuse of growth promoters like hormones and antibiotics – latest
concepts.
1.5 Conservation of fodders. Storage of feeds and feed ingredients. Recent
advances in feed technology and feed processing. Anti – nutritional and toxic
factors present in livestock feeds. Feed analysis and quality control. Digestibility
trials – direct, indirect and indicator methods. Predicting feed intake in grazing
animals.
1.6 Advances in ruminant nutrition. Nutrient requirements. Balanced rations.
Feeding of calves, pregnant, work animals and breeding bulls. Strategies for
feeding milch animals during different stages of lactation cycle.
Effect of feeding on milk composition. Feeding of goats for meat and milk
production. Feeding of sheep for meat and wool production.
1.7 Swine Nutrition. Nutrient requirements. Creep, starter, grower and finisher
rations. Feeding of pigs for lean meat production. Low cost rations for swine.
1.8 Poultry nutrition. Special features of poultry nutrition. Nutrient requirements
for meat and egg production. Formulation of rations for different classes of
layers and broilers.
2. Animal Physiology
2.1 Physiology of blood and its circulation, respiration; excretion. Endocrine
glands in health and disease.
2.2 Blood constituents - Properties and functions-blood cell formation-
Haemoglobin synthesis and chemistryplasma proteins production, classification
and properties, coagulation of blood; Haemorrhagic disorders anticoagulants-
blood groups-Blood volume-Plasma expanders-Buffer systems in blood.
Biochemical tests and their significance in disease diagnosis.
2.3 Circulation - Physiology of heart, cardiac cycle, heart sounds, heart beat,
electrocardiograms. Work and efficiency of heart-effect of ions on heart
function-metabolism of cardiac muscle, nervous and chemical regulation of
heart, effect of temperature and stress on heart, blood pressure and hypertension,
osmotic regulation, arterial pulse, vasomotor regulation of circulation, shock.
Coronary and pulmonary circulation, Blood-Brain barrier- Cerebrospinal fluid-
circulation in birds.
2.4 Respiration - Mechanism of respiration, Transport and exchange of gases –
neural control of respirationchemo- recept ors-hypoxia-respiration in birds.
2.5 Excretion-Structure and function of kidney-formation of urine-methods of
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studying renal function-renal regulation of acidbase balance: physiological

constituents of urine-renal failure-passive venous congestion-Urinary secretion
in chicken-Sweat glands and their function. Bio-chemical test for urinary
dysfunction.
2.6 Endocrine glands - Functional disorders their symptoms and diagnosis.
Synthesis of hormones, mechanism and control of secretion- hormonal
receptors-classification and function.
2.7 Growth and Animal Production- Prenatal and postnatal growth, maturation,
growth curves, measures of growth, factors affecting growth, conformation,
body composition, meat quality.
2.8 Physiology of Milk Production, Reproduction and Digestion- Current status
of hormonal control of mammary development, milk secretion and milk ejection,
Male and Female reproductive organs, their components and functions.
Digestive organs and their functions.
2.9 Environmental Physiology- Physiological relations and their regulation;
mechanisms of adaptation, environmental factors and regulatory mechanisms
involved in animal behaviour, climatology – various parameters and their
importance. Animal ecology. Physiology of behaviour. Effect of stress on health
and production.
3. Animal Reproduction
Semen quality- Preservation and Artificial Insemination- Components of semen,
composition of spermatozoa, chemical and physical properties of ejaculated
semen, factors affecting semen in vivo and in vitro. Factors affecting semen
production and quality, preservation, composition of diluents, sperm
concentration, transport of diluted semen. Deep freezing techniques in cows,
sheep, goats, swine and poultry. Detection of oestrus and time of insemination
for better conception. Anoestrus and repeat breeding.
4. Livestock Production and Management
4.1 Commercial Dairy Farming- Comparison of dairy farming in India with
advanced countries. Dairying under mixed farming and as specialized farming,
economic dairy farming. Starting of a dairy farm, Capital and land requirement,
organization of the dairy farm. Opportunities in dairy farming, factors
determining the efficiency of dairy animal. Herd recording, budgeting, cost of
milk production, pricing policy; Personnel Management. Developing Practical
and Economic rations for dairy cattle; supply of greens throughout the year, feed
and fodder requirements of Dairy Farm. Feeding re gimes for young stock and
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bulls, heifers and breeding animals; new trends in feeding young and adult stock;
Feeding records.
4.2 Commercial meat, egg and wool production-Development of practical and
economic rations for sheep, goats, pigs, rabbits and poultry. Supply of greens,
fodder, feeding regimes for young and mature stock. New trends in enhancing
production and management. Capital and land requirements and socio-economic
concept.
4.3 Feeding and management of animals under drought, flood and other natural
calamities.
5. Genetics and Animal Breeding
History of animal genetics. Mitosis and Meiosis: Mendelian inheritance;
deviations to Mendelian genetics; Expression of genes; Linkage and crossing
over; Sex determination, sex influenced and sex limited characters; Blood
groups and polymorphism; Chromosome aberrations; Cytoplasmic inheritance.
Gene and its structure; DNA as a genetic material; Genetic code and protein
synthesis; Recombinant DNA technology. Mutations, types of mutations,
methods for detecting mutations and mutation rate. Trans-genesis.
5.1 Population Genetics applied to Animal Breeding- Quantitative Vs.
qualitative traits; Hardy Weinberg Law; Population Vs. individual; Gene
and genotypic frequency; Forces changing gene frequency; Random drift
and small populations; Theory of path coefficient; Inbreeding, methods of
estimating inbreeding coefficient, systems of inbreeding, Effective
population size; Breeding value, estimation of breeding value, dominance
and epistatic deviation; Partitioning of variation; Genotype X environment
correlation and genotype X environment interaction; role of multiple
measurements; Resemblance between relatives.
5.2 Breeding Systems- Breeds of live-stock and Poultry. Heritability,
repeatability and genetic and phenotypic correlations, their methods of
estimation and precision of estimates; Aids to selection and their relative
merits; Individual, pedigree, family and within family selection; Progeny
testing; Methods of selection; Construction of selection indices and their
uses; Comparative evaluation of genetic gains through various selection
methods;
Indirect selection and correlated response; Inbreeding, out breeding, upgrading,
cross-breeding and synthesis of breeds; Crossing of inbred lines for commercial
production; Selection for general and specific combining ability; Breeding for
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threshold characters. Sire index.

6. Extension
Basic philosophy, objectives, concept and principles of extension. Different
Methods adopted to educate farmers under rural conditions. Generation of
technology, its transfer and feedback. Problems and constraints in transfer of
technology. Animal husbandry programmes for rural development.
PAPER–II
1. Anatomy, Pharmacology and Hygiene
1.1 Histology and Histological Techniques: Paraffin embedding technique of
tissue processing and H.E. staining – Freezing microtomy- Microscopy-
Bright field microscope and electron microscope. Cytology structure of
cell, organells and inclusions; cell division-cell types- Tissues and their
classification-embryonic and adult tissues Comparative histology of
organs-Vascular, Nervous, digestive, respiratory, musculo- skeletal and
urogenital systems Endocrine glands -Integuments-sense organs.
1.2 Embryology – Embryology of vertebrates with special reference to aves
and domestic mammals gametogenesis-fertilization-germ layers- foetal
membranes and placentation-types of placenta in domestic mammals-
Teratology-twins and twinning-organogenesis -germ layer derivatives-
endodermal, mesodermal and ectodermal derivates.
1.3 Bovine Anatomy- Regional Anatomy: Para-nasal sinuses of OX- surface
anatomy of salivary glands. Regional anatomy of infraorbital, maxillary,
mandibuloalveolar, mental and cornual nerve block. Regional anatomy of
paravertebral nerves, pudendal nerve, median ulnar and radial nerves-
tibial,fibular and digital nerves-Cranial nerves-structures involved in
epidural anaesthesia-superficial lymph nodes-surface anatomy of visceral
organs of thoracic, abdominal and pelvic cavities-comparative features of
locomotor apparatus and their application in the biomechanics of
mammalian body.
1.4 Anatomy of Fowl- Musculo-skeletal system-functional anatomy in
relation to respiration and flying, digestion and egg production.
1.5 Pharmacology and therapeutic drugs Cellular level of pharmacodynamics
and pharmacokinetics. Drugs acting on fluids and electrolyte balance.
Drugs acting on Autonomic nervous system. Modern concepts of
anaesthesia and dissociative anaesthetics. Autacoids. Antimicrobials and
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principles of chemotherapy in microbial infections. Use of hormones in

therapeutics-chemotherapy of parasitic infections. Drug and economic
concerns in the Edible tissues of animals-chemotherapy of Neoplastic
diseases. Toxicity due to insecticides, plants, metals, non-metals, zootoxins
and mycotoxins.
1.6 Veterinary Hygiene with reference to water, air and habitation -
Assessment of pollution of water, air and soil-Importance of climate in
animal health- effect of environment on animal function and performance
relationship between industrialization and animal agriculture- animal
housing requirements for specific categories of domestic animals viz.
pregnant cows and cows, milkin g cows, broiler birds- stress, strain and
productivity in relation to animal habitation.
2. Animal Diseases
2.1 Etiology, epidemiology pathogenesis, symptoms, postmortem lesions,
diagnosis, and control of infectious diseases of cattle, sheep and goat,
horses, pigs and poultry.
2.2 Etiology, epidemiology, symptoms, diagnosis, treatment of production
diseases of cattle, horse, pig and poultry.
2.3 Deficiency diseases of domestic animals and birds.
2.4 Diagnosis and treatment of non-specific conditions like impaction, Bloat,
Diarrhoea, Indigestion, dehydration, stroke, poisoning.
2.5 Diagnosis and treatment of neurological disorders.
2.6 Principles and methods of immunization of animals against specific
diseases herd immunity- disease free zones- ‘zero’ disease concept-
chemoprophylaxis.
2.7 Anaesthesia- local, regional and general-preanesthetic medication.
Symptoms and surgical interference in fractures and dislocation. Hernia,
choking abomasal displacement- Caesarian operations. Rumenotomy-
Castrations.
2.8 Disease investigation techniques. Materials for laboratory investigation-
Establishment of Animal Health Centers- Disease free zone.
3. Veterinary Public Health
3.1 Zoonoses. - Classification, definition, role of animals and birds in
prevalence and transmission of zoonotic diseases- occupational zoonotic
diseases.
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3.2 Epidemiology- Principle, definition of epidemiological terms, application

of epidemiological measures in the study of diseases and disease control.
Epidemiological features of air, water and food borne infections. OIE
regulations, WTO, sanitary and phytosanitary measures.
3.3 Veterinary Jurisprudence- Rules and Regulations for improvement of
animal quality and prevention of animal diseases - State and central rules
for prevention of animal and animal product borne diseases-S P C A
Veterolegal cases- Certificates Materials and Methods of collection of
samples for veterolegal investigation.
4. Milk and Milk Products Technology
4.1 Market Milk: Quality, testing and grading of raw milk. Processing,
packaging, storing, distribution, marketing, defects and their control.
Preparation of the following milks: Pasteurized, standardized, toned,
double toned, sterilized, homogenized, reconstituted, recombined and
flavoured milks. Preparation of cultured milks, cultures and their
management, yoghurt, Dahi, Lassi and Srikhand. Preparation of flavoured
and sterilized milks. Legal standards. Sanitation requirement for clean and
safe milk and for the milk plant equipment.
4.2 Milk Products T echnology: Selection of raw materials, processing,
storing, distributing and marketing milk products such as Cream, Butter,
Ghee, Khoa, Channa, Cheese, condensed, evaporated, dried milk and baby
food, Ice cream and Kulfi; by-products, whey products, butter milk, lactose
and casein. Testing, grading, judging milk products- BIS and Agmark
specifications, legal standards, quality control and nutritive properties.
Packaging, processing and operational control. Costing of dairy products.
5. Meat Hygiene and Technology
5.1 Meat Hygiene
5.1.1 Ante mortem care and management of food animals, stunning,
slaughter and dressing operations; abattoir requirements and designs; Meat
inspection procedures and judgment of carcass meat cuts- grading of
carcass meat cuts- duties and functions of Veterinarians in wholesome
meat production.
5.1.2 Hygienic methods of handling production of meat- Spoilage of meat
and control measures- Post -slaughter physicochemical changes in meat
and factors that influence them- Quality improvement methods –
Adulteration of meat and detection Regulatory provisions in Meat trade
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and Industry.
5.2 Meat Technology
Physical and chemical characteristics of meat- Meat emulsions- Methods
of preservation of meat- Curing, canning, irradiation, packaging of meat
and meat products, processing and formulations.
5.3 By- products- Slaughter house by- products and their utilization- Edible
and inedible by products- Social and economic implications of proper
utilization of slaughter house by-products- Organ products for food and
pharmaceuticals.
5.4 Poultry Products Technology- Chemical composition and nutritive value
of poultry meat, pre - slaughter care and management. Slaughtering
techniques, inspection, preservation of poultry meat and products. Legal
and BIS standards. Structure, composition and nutritive value of eggs.
Microbial spoilage. Preservation and maintenance. Marketing of poultry
meat, eggs and products. Value added meat products.
5.5 Rabbit/Fur Animal farming – Rabbit meat production. Disposal and
utilization o f fur and wool and recycling of waste by products. Grading of
wool.
ANTHROPOLOGY
PAPER-I
1.1 Meaning, scope and development of Anthropology.
1.2 Relationships with other disciplines: Social Sciences, Behavioural
Sciences, Life Sciences, Medical Sciences, Earth Sciences and Humanities.
1.3 Main branches of Anthropology, their scope and relevance:
(a) Soci al- cultural Anthropology.
(b) Biological Anthropology.
(c) Archaeologic al Anthropology.
(d) Linguistic Anthropology.
1.4 Human Evolution and emergence of Man:
(a) Biological and Cultural factors in human evolution.
(b) Theories of Organic Evolution (PreDarwinian, Darwinian and Post-
Darwinian).
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(c) Synthetic theory of evolution; Brief outline of terms and concepts of

evolutionary biology (Doll’s rule, Cope’s rule, Gause’s rule,
parallelism, convergence, adaptive radiation, and mosaic evolution).
1.5 Characteristics of Primates; Evolutionary Trend and Primate Taxonomy;
Primate Adaptations; (Arboreal and Terrestrial) Primate Taxonomy;
Primate Behaviour; Tertiary and Quaternary fossil primates; Living Major
Primates; Comparative Anatomy of Man and Apes; Skeletal changes due to
erect posture and its implications.
1.6 Phylogenetic status, characteristics and geographical distribution of the
following:
(a) Plio-pleistocene hominids in South and East Africa -
Australopithecines.
(b) Homo erectus: Africa (Paranthropus), Europe (Homo erectus
heidelbergensis), Asia (Homo erectus javanicus, Homo erectus
pekinensis).
(c) Neanderthal Man- La-Chapelle-auxsaints (Classical type), Mt.
Carmel (Progressive type).
(d) Rhodesian man.
(e) Homo sapiens — Cromagnon, Grimaldi and Chancelede.
1.7 The biological basis of life: The Cell, DNA structure and replication,
Protein Synthesis, Gene, Mutation, Chromosomes, and Cell Division.
1.8 (a) Principles of Prehistoric Archaeology. Chronology: Relative and
Absolute Dating methods.
(b) Cultural Evolution- Broad Outlines of Prehistoric cultures:
(i) Paleolithic
(ii) Mesolithic
(iii) Neolithic
(iv) Chalcolithic
(v) Copper-Bronze Age
(vi) Iron Age
2.1 The Nature of Culture: The concept and characteristics of culture and
civilization; Ethnocentrism vis-àvis cultural Relativism.
2.2 The Nature of Society: Concept of Society; Society and Culture; Social
Institutions; Social grou ps; and Social stratification.
2.3 Marriage: Definition and un iversality; Laws of marriage (endogamy,
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exogamy, hypergamy, hypogamy, incest taboo); Types of marriage

(monogamy, polygamy, polyandry, group marriage). Functions of marriage;
Marriage regulations (preferential, prescriptive and proscriptive); Marriage
payments (bride wealth and dowry).
2.4 Family: Definition and universality; Family, household and domestic
groups; functions of family; Types of family (from the perspectives of
structure, blood relation, marriage, residence and succession); Impact of
urbanization, industrialization and feminist movements on family.
2.5 Kinship: Consanguinity and Affinity; Principles and types of descent
(Unilineal, Double, Bilateral, Ambilineal); Forms of descent groups
(lineage, clan, phratry, moiety and kindred); Kinship terminology
(descriptive and classificatory); Descent, Filiation and Complimentary
Filiation; Descent and Alliance.
3. Economic organization: Meaning, scope and relevance of economic
anthropology; Formalist and Substantivist debate; Principles governing
production, distribution and exchange (reciprocity, redistribution and
market), in communities, subsisting on hunting and gathering, fishing,
swiddening, pastoralism, horticulture, and agriculture; globalization and
indigenous economic systems.
4. Political organization and Social Control: Band, tribe, chiefdom,
kingdom and state; concepts of power, authority and legitimacy; social
control, law and justice in simple societies.
5. Religion: Anthropological approaches to the study of religion
(evolutionary, psychological and functional); monotheism and polytheism;
sacred and profane; myths and rituals; forms of religion in tribal and
peasant societies (animism, animatism, fetishism, naturism and totemism);
religion, magic and science distinguished; magicoreligious functionaries
(priest, shaman, medicine man, sorcerer and witch).
6. Anthropological theories:
(a) Classical evolutionism (Tylor, Morgan and Frazer)
(b) Historical particularism (Boas); Diffusionism (British, German and
American)
(c) Functionalism (Malinowski); Structural-functionlism (Radcliffe-
Brown)
(d) Structuralism (L’evi - Strauss and E.Leach)
(e) Culture and personality (Benedict, Mead, Linton, Kardiner and Cora
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– du Bois).
(f) Neo - evolutionism (Childe, White, Steward, Sahlins and Service)
(g) Cultural materialism (Harris)
(h) Symbolic and interpretive theories (Turner, Schneider and Geertz)
(i) Cognitive theories (Tyler, Conklin)
(j) Post- modernism in anthropology
7. Culture, language and communication: Nature, origin and
characteristics of language; verbal and nonverbal communication; social
context of language use.
8. Research methods in anthropology:
(a) Fieldwork tradition in anthropology
(b) Distinction between technique, method and methodology
(c) Tools of data collection: observation, interview, schedules,
questionnaire, Case study, genealogy, lifehistory, oral history,
secondary sources of information, participatory methods.
(d) Analysis, interpretation and presentation of data.
9.1 Human Genetics: Methods and Application: Methods for study of genetic
principles in man-family study (pedigree analysis, twin study, foster child,
co-twin method, cytogenetic method, chromosomal and karyo-type
analysis), biochemical methods, immunological methods, D.N.A.
technology and recombinant technologies.
9.2 Mendelian genetics in man-family study, single factor, multifactor, lethal,
sublethal and polygenic inheritance in man.
9.3 Concept of genetic polymorphism and selection, Mendelian population,
HardyWeinberg law; causes and changes which bring down frequency –
mutation, isolation, migration, selection, inbreeding and genetic drift.
Consanguineous and non-consanguineous mating, genetic load, genetic
effect of consanguineous and cousin marriages.
9.4 Chromosomes and chromosomal aberrations in man, methodology.
(a) Numerical and structural aberrations (disorders).
(b) Sex chromosomal aberrations – Klinefelter (XXY), Turner (XO),
Super female (XXX), intersex and other syndromic disorders.
(c) Autosomal aberrations – Down syndrome, Patau, Edward and Cri-
du-chat syndromes.
(d) Genetic imprints in human disease, genetic screening, genetic
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counseling, human DNA profiling, gene mapping and genome study.

9.5 Race and racism, biological basis of morphological variation of non-
metric and metric characters. Racial criteria, racial traits in relation to
heredity and environment; biological basis of racial classification, racial
differentiation and race crossing in man.
9.6 Age, sex and population variation as genetic marker- ABO, Rh blood
groups, HLA Hp, transferring, Gm, blood enzymes. Physiological
characteristics- Hb leve l, body fat, pulse rate, respiratory functions and
sensory perceptions in differ ent cultural and socio-economic groups.
9.7 Concepts and methods of Ecological Anthropology. Bio-cultural
Adaptations – Genetic and Non- genetic factors. Man’s physiological
responses to environmental stresses: hot desert, cold, high altitude climate.
9.8 Epidemiological Anthropology: Health and disease. Infectious and non-
infectious diseases. Nutritional deficiency related diseases.
10. Concept of human growth and development: stages of growth - pre-natal,
natal, infant, childhood, adolescence, maturity, senescence.
• Factors affecting growth and development genetic, environmental,
biochemical, nutritional, cultural and socio-economic.
• Ageing and senescence. Theories and observations - biological and
chronological longevity. Human physique and somatotypes.
Methodologies for growth studies.
11.1 Relevance of menarche, menopause and other bioevents to fertility.
Fertility patterns and differentials.
11.2 Demographic theories- biological, social and cultural.
11.3 Biological and socio-ecological factors influencing fecundity, fertility,
natality and mortality.
12. Applications of Anthropology: Anthropology of sports, Nutritional
anthropology, Anthropology in designing of defence and other equipments,
Forensic Anthropology, Methods and principles of personal identification
and reconstruction, Applied human genetics – Paternity diagnosis, genetic
counseling and eugenics, DNA technology in diseases and medicine,
serogenetics and cytogenetics in reproductive biology.
PAPER–II
1.1 Evolution of the Indian Culture and Civilization — Prehistoric
(Palaeolithic, Mesolithic, Neolithic and Neolithic Chalcolithic).
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Protohistoric (Indus Civilization): Pre- Harappan, Harappan and

postHarappan cultures. Contributions of tribal cultures to Indian
civilization.
1.2 Palaeo – anthropological evidences from India with special reference to
Siwaliks and Narmada basin (Ramapithecus, Sivapithecus and Narmada
Man).
1.3 Ethno-archaeology in India : The concept of ethno-archaeology; Survivals
and Parallels among the hunting, foraging, fishing, pastoral and peasant
communities including arts and crafts producing communities.
2. Demographic profile of India — Ethnic and linguistic elements in the
Indian population and their distribution. Indian population – factors
influencing its structure and growth.
3.1 The stru cture and nature of traditional Indian social system —
Varnashram, Purushartha, Karma, Rina and Rebirth.
3.2 Caste system in India- structure and characteristics, Varna and caste,
Theories of origin of caste system, Dominant caste, Caste mobility, Future
of caste system, Jajmani system, Tribe- caste continuum.
3.3 Sacred Complex and Nature- Man-Spirit Complex.
3.4 Impact of Buddhism, Jainism, Islam and Christianity on Indian society.
4. Emergence and growth of anthropology in India-Contributions of the
18th, 19th and early 20th Century scholar-administrators. Contributions of
Indian anthropologists to tribal and caste studies.
5.1 Indian Village: Significance of village study in India; Indian village as a
social system; Traditional and changing patterns of settlement and inter-
caste relations; Agrarian relations in Indian villages; Impact of
globalization on Indian villages.
5.2 Linguistic and religious minorities and their social, political and economic
status.
5.3 Indigenous and exogenous processes of socio-cultural change in Indian
society: Sanskritization, Westernization, Modernization; Inter-play of little
and great traditions; Panchayati raj and social change; Media and social
change.
6.1 Tribal situation in India – Bio-genetic variability, linguistic and socio-
economic characteristics of tribal populations and their distribution.
6.2 Problems of the tribal Communities — land alienation, poverty,
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indebtedness, low literacy, poor educational facilities, unemployment,

underemployment, health and nutrition.
6.3 Developmental projects and their impact on tribal displacement and
problems of rehabilitation. Development of forest policy and tribals.
Impact of urbanization and industrialization on tribal populations.
7.1 Problems of exploitation and deprivation of Scheduled Castes, Scheduled
Tribes and Other Backward Classes. Constitutional safeguards for
Scheduled Tribes and Scheduled Castes.
7.2 Social change and contemporary tribal societies: Impact of modern
democratic institutions, development programmes and welfare measures on
tribals and weaker sections.
7.3 The concept of ethnicity; Ethnic conflicts and political developments;
Unrest among tribal communities; Regionalism and demand for autonomy;
Pseudo-tribalism; Social change among the tribes during colonial and post-
Independent India.
8.1 Impact of Hinduism, Buddhism, Christianity, Islam and other religions on
tribal societies.
8.2 Tribe and nation state — a comparative study of tribal communities in
India and other countries.
9.1 History of administration of tribal areas, tribal policies, plans,
programmes of tribal development and their implementation. The concept
of PTGs (Primitive Tribal Groups), their distribution, special programmes
for their development. Role of N.G.O.s in tribal development.
9.2 Role of anthropology in tribal and rural development.
9.3 Contributions of anthropology to the understanding of regionalism,
communalism, and ethnic and political movements.
BOTANY
PAPER–I
1. Microbiology and Plant Pathology
Structure and reproduction/multiplication of viruses, viroids, bacteria, fungi and
mycoplasma; Applications of microbiology in agriculture, industry, medicine
and in control of soil and water pollution; Prion and Prion hypothesis.
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Important crop diseases caused by viruses, bacteria, mycoplasma, fungi and

nematodes; Modes of infection and dissemination; Molecular basis of infection
and disease resistance/defence; Physiology of parasitism and control measures;
Fungal toxins; Modelling and disease forecasting; Plant quarantine.
2. Cryptogams
Algae, fungi, lichens, bryophytes, pteridophytes - structure and reproduction
from evolutionary viewpoint; Distribution of Cryptogams in India and their
ecological and economic importance.
3. Phanerogams
Gymnosperms: Concept of Progymnosperms; Classification and distribution of
gymnosperms; Salient features of Cycadales, Ginkgoales, Coniferales and
Gnetales, their structure and reproduction; General account of Cycadofilicales,
Bennettitales and Cordaitales; Geological time scale; Type of fossils and their
study techniques. Angiosperms: Systematics, anatomy, embryology, palynology
and phylogeny.
Taxonomic hierarchy; International Code of Botanical Nomenclature; Numerical
taxonomy and chemotaxonomy; Evidence from anatomy, embryology and
palynology. Origin and evolution of angiosperms; Comparative account of
various systems of classification of angiosperms; Study of angiospermic families
– Mangnoliaceae, Ranunculaceae, Brassicaceae, Rosaceae, Fabaceae,
Euphorbiaceae, Malvaceae, Dipterocarpaceae, Apiaceae, Asclepiadaceae,
Verbenaceae, Solanaceae, Rubiaceae, Cucurbitaceae, Asteraceae, Poaceae,
Arecaceae, Liliaceae, Musaceae and Orchidaceae.
Stomata and their types; Glandular and non-glandular trichomes; Unusual
secondary growth; Anatomy of C3 and C4 plants; Xylem and phloem
differentiation; Wood anatomy.
Development of male and female gametophytes, pollination, fertilization;
Endosperm - its development and function; Patterns of embryo development;
Polyembroyony and apomixes; Applications of palynology; Experimental
embryology including pollen storage and test-tube fertilization.
4. Plant Resource Development
Domestication and introduction of plants; Origin of cultivated plants; Vavilov’s
centres of origin; Plants as sources for food, fodder, fibre, spices, beverages,
edible oils, drugs, narcotics, insecticides, timber, gums, resins and dyes, latex,
cellulose, starch and its products; Perfumery; Importance of Ethnobotany in
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Indian context; Energy plantations; Botanical Gardens and Herbaria.

5. Morphogenesis
Totipotency, polarity, symmetry and dfferentiation; Cell, tissue, organ and
protoplast culture; Somatic hybrids and Cybrids; Micropropagation; Somaclonal
variation and its applications; Pollen haploids, embryo rescue methods and their
applications.
PAPER–II
1. Cell Biology
Techniques of cell biology; Prokaryotic and eukaryotic cells - structural and
ultra-structural details; Structure and function of extra-cellular matrix (cell wall),
membranes-cell adhesion, membrane transport and vesicular transport; Structure
and function of cell organelles (chloroplasts, mitochondria, ER, dictyo-somes
ribosomes, endosomes, lysosomes, peroxisomes); Cytoskelaton and
microtubules; Nucleus, nucleolus, nuclear pore complex; Chromatin and
nucleosome; Cell signalling and cell receptors; Signal transduction; Mitosis and
meiosis; Molecular basis of cell cycle; Numerical and structural variations in
chromosomes and their significance; Chromatin organization and packaging of
genome; Polytene chromosomes; B-chromosomes – structure, behaviour and
significance.
2. Genetics, Molecular Biology and Evolution
Development of genetics; Gene versus allele concepts (Pseudoalleles);
Quantitative genetics and multiple factors; Incomplete dominance, polygenic
inheritance, multiple alleles; Linkage and crossing over; Methods of gene
mapping, including molecular maps (idea of mapping function); Sex
chromosomes and sex-linked inheritance, sex determination and molecular basis
of sex differentiation; Mutations (biochemical and molecular basis);
Cytoplasmic inheritance and cytoplasmic genes (including genetics of male
sterility). Structure and synthesis of nucleic acids and proteins; Genetic code and
regulation of gene expression; Gene silencing; Multigene families; Organic
evolution – evidences, mechanism and theories. Role of RNA in origin and
evolution.
3. Plant Breeding, Biotechnology and Biostatistics
Methods of plant breeding – introduction, selection and hybridization (pedigree,
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backcross, mass selection, bulk method); Mutation, polyploidy, male sterility and
heterosis breeding; Use of apomixes in plant breeding; DNA sequencing;
Genetic engineering – methods of transfer of genes; Transgenic crops and
biosafety aspects; Development and use of molecular markers in plant breeding;
Tools and techniques - probe, southern blotting, DNA fingerprinting, PCR and
FISH. Standard deviation and coefficient of variation (CV); Tests of significance
(Z-test, t-test and chi-square test); Probability and distributions (normal,
binomial and Poisson); Correlation and regression.
4. Physiology and Biochemistry
Water relations, mineral nutrition and ion transport, mineral deficiencies;
Photosynthesis – photochemical reactions; photo-phosphorylation and carbon
fixation pathways; C3, C4 and CAM pathways; Mechanism of phloem transport;
Respiration (anerobic and aerobic, including fermentation) – electron transport
chain and oxidative phosphorylation; Photorespiration; Chemiosmotic theory
and ATP synthesis; Lipid metabolism; Nitrogen fixation and nitrogen
metabolism; Enzymes, coenzymes; Energy transfer and energy conservation
Importance of secondary metabolites; Pigments as photoreceptors (plastidial
pigments and phytochrome); Plant movements; Photoperiodism and flowering,
vernalization, senescence; Growth substances – their chemical nature, role and
applications in agri-horticulture; Growth indices, growth movements; Stress
physiology (heat, water, salinity, metal); Fruit and seed physiology; Dormancy,
storage and germination of seed; Fruit ripening – its molecular basis and
manipulation.
5. Ecology and Plant Geography
Concept of ecosystem; Ecological factors; Concepts and dynamics of
community; Plant succession; Concept of biosphere; Ecosystems; Conservation;
Pollution and its control (including phytoremediation); Plant indicators;
Environment (Protection) Act.
Forest types of India - Ecological and economic importance of forests,
afforestation, deforestation and social forestry; Endangered plants, endemism,
IUCN categories, Red Data Books; Biodiversity and its conservation; Protected
Area Network; Convention on Biological Diversity; Farmers’ Rights and
Intellectual Property Rights; Concept of Sustainable Development;
Biogeochemical cycles; Global warming and climatic change; Invasive species;
Environmental Impact Assessment; Phytogeo-graphical regions of India.
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CHEMISTRY
PAPER–I
1. Atomic Structure
Heisenberg’s uncertainty principle, Schrodinger wave equation (time
independent); Interpretation of wave function, particle in one-dimensional box,
quantum numbers, hydrogen atom wave functions; Shapes of s, p and d orbitals.
2. Chemical Bonding
Ionic bond, characteristics of ionic compounds, lattice energy, Born-Haber cycle;
covalent bond and its general characteristics, polarities of bonds in molecules
and their dipole moments; Valence bond theory, concept of resonance and
resonance energy; Molecular orbital theory (LCAO method); bonding in H2 +,
H2 , He2 + to Ne2 , NO, CO, HF, and CN–; Comparison of valence bond and
molecular orbital theories, bond order, bond strength and bond length.
3. Solid State
Crystal systems; Designation of crystal faces, lattice structures and unit cell;
Bragg’s law; X-ray diffraction by crystals; Close packing, radius ratio rules,
calculation of some limiting radius ratio values; Structures of NaCl, ZnS, CsCl
and CaF2; Stoichiometric and nonstoichiometric defects, impurity defects, semi-
conductors.
4. The Gaseous State and Transport Phenomenon
Equation of state for real gases, inter-molecular interactions and critical
phenomena and liquefaction of gases, Maxwell’s distribution of speeds,
intermolecular collisions, collisions on the wall and effusion; Thermal
conductivity and viscosity of ideal gases.
5. Liquid State
Kelvin equation; Surface tension and surface energy, wetting and contact angle,
interfacial tension and capillary action.
6. Thermodynamics
Work, heat and internal energy; first law of thermodynamics. Second law of
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thermodynamics; entropy as a state function, entropy changes in various

processes, entropy– reversibility and irreversibility, Free energy functions;
Thermodynamic equation of state; Maxwell relations; Temperature, volume and
pressure dependence of U, H, A, G, Cp and Cvá and â; J-T effect and inversion
temperature; criteria for equilibrium, relation between equilibrium constant and
thermodynamic quantities; Nernst heat theorem, introductory idea of third law of
thermodynamics.
7. Phase Equilibria and Solutions
Clausius-Clapeyron equation; phase diagram for a pure substance; phase
equilibria in binary systems, partially miscible liquids–upper and lower critical
solution temperatures; partial molar quantities, their significance and
determination; excess thermodynamic functions and their determination.
8. Electrochemistry
Debye-Huckel theory of strong electrolytes and Debye-Huckel limiting Law for
various equilibrium and transport properties. Galvanic cells, concentration cells;
electrochemical series, measurement of e.m.f. of cells and its applications fuel
cells and batteries.
Processes at electrodes; double layer at the interface; rate of charge transfer,
current density; over-potential; electro-analytical techniques: Polarography,
amperometry, ion selective electrodes and their uses.
9. Chemical Kinetics
Differential and integral rate equations for zeroth, first, second and fractional
order reactions; Rate equations involving reverse, parallel, consecutive and chain
reactions; branching chain and explosions; effect of temperature and pressure on
rate constant; Study of fast reactions by stopflow and relaxation methods;
Collisions and transition state theories.
10. Photochemistry
Absorption of light; decay of excited state by different routes; photochemical
reactions between hydrogen and halogens and their quantum yields.
11. Surface Phenomena and Catalysis
Absorption from gases and solutions on solid adsorbents, Langmuir and B.E.T.
adsorption isotherms; determination of surface area, characteristics and
mechanism of reaction on heterogeneous catalysts.
12. Bio-inorganic Chemistry
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Metal ions in biological systems and their role in ion transport across the
membranes (molecular mechanism), oxygen-uptake proteins, cytochromes and
ferredoxins.
13. Coordination Compounds
(i) Bonding theories of metal complexes; Valence bond theory, crystal field
theory and its modifications; applications of theories in the explanation of
magnetism and electronic spectra of metal complexes.
(ii) Isomerism in coordination compounds; IUPAC nomenclature of
coordination compounds; stereochemistry of complexes with 4 and 6
coordination numbers; chelate effect and polynuclear complexes; trans
effect and its theories; kinetics of substitution reactions in sq uare-planer
complexe s; thermodynamic and kinetic stability of complexes.
(iii) EAN rule, Synthesis structure and reactivity of metal carbonyls;
carboxylate anions, carbonyl hydrides and metal nitrosyl compounds.
(iv) Complexes with aromatic systems, synthesis, structure and bonding in
metal olefin complexes, alkyne complexes and cyclopentadienyl
complexes; coordinative unsaturation, oxidative addition reactions,
insertion reactions, fluxional molecules and their characterization;
Compounds with metal-metal bonds and metal atom clusters.
14. Main Group Chemistry
Boranes, borazines, phosphazenes and cyclic phosphazene, silicates and
silicones, Interhalogen compounds; Sulphur – nitrogen compounds, noble gas
compounds.
15. General Chemistry of ‘f’ Block Elements
Lanthanides and actinides; separation, oxidation states, magnetic and spectral
properties; lanthanide contraction.
PAPER-II
1. Delocalised Covalent Bonding
Aromaticity, anti-aromaticity; annulenes, azulenes, tropolones, fulvenes,
sydnones.
2.
(i) Reaction Mechanisms: General methods (both kinetic and non-kinetic)
of study of mechanism of organic reactions: isotopic method, cross-over
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experiment, intermediate trapping, stereochemistry; energy of activation;

thermodynamic control and kinetic control of reactions.
(ii) Reactive Intermediates: Generation, geometry, stability and reactions of
carbonium ions and carbanions, free radicals, carbenes, benzynes and
nitrenes.
(iii) Substitution Reactions: S N 1, S N 2 and S N i mechanisms; neighbouring
group participation; electrophilic and nucleophilic reactions of aromatic
compounds including heterocyclic compounds–pyrrole, furan, thiophene
and indole.
(iv) Elimination Reactions: E1, E2 and E1cb mechanisms; orientation in E2
reactions–Saytzeff and Hoffmann; pyrolytic syn elimination – Chugaev
and Cope eliminations.
(v) Addition Reactions: Electrophilic addition to C=C and C=C; nucleophilic
addition to C=0, C=N, conjugated olefins and carbonyls.
(vi) Reactions and R earrangements:
(a) Pinacol-pin acolone, Hoffmann, Beckmann, Baeyer–Villiger,
Favorskii, Fries, Claisen, Cope, Stevens and Wagner-Meerwein
rearrangements.
(b) Aldol condensation, Claisen condensation, Dieckmann, Perkin,
Knoevenagel, Witting, Clemmensen, Wolff-Kishner, Cannizzaro and
von Richter reactions; Stobbe, benzoin and acyloin condensations;
Fischer indole synthesis, Skraup synthesis, Bischler-Napieralski,
Sandmeyer, Reimer-Tiemann and Reformatsky reactions.
3. Pericyclic Reactions
Classification and examples; Woodward-Hoffmann rules – electrocyclic
reactions, cycloaddition reactions [2+2 and 4+2] and sigmatropic shifts [1, 3; 3,
3 and 1, 5] FMO approach.
4. (i) Preparation and Properties of Polymers: Organic polymers–
polyethy-lene, polystyrene, polyvinyl chloride, teflon, nylon, terylene,
synthetic and natural rubber.
(ii) Biopolymers: Structure of proteins, DNA and RNA.
5. Synthetic Uses of Reagents

OsO4 , HIO4 , CrO3 , Pb(OAc)4 , SeO2 , NBS, B2 H6 , Na-Liquid NH3 , LiAlH4 ,
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NaBH4 , n-BuLi and MCPBA.
6. Photochemistry
Photochemical reactions of simple organic compounds, excited and ground
states, singlet and triplet states, Norrish-Type I and Type II reactions.
7. Spectroscopy
Principle and applications in structure elucidation:
(i) Rotational: Diatomic molecules; isotopic substitution and rotational
constants.
(ii) Vibrational: Diatomic molecules, linear triatomic molecules, specific
frequencies of functional groups in polyatomic molecules.
(iii) Electronic: Singlet and triplet states; π* and π π* transitions; application
to conjugated double bonds and conjugated carbonyls–Woodward-Fieser
rules; Charge transfer spectra.
(iv) Nuclear Magnetic Resonance ( 1 H NMR): Basic principle; chemical
shift and spin-spin interaction and coupling constants.
(v) Mass Spectrometry: Parent peak, base peak, metastable peak, McLafferty
rearrangement.
CIVIL ENGINEERING
PAPER–I
1. Engineering Mechanics, Strength of Materials and Structural
Analysis
1.1 Engineering Mechanics: Units and Dimensions, SI Units, Vectors,
Concept of Force, Concept of particle and rigid body. Concurrent, Non
Concurrent and parallel forces in a plane, moment of force, free body
diagram, conditions of equilibrium, Principle of virtual work, equivalent
force system. First and Second Moment of area, Mass moment of Inertia.
Static Friction.
Kinematics and Kinetics: Kinematics in Cartesian Co-ordinates, motion
under uniform and non-uniform acceleration, motion under gravity.
Kinetics of particle: Momentum and Energy principles, collision of elastic
bodies, rotation of rigid bodies.
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1.2 Strength of Materials: Simple Stress and Strain, Elastic constants, axially
loaded compression members, Shear force and bending moment, theory of
simple bending, Shear Stress distribution across cross sections, Beams of
uniform strength. Deflection of beams: Macaulay’s method, Mohr’s
Moment area method, Conjugate beam method, unit load method. Torsion
of Shafts, Elastic stability of columns, Euler’s Rankine’s and Secant
formulae.
1.3 Structural Analysis: Castiglianio’s theorems I and II, unit load method of
consistent deformation applied to beams and pin jointed trusses.
Slopedeflection, moment distribution, Rolling loads and Influences lines:
Influences lines for Shear Force and Bending moment at a section of beam.
Criteria for maximum shear force and bending Moment in beams traversed
by a system of moving loads. Influences lines for simply supported plane
pin jointed trusses.
Arches: Three hinged, two hinged and fixed arches, rib shortening and
temperature effects.
Matrix methods of analysis: Force method and displacement method of
analysis of indeterminate beams and rigid frames.
Plastic Analysis of beams and frames: Theory of plastic bending, plastic
analysis, statical method, Mechanism method.
Unsymmetrical bending: Moment of inertia, product of inertia, position of
Neutral Axis and Principle axes, calculation of bending stresses.
2. Design of Structures: Steel, Concrete and Masonry Structures
2.1 Structural Steel Design
Structural Steel: Factors of safety and load factors. Riveted, bolted and welded
joints and connections. Design of tension and compression member, beams of
built up section, riveted and welded plate girders, gantry girders, stancheons with
battens and lacings.
2.2 Design of Concrete and Masonry Structures
Concept of mix design. Reinforced Concrete: Working Stress and Limit State
method of design– Recommendations of I.S. codes Design of one way and two
way slabs, stair-case slabs, simple and continuous beams of rectangular, T and L
sections. Compression members under direct load with or without eccentricity,
Cantilever and Counter fort type retaining walls. Water tanks: Design
requirements for Rectangular and circular tanks resting on ground.
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Prestressed concrete: Methods and systems of prestressing, anchorages,

Analysis and design of sections for flexure based on working stress, loss of
prestress. Design of brick masonry as per I.S. Codes.
3. Fluid Mechanics, Open Channel Flow and Hydraulic Machines
3.1 Fluid Mechanics
Fluid properties and their role in fluid motion, fluid statics including forces
acting on plane and curved surfaces.
Kinematics and Dynamics of Fluid flow: Velocity and accelerations, stream
lines, equation of continuity, irrotational and rotational flow, velocity potential
and stream functions.
Continuity, momentum and energy equation, Navier-Stokes equation, Euler’s
equation of motion, application to fluid flow problems, pipe flow, sluice gates,
weirs.
3.2 Dimensional Analysis and Similitude
Buckingham’s Pi-theorem, dimensionless parameters.
3.3 Laminar Flow
Laminar flow between parallel, stationary and moving plates, flow through tube.
3.4 Boundary layer
Laminar and turbulent boundary layer on a flat plate, laminar sub layer, smooth
and rough boundaries, drag and lift.
Turbulent flow through pipes: Characteristics of turbulent flow, velocity
distribution and variation of pipe friction factor, hydraulic grade line and total
energy line.
3.5 Open channel flow
Uniform and non-uniform flows, momentum and energy correction factors,
specific energy and specific force, critical depth, rapidly varied flow, hydraulic
jump, gradually varied flow, classification of surface profiles, control section,
step method of integration of varied flow equation.
3.6 Hydraulic Machines and Hydropower
Hydraulic turbines, types classification, Choice of turbines, performance
parameters, controls, characteristics, specific speed. Principles of hydropower
development.
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4. Geotechnical Engineering
Soil Type and structure – gradation and particle size distribution – consistency
limits. Water in soil – capillary and structural – effective stress and pore water
pressure – permeability concept – field and laboratory determination of
permeability – Seepage pressure – quick sand conditions – Shear strength
determination – Mohr Coulomb concept.
Compaction of soil – Laboratory and field tests.
Compressibility and consolidation concept – consolidation theory –
consolidation settlement analysis.
Earth pressure theory and analysis for retaining walls, Application for sheet piles
and Braced excavation. Bearing capacity of soil – approaches for analysis –
Field tests – settlement analysis – stability of slope of earth walk.
Subsurface exploration of soils – methods Foundation – Type and selection
criteria for foundation of structures – Design criteria for foundation – Analysis
of distribution of stress for footings and pile – pile group actionpile load test.
Ground improvement techniques.
PAPER-II
1. Construction Technology, Equipment, Planning and Management
1.1 Construction Technology:
Engineering Materials: Physical properties of construction materials with
respect to their use in construction - Stones, Bricks and Tiles; Lime, Cement,
different types of Mortars and Concrete. Specific use of ferro cement, fibre
reinforced C.C, High strength concrete.
Timber, properties and defects – common preservation treatments.
Use and selection of materials for specific use like Low Cost Housing, Mass
Housing, High Rise Buildings.
1.2 Constr uction
Masonry principles using Brick, stone, Blocks – construction detailing and
strength characteristics.
Types of plastering, pointing, flooring, roofing and construction features.
Common repairs in buildings. Principles of functional planning of building for
residents and specific use – Building code provisions. Basic principles of
detailed and approximate estimating - specification writing and rate analysis –
principles of valuation of real property.
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Machinery for earthwork, concreting and their specific uses – Factors affecting
selection of equipments – operating cost of Equipments.
1.3 Construction Planning and Management
Construction activity – schedules- organization for construction industry –
Quality assurance principles.
Use of Basic principles of network – analysis in form of CPM and PERT – their
use in construction monitoring, Cost optimization and resource allocation.
Basic principles of Economic analysis and methods.
Project profitability – Basic principles of Boot approach to financial planning –
simple toll fixation criterions.
2. Surveying and Transportation Engineering
2.1 Surveying
Common methods and instruments for distance and angle measurement for CE
work – their use in plane table, traverse survey, leveling work, triangulation,
contouring and topographical map. Basic principles of photogrammetry and
remote sensing.
2.2 Railway Engineering
Permanent way – components, types and their functions – Functions and Design
constituents of turn and crossings – Necessity of geometric design of track –
Design of station and yards.
2.3 Highway Engineering
Principles of Highway alignments – classification and geometrical design
elements and standards for Roads.
Pavement structure for flexible and rigid pavements - Design principles and
methodology of pavements.
Typical construction methods and standards of materials for stabilized soil,
WBM, Bituminous works and CC roads.
Surface and sub-surface drainage arrangements for roads - culvert structures.
Pavement distresses and strengthening by overlays. Traffic surveys and their
applications in traffic planning - Typical design features for channelized,
intersection, rotary etc – signal designs – standard Traffic signs and markings.
3. Hydrology, Water Resources and Engineering
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3.1 Hydrology
Hydrological cycle, precipitation, evaporation, transpiration, infiltration,
overland flow, hydrograph, flood frequency analysis, flood routing through a
reservoir, channel flow routing-Muskingam method.
3.2 Ground water flow
Specific yield, storage coefficient, coefficient of permeability, confined and
unconfined equifers, aquifers, aquitards, radial flow into a well under confined
and unconfined conditions.
3.3 Water Resources Engineering
Ground and surface water resource, single and multipurpose projects, storage
capacity of reservoirs, reservoir losses, reservoir sedimentation.
3.4 Irrigation Engineering
(i) Water requirements of crops: consumptive use, duty and delta, irrigation
methods and their efficiencies.
(ii) Canals: Distribution systems for canal irrigation, canal capacity, canal
losses, alignment of main and distributory canals, most efficient section,
lined canals, their design, regime theory, critical shear stress, bed load.
(iii) Water logging: causes and control, salinity.
(iv) Canal structures: Design of head regulators, canal falls, aqueducts,
metering flumes and canal outlets.
(v) Diversion headwork: Principles and design of weirs of permeable and
impermeable foundation, Khosla’s theory, energy dissipation.
(vi) Storage works: Types of dams, design, principles of rigid gravity,
stability analysis.
(vii) Spillways: Spillway types, energy dissipation.
(viii) River training: Objectives of river training, methods of river training.
4. Environmental Engineering
4.1 Water Supply
Predicting demand for water, impurities of water and their significance, physical,
chemical and bacteriological analysis, waterborne diseases, standards for potable
water.
4.2 Intake of water
Water treatment: principles of coagulation, flocculation and sedimentation; slow;
rapid-, pressure-, filters; chlorination, softening, removal of taste, odour and
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salinity.
4.3 Sewerage systems
Domestic and industrial wastes, storm sewage–separate and combined systems,
flow through sewers, design of sewers.
4.4 Sewage characterization
BOD, COD, solids, dissolved oxygen, nitrogen and TOC. Standards of disposal
in normal watercourse and on land.
4.5 Sewage treatment
Working principles, units, chambers, sedimentation tanks, trickling filters,
oxidation ponds, activated sludge process, septic tank, disposal of sludge,
recycling of wastewater.
4.6 Solid waste
Collection and disposal in rural and urban contexts, management of long-term ill
effects.
5. Environmental pollution
Sustainable development. Radioactive wastes and disposal. Environmental
impact assessment for thermal power plants, mines, river valley projects. Air
pollution. Pollution control acts.
COMMERCE AND ACCOUNTANCY

PAPER-I
Accounting and Finance
Accounting, Taxation & Auditing
1. Financial Accounting
Accounting as a Financial Information System; Impact of Behavioural Sciences.
Accounting Standards e.g., Accounting for Depreciation, Inventories, Research
and Development Costs, Long-term Construction Contracts, Revenue
Recognition, Fixed Assets, Contingencies, Foreign Exchange Transactions,
Investments and Government Grants, Cash Flow Statement, Earnings Per Share.
Accounting for Share Capital Transactions including Bonus Shares, Right
Shares, Employees Stock Option and Buy- Back of Securities.
Preparation and Presentation of Company Final Accounts.
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Amalgamation, Absorption and Reconstruction of Companies.

2. Cost Accounting
Nature and Functions of Cost Accounting. Installation of Cost Accounting
System. Cost Concepts related to Income Measurement, Profit Planning, Cost
Control and Decision Making.
Methods of Costing: Job Costing, Process Costing, Activity Based Costing.
Volume – cost – Profit Relationship as a tool of Profit Planning.
Incremental Analysis/ Differential Costing as a Tool of Pricing Decisions,
Product Decisions, Make or Buy Decisions, Shut-Down Decisions etc.
Techniques of Cost Control and Cost Reduction: Budgeting as a Tool of
Planning and Control. Standard Costing and Variance Analysis.
Responsibility Accounting and Divisional Performance Measurement.
3. Taxati on
Income Tax: Definitions; Basis of Charge; Incomes which do not form Part of
Total Income. Simple problems of Computation of Income (of Individuals only)
under Various Heads, i.e., Salaries, Income from House Property, Profits and
Gains from Business or Profession, Capital Gains, Income from other sources,
Income of other Persons included in Assessee’s Total Income.
Set - Off and Carry Forward of Loss.
Deductions from Gross Total Income. Salient Features/Provisions Related to
VAT and Services Tax.
4. Auditing
Company Audit: Audit related to Divisible Profits, Dividends, Special
investigations, Tax audit.
Audit of Banking, Insurance, Non-Profit Organizations and Charitable
Societies/Trusts/Organizations.
Financial Management, Financial Institutions and Markets
1. Financial Management
Finance Function: Nature, Scope and Objectives of Financial Management: Risk
and Return Relationship.
Tools of Financial Analysis: Ratio Analysis, Funds-Flow and Cash-Flow
Statement.
Capital Budgeting Decisions: Process, Procedures and Appraisal Methods. Risk
and Uncertainty Analysis and Methods.
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Cost of capital: Concept, Computation of Specific Costs and Weighted Average

Cost of Capital. CAPM as a Tool of Determining Cost of Equity Capital.
Financing Decisions: Theories of Capital Structure - Net Income (NI) Approach,
Net Operating Income (NOI) Approach, MM Approach and Traditional
Approach. Designing of Capital structure: Types of Leverages (Operating,
Financial and Combined), EBIT- EPS Analysis, and other Factors.
Dividend Decisions and Valuation of Firm: Walter’s Model, MM Thesis,
Gordan’s Model Lintner’s Model.
Factors Affecting Dividend Policy.
Working Capital Management: Planning of Working Capital. Determinants of
Working Capital. Components of Working Capital Cash, Inventory and
Receivables. Corporate Restructuring with focus on Mergers and Acquisitions
(Financial aspects only).
2. Financial Markets and Institutions
Indian Financial System: An Overview Money Markets: Participants, Structure
and Instruments. Commercial Banks. Reforms in Banking sector. Monetary and
Credit Policy of RBI. RBI as a Regulator.
Capital Market: Primary and Secondary Market. Financial Market Instruments
and Innovative Debt Instruments; SEBI as a Regulator.
Financial Services: Mutual Funds, Venture Capital, Credit Rating Agencies,
Insurance and IRDA.
PAPER–II
Organisation Theory and Behaviour, Human Resource Management and
Industrial Relations. Organisation Theory and Behaviour
1. Organisation Theory
Nature and Concept of Organisation; External Environment of Organizations -
Technological, Social, Political, Economical and Legal; Organizational Goals -
Primary and Secondary goals, Single and Multiple Goals; Management by
Objectives.
Evolution of Organisation Theory: Classical, Neo-classical and Systems
Approach.
Modern Concepts of Organisation Theory: Organisational Design,
Organisational Structure and Organisational Culture.
Organisational Design–Basic Challenges; Differentiation and Integration
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Process; Centralization and Decentralization Process; Standardization /

Formalization and Mutual Adjustment. Coordinating Formal and Informal
Organizations. Mechanistic and Organic Structures.
Designing Organizational structures–Authority and Control; Line and Staff
Functions, Specialization and Coordination. Types of Organization Structure –
Functional. Matrix Structure, Project Structure. Nature and Basis of Power,
Sources of Power, Power Structure and Politics. Impact of Information
Technology on Organizational Design and Structure. Managing Organizational
Culture.
2. Organisation Behaviour
Meaning and Concept; Individual in organizations: Personality, Theories, and
Determinants; Perception - Meaning and Process.
Motivation: Concepts, Theories and Applications. Leadership-Theories and
Styles. Quality of Work Life (QWL): Meaning and its impact on Performance,
Ways of its Enhancement. Quality Circles (QC) – Meaning
and their Importance. Management of Conflicts in Organizations. Transactional
Analysis, Organizational Effectiveness, Management of Change.
Human Resources Management and Industrial Relations
1. Human Resources Management (HRM)
Meaning, Nature and Scope of HRM, Human Resource Planning, Job Analysis,
Job Description, Job Specification, Recruitment Process, Selection Process,
Orientation and Placement, Training and Development Process, Performance
Appraisal and 360° Feed Back, Salary and Wage Administration, Job Evaluation,
Employee Welfare, Promotions, Transfers and Separations.
2. Industrial Relations (IR)
Meaning, Nature, Importance and Scope of IR, Formation of Trade Unions,
Trade Union Legislation, Trade Union Movement in India. Recognition of Trade
Unions, Problems of Trade Unions in India. Impact of Liberalization on Trade
Union Movement.
Nature of Industrial Disputes: Strikes and Lockouts, Causes of Disputes,
Prevention and Settlement of Disputes.
Worker’s Participation in Management: Philosophy, Rationale, Present Day
Status and Future Prospects.
Adjudication and Collective Bargaining.
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Industrial Relations in Public Enterprises, Absenteeism and Labour Turnover in

Indian Industries and their Causes and Remedies.
ILO and its Functions.
ECONOMICS
PAPER–I
1. Advanced Micro Economics
(a) Marshallian and Walrasiam Approaches to Price determination.
(b) Alternative Distribution Theories: Ricardo, Kaldor, Kaleeki.
(c) Markets Structure: Monopolistic Competition, Duopoly, Oligopoly.
(d) Modern Welfare Criteria: Pareto Hicks & Scitovsky, Arrow’s
Impossibility Theorem, A.K. Sen’s Social Welfare Function.
2. Advanced Macro Economics
Approaches to Employment Income and Interest Rate determination: Classical,
Keynes (IS-LM) curve, Neo classical synthesis and New classical, Theories of
Interest Rate determination and Interest Rate Structure.
3. Money - Banking and Finance
(a) Demand for and Supply of Money: Money Multiplier Quantity Theory
of Money (Fisher, Pique and Friedman) and Keyne’s Theory on Demand
for Money, Goals and Instruments of Monetary Management in Closed
and Open Economies. Relation between the Central Bank and the
Treasury. Proposal f or ceiling on growth rate of money.
(b) Public Finance and its Role in Market Economy: In stabilization of
supply, allocation of r esources and in distribution and development.
Sources of Govt. revenue, forms of Taxes and Subsidies, their incidence
and effects. Limits to taxation, loans, crowding-out effects and limits to
borrowings. Public Expenditure and its effects.
4. International Economics
(a) Old and New Theories of International Trade
(i) Comparative Advantage
(ii) Terms of Trade and Offer Curve.
(iii) Product Cycle and Strategic Trade Theories.
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(iv) Trade as an engine of growth and theories of under development in

an open economy.
(b) Forms of Protection: Tariff and quota.
(c) Balance of Payments Adjustments: Alternative Approaches.
(i) Price versus income, income adjustments under fixed exchange
rates.
(ii) Theories of Policy Mix.
(iii) Exchange rate adjustments under capital mobility.
(iv) Floating Rates and their Implications for Developing Countries:
Currency Boards.
(v) Trade Policy and Developing Countries.
(vi) BOP, adjustments and Policy Coordination in open economy
macro-model.
(vii) Speculative attacks.
(viii) Trade Blocks and Monetary Unions.
(ix) WTO: TRIMS, TRIPS, Domestic Measures, Different Rounds of
WTO talks.
5. Growth and Development
(a) (i) Theories of growth: Harrod’s model,
(ii) Lewis model of development with surplus labour,
(iii) Balanced and Unbalanced growth,
(iv) Human Capital and Economic Growth.
(v) Research and Development and Economic Growth
(b) Process of Economic Development of Less developed countries: Myrdal
and Kuzments on economic development and structural change: Role of
Agriculture in Economic Development of less developed countries.
(c) Economic development and International Trade and Investment, Role of
Multinationals.
(d) Planning and Economic Development: changing role of Markets and
Planning, Private- Public Partnership.
(e) Welfare indicators and measures of growth – Human Development
Indices. The ba sic needs approach.
(f) Development and Environmental Sustainability – Renewable and Non
Renewable Resources, Environmental Degradation, Intergenerational
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equity development.
PAPER–II
1. Indian Economy in Pre-Independence Era
Land System and its changes, Commercialization of agriculture, Drain theory,
Laissez faire theory and critique. Manufacture and Transport: Jute, Cotton,
Railways, Money and Credit.
2. Indian Economy after Independence
(A) The Pre Liberalization Era
(i) Contribution of Vakil, Gadgil and V.K.R.V. Rao.
(ii) Agriculture: Land Reforms and land tenure system, Green Revolution and
capital formation in agriculture.
(iii) Industry Trends in composition and growth, Role of public and private
sector, Small scale and cottage industries.
(iv) National and Per capita income: patterns, trends, aggregate and Sectoral
composition and changes their in.
(v) Broad factors determining National Income and distribution, Measures of
poverty, Trends in poverty and inequality.
(B) The Post Liberalization Era
(i) New Economic Reform and Agriculture: Agriculture and WTO, Food
processing, Subsidies, Agricultural prices and public distribution system,
Impact of public expenditure on agricultural growth.
(ii) New Economic Policy and Industry: Strategy of industrialization,
Privatization, Disinvestments, Role of foreign direct investment and
multinationals.
(iii) New Economic Policy and Trade: Intellectual property rights:
Implications of TRIPS, TRIMS, GATS and new EXIM policy.
(iv) New Exchange Rate Regime: Partial and full convertibility, Capital
account convertibility.
(v) New Economic Policy and Public Finance: Fiscal Responsibility Act,
Twelfth Finance Commission and Fiscal Federalism and Fiscal
Consolidation.
(vi) New Economic Policy and Monetary system. Role of RBI under the new
regime.
(vii) Planning: From c entral Planning to indicative planning, Relation
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between planning and markets for growth and decentralized planning: 73rd
and 74th Constitutional amendments.
(viii) New Economic Policy and Employment: Employment and poverty, Rural
wages, Employment Generation, Poverty alleviation schemes, New Rural,
Employment Guara ntee Scheme.
ELECTRICAL ENGINEERING
PAPER-I
1. Circuit Theory
Circuit components; network graphs; KCL, KVL; circuit analysis methods:
nodal analysis, mesh analysis; basic network theorems and applications;
transient analysis: RL, RC and RLC circuits; sinusoidal steady state analysis;
resonant circuits; coupled circuits; balanced 3-phase circuits; Two-port networks.
2. Signals & Systems
Representation of continuous–time and discrete-time signals & systems; LTI
systems; convolution; impulse response; time-domain analysis of LTI systems
based on convolution and differential/difference equations. Fourier transform,
Laplace transform, Z-transform, Transfer function. Sampling and recovery of
signals DFT, FFT Processing of analog signals through discrete-time systems.
3. E.M. Theory
Maxwell’s equations, wave propagation in bounded media. Boundary conditions,
reflection and refraction of plane waves. Transmission line: travelling and
standing waves, impedance matching, Smith chart.
4. Analog Electronics
Characteristics and equivalent circuits (large and small-signal) of Diode, BJT,
JFET and MOSFET. Diode circuits: clipping, clamping, rectifier. Biasing and
bias stability. FET amplifiers. Current mirror; Amplifiers; single and multi-stage,
differential, operational, feedback and power. Analysis of amplifiers; frequency
response of amplifiers. OPAMP circuits. Filters; sinusoidal oscillators: criterion
for oscillation; single-transistor and OPAMP configurations. Function generators
and wave-shaping circuits. Linear and switching power supplies.
5. Digital Electronics
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Boolean algebra; minimization of Boolean functions; logic gates; digital IC

families (DTL, TTL, ECL, MOS, CMOS). Combinational circuits: arithmetic
circuits, code converters, multiplexers and decoders. Sequential circuits: latches
and flip-flops, counters and shift-registers. Comparators, timers, multi-vibrators.
Sample and hold circuits, ADCs and DACs. Semiconductor memories. Logic
implementation using programmable devices (ROM, PLA, FPGA).
6. Energy Conversion
Principles of electromechanical energy conversion: Torque and emf in rotating
machines. DC machines: characteristics and performance analysis; starting and
speed control of motors; Transformers: principles of operation and analysis;
regulation, efficiency; 3-phase transformers. 3-phase induction machines and
synchronous machines: characteristics and performance analysis; speed control.
7. Power Electronics and Electric Drives
Semiconductor power devices: diode, transistor, thyristor, triac, GTO and
MOSFET–static characteristics and principles of operation; triggering circuits;
phase control rectifiers; bridge converters: fully-controlled and halfcontrolled;
principles of thyristor choppers and inverters; DC-DC converters; Switch mode
inverter; basic concepts of speed control of DC and AC Motor drives
applications of variable-speed drives.
8. Analog Communication
Random variables: continuous, discrete; probability, probability functions.
Statistical averages; probability models; Random signals and noise: white noise,
noise equivalent bandwidth; signal transmission with noise; signal to noise ratio.
Linear CW modulation: Amplitude modulation: DSB, DSB-SC and SSB.
Modulators and Demodulators; Phase and Frequency modulation: PM & FM
signals; narrowband FM; generation & detection of FM and PM, Deemphasis,
Preemphasis. CW modulation system: Superhetrodyne receivers, AM receivers,
communication receivers, FM receivers, phase locked loop, SSB receiver Signal
to noise ratio calculation for AM and FM receivers.
PAPER-II
1. Control Systems
Elements of control systems; block-diagram representation; open-loop & closed-
loop systems; principles and applications of feed-back. Control system
components. LTI systems: time-domain and transform-domain analysis.
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Stability: Routh Hurwitz criterion, root-loci, Bodeplots and polar plots,

Nyquist’s criterion; Design of lead-lad compensators. Proportional, PI, PID
controllers. State-variable representation and analysis of control systems.
2. Microprocessors and Microcomputers
PC organisation; CPU, instruction set, register set, timing diagram,
programming, interrupts, memory interfacing, I/O interfacing, programmable
peripheral devices.
3. Measurement and Instrumentation
Error analysis; measurement of current, voltage, power, energy, power-factor,
resistance, inductance, capacitance and frequency; bridge measurement. Signal
conditioning circuit; Electronic measuring instruments: multimeter, CRO, digital
voltmeter, frequency counter, Q-meter, spectrum-analyzer, distortionmeter.
Transducers: thermocouple, thermistor, LVDT, strain-gauge, piezo-electric
crystal.
4. Power Systems: Analysis and Control

Steady-state performance of overhead transmission lines and cables; principles
of active and reactive power transfer and distribution; per-unit quantities; bus
admittance and impedance matrices; load flow; voltage control and power factor
correction; economic operation; symmetrical components, analysis of
symmetrical and unsymmetrical faults. Concept of system stability: swing curves
and equal area criterion. Static VAR system. Basic concepts of HVDC
transmission.
5. Power System Protection
Principles of overcurrent, differential and distance protection. Concept of solid
state relays. Circuit breakers. Computer aided protection: Introduction; line bus,
generator, transformer protection; numeric relays and application of DSP to
protection.
6. Digital Communication
Pulse code modulation (PCM), differential pulse code modulation (DPCM),
delta modulation (DM), Digital modulation and demodulation schemes:
amplitude, phase and frequency keying schemes (ASK, PSK, FSK). Error
control coding: error detection and correction, linear block codes, convolution
codes. Information measure and source coding. Data networks, 7-layer
architecture.
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GEOGRAPHY
PAPER-I
Principles of Geography
Physical Geography
1. Geomorphology: actors controlling landform development; endogenetic
and exogenetic forces; Origin and evolution of the earth’s crust;
Fundamentals of geomagnetism; Physical conditions of the earth’s interior;
Geosynclines; Continental drift; Isostasy; Plate tectonics; Recent views on
mountain building; Vulcanicity; Earthquakes and Tsunamis; Concepts of
geomorphic cycles and Landscape development ; Denudation chronology;
Channel morphology; Erosion surfaces; Slope developmen t; Applied
Geomorphology: Geohydrology, economic geology and environment.
2. Climatology: Temperature and pressure belts of the world; Heat budget of
the earth; Atmospheric circulation; atmospheric stability and instability.
Planetary and local winds; Monsoons and jet streams; Air masses and
fronto genesis, Temperate and tropical cyclones; Types and distribution of
precipitation; Weather and Climate; Koppen’s, Thornthwaite’s and
Trewartha’s classification of world climates; Hydrological cycle; Global
climatic change and role and response of man in climatic changes, Applied
climatology and Urban climate.
3. Oceanography: Bottom topography of the Atlantic, Indian and Pacific
Oceans; Temperature and salinity of the oceans; Heat and salt budgets,
Ocean deposits; Waves, currents and tides; Marine resources: biotic,
mineral and energy resources; Coral reefs, coral bleaching; sealevel
changes; law of the sea and marine pollution.
4. Biogeography: Genesis of soils; Classification and distribution of soils;
Soil profile; Soil erosion, Degradation and conservation; Factors
influencing world distribution of plants and animals; Problems of
deforestation and conservation measures; Social forestry; agro-forestry;
Wild life; Major gene pool centres.
5. Environmental Geography: Principle of ecology; Human ecological
adaptations; Influence of man on ecology and environment; Global and
regional ecological changes and imbalances; Ecosystem their management
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and conservation; Environmental degradation, management and

conservation; Biodiversity and sustainable development; Environmental
policy; Environmental hazards and remedial measures; Environmental
education and legislation.
Human Geography
1. Perspectives in Human Geography: Areal differentiation; regional
synthesis; Dichotomy and dualism; Environmentalism; Quantitative
revolution and locational analysis; radical, behavioural, human and welfare
approaches; Languages, religions and secularisation; Cultural regions of
the world; Human development index.
2. Economic Geography: World economic development: measurement and
problems; World resources and their distribution; Energy crisis; the limits
to growth; World agriculture: typology of agricultural regions; agricultural
inputs and productivity; Food and nutrition problems; Food security;
famine: causes, effects and remedies; World industries: locational patterns
and problems; patterns of world trade.
3. Population and Settlement Geography: Growth and distribution of
world population; demographic attributes; Causes and consequences of
migration; concepts of over-under-and optimum population; Population
theories, world population problems and policies, Social well-being and
quality of life; Population as social capital. Types and patterns of rural
settlements; Environmental issues in rural settlements; Hierarchy of urban
settlements; Urban morph ology: Concepts of primate city and rank-size
rule; Functional classification of towns; Sphere of urban influence; Rural
urban fringe; Satellite towns; Problems and remedies of urbanization;
Sustainable development of cities.
4. Regional Planning: Concept of a region; Types of regions and methods of
regionalisation; Growth centres and growth poles; Regional imbalances;
regional development strategies; environmental issues in regional
planning; Planning for sustainable development.
5. Models, Theories and Laws in Human Geography: Systems analysis in
Human geography; Malthusian, Marxian and demographic transition
models; Central Place theories of Christaller and Losch;Perroux and
Boudeville; Von Thunen’s model of agricultural location; Weber’s model
of industrial location; Ostov’s model of stages of growth. Heartland and
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Rimland theories; Laws of international boundaries and frontiers.

PAPER–II
Geography of India
1. Physical Setting: Space relationship of India with neighboring countries;
Structure and relief; Drainage system and watersheds; Physiographic
regions; Mechanism of Indian monsoons and rainfall patterns, Tropical
cyclones and western disturbances; Floods and droughts; Climatic regions;
Natural vegetation; Soil types and their distributions.
2. Resources: Land, surface and ground water, energy, minerals, biotic and
marine resources; Forest and wild life resources and their conservation;
Energy crisis.
3. Agriculture: Infrastructure: irrigation, seeds, fertilizers, power;
Institutional factors: land holdings, land tenure and land reforms; Cropping
pattern, agricultural productivity, agricultural intensity, crop combination,
land capability; Agro and social-forestry; Green revolution and its socio-
economic and ecological implications; Significance of dry farming;
Livestock resources and white revolution; aqua - culture; sericulture,
apiculture and poultry; agricultural regionalisation; agro-climatic zones;
agro- ecological regions.
4. Industry: Evolution of industries; Locational factors of cotton, jute,
textile, iron and steel, aluminium, fertilizer, paper, chemical and
pharmaceutical, automobile, cottage and agro-based industries; Industrial
houses and complexes including public sector undertakings; Industrial
regionalisation; New industrial policies; Multinationals and liberalization;
Special Economic Zones; Touris m including eco-tourism.
5. Transport, Communication and Trade: Road, railway, waterway,
airway and pipeline networks and their complementary roles in regional
development; Growing importance of ports on national and foreign trade;
Trade balance; Trade Policy; Export processing zones; Developments in
communication and information technology and their impacts on economy
and society; Indian space programme.
6. Cultural Setting: Historical Perspective of Indian Society; Racial,
linguistic and ethnic diversities; religious minorities; major tribes, tribal
areas and their problems; cultural regions; Growth, distribution and density
of population; Demographic attributes: sex-ratio, age structure, literacy
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rate, work-force, dependency ratio, longevity; migration (inter-regional,

intra- regional and international) and associated problems; Population
problems and policies; Health indicators.
7. Settlements: Types, patterns and morphology of rural settlements; Urban
developments; Morphology of Indian cities; Functional classification of
Indian cities; Conurbations and metropolitan regions; urban sprawl; Slums
and associated problems; town planning; Problems of urbanization and
remedies.
8. Regional Development and Planning: Experience of regional planning
in India; Five Year Plans; Integrated rural development programmes;
Panchayati Raj and decentralised planning; Command area development;
Watershed management; Planning for backward area, desert, drought
prone, hill, tribal area development; multi-level planning; Regional
planning and development of island territories.
9. Political Aspects: Geographical basis of Indian federalism; State
reorganisation; Emergence of new states; Regional consciousness and inter
state issues; international boundary of India and related issues; Cross
border terrorism; India’s role in world affairs; Geopolitics of South Asia
and Indian Ocean realm.
10. Contemporary Issues: Ecological issues: Environmental hazards:
landslides, earthquakes, Tsunamis, floods and droughts, epidemics; Issues
relating to environmental pollution; Changes in patterns of land use;
Principles of environmental impact assessment and environmental
management; Population explosion and food security; Environmental
degradation; Deforestation, desertification and soil erosion; Problems of
agrarian and industrial unrest; Regional disparities in economic
development; Concept of sustainable growth and development;
Environmental awareness; Linkage of rivers; Globalisation and Indian
economy.
Note: Candidat es will be required to answer one compulsory map question
pertinent to subjects covered by th is paper.
GEOLOGY
PAPER - I
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1. General Geology
The Solar System, Meteorites, Origin and interior of the earth and age of earth;
Volcanoes- causes and products, Volcanic belts; Earthquakes-causes, effects,
Seismic zones of India; Island arcs, trenches and midocean ridges; Continental
drifts; Seafloor spreading, Plate tectonics; Isostasy.
2. Geomorphology and Remote Sensing
Basic concepts of geomorphology; Weathering and soil formations; Landforms,
slopes and drainage; Geomorphic cycles and their interpretation; Morphology
and its relation to structures and lithology; Coastal geomorphology; Applications
of geomorphology in mineral prospecting, civil engineering; Hydrology and
environmental studies; Geomorphology of Indian subcontinent.
Aerial photographs and their interpretation-merits and limitations; The
Electromagnetic spectrum; Orbiting satellites and sensor systems; Indian Remote
Sensing Satellites; Satellites data products; Applications of remote sensing in
geology; The Geographic Information Systems (GIS) and Global Positioning
System (GPS) – its applications.
3. Structural Geology
Principles of geologic mapping and map reading, Projection diagrams, Stress
and strain ellipsoid and stress-strain relationships of elastic, plastic and viscous
materials; Strain markers in deformed rocks; Behaviour of minerals and rocks
under deformation conditions; Folds and faults classification and mechanics;
Structural analysis of folds, foliations, lineations, joints and faults,
unconformities; Timerelationship between crystallization and deformation.
4. Paleontology
Species- definition and nomenclature; Megafossils and Microfossils; Modes of
preservation of fossils; Different kinds of microfossils; Application of
microfossils in correlation, petroleum exploration, paleoclimatic and
paleoceanographic studies; Evolutionary trend in Hominidae, Equidae and
Proboscidae; Siwalik fauna; Gondwana flora and fauna and its importance;
Index fossils and their significance.
5. Indian Stratigraphy
Classification of stratigraphic sequences: lithostratigraphic, biostratigraphic,
chronostratigraphic and magnetostratigraphic and their interrelationships;
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Distribution and classification of Precambrian rocks of India; Study of

stratigraphic distribution and lithology of Phanerozoic rocks of India with
reference to fauna, flora and economic importance; Major boundary
problemsCambrian/Precambrian, Permian/Triassic, Cretaceous/Tertiary and
Pliocene/Pleistocene; Study of climatic conditions, paleogeography and igneous
activity in the Indian subcontinent in the geological past; Tectonic framework of
India; Evolution of the Himalayas.
6. Hydrogeology and Engineering Geology
Hydrologic cycle and genetic classification of water; Movement of subsurface
water; Springs; Porosity, permeability, hydraulic conductivity, transmissivity and
storage coefficient, classification of aquifers; Waterbearing characteristics of
rocks; Groundwater chemistry; Salt water intrusion; Types of wells; Drainage
basin morphometry; Exploration for groundwater; Ground-water recharge;
Problems and management of groundwater; Rainwater harvesting; Engineering
properties of rocks; Geological investigations for dams, tunnels highways,
railway and bridges; Rock as construction material; Landslides-causes,
prevention and rehabilitation; Earthquake-resistant structures.
PAPER-II
1. Mineralogy
Classification of crystals into systems and classes of symmetry; International
system of crystallographic notation; Use of projection diagrams to represent
crystal symmetry; Elements of X-ray crystallography. Physical and chemical
characters of rock for ming silicate mineral groups; Structural classification of
silicates; Common minerals of igneous and metamorphic rocks; Minerals of the
carbonate, phosphate, sulphide and halide groups; Clay minerals. Optical
properties of common rock forming minerals; Pleochroism, extinction angle,
double refraction, birefringence, twinning and dispersion in minerals.
2. Igneous and Metamorphic Petrology
Generation and crystallization of magmas; Crystallization of albite-anorthite,
diopside-anorthite and diopsidewollastonite- silica systems; Bowen’s Reaction
Principle; Magmatic differentation and assimilation; Petrogenetic significance of
the textures and structures of igneous rocks; Petrography and petrogenesis of
granite, syenite, diorite, basic and ultrabasic groups, charnockite, anorthosite and
alkaline rocks; Carbonatites; Deccan volcanic province.
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Types and agents of metamorphism; Metamorphic grades and zones; Phase rule;
Facies of regional and contact metamorphism; ACF and AKF diagrams;
Textures and structures of metamorphic rocks; Metamorphism of arenaceous,
argillaceous and basic rocks; Minerals assemblages Retrograde metamorphism;
Metasomatism and granitisation, migmatites, Granulite terrains of India.
3. Sedimentary Petrology
Sediments and Sedimentary rocks: Processes of formation; digenesis and
lithification; Clastic and non-clastic rocks-their classification, petrography and
depositional environment; Sedimentary facies and provenance; Sedimentary
structures and their significance; Heavy minerals and their significance;
Sedimentary basins of India.
4. Economic Geology
Ore, ore minerals and gangue, tenor of ore, classification of ore deposits; Process
of formation of minerals deposits; Controls of ore localization; Ore textures and
structures; Metallogenic epochs and provinces; Geology of the important Indian
deposits of aluminium, chromium, copper, gold, iron, lead zinc, manganese,
titanium, uranium and thorium and industrial minerals; Deposits of coal and
petroleum in India; National Mineral Policy; Conservation and utilization of
mineral resources; Marine mineral resources and Law of Sea.
5. Mining Geology
Methods of prospecting-geological, geophysical, geochemical and geobotanical;
Techniques of sampling; Estimation of reserves or ore; Methods of exploration
and mining metallic ores, industrial minerals, marine mineral resources and
building stones; Mineral beneficiation and ore dressing.
6. Geochemistry and Environmental Geology
Cosmic abundance of elements; Composition of the planets and meteorites;
Structure and composition of Earth and distribution of elements; Trace elements;
Elements of crystal chemistry-types of chemical bonds, coordination number;
Isomorphism and polymorphism; Elementary thermodynamics. Natural hazards-
floods, mass wasting, costal hazards, earthquakes and volcanic activity and
mitigation; Environmental impact of urbanization, mining, industrial and
radioactive waste disposal, use of fertilizers, dumping of mine waste and fly ash;
Polluti on of ground and surface water, marine pollution; Environment
protection legislative measures in India; Sea level changes: causes and impact.
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HISTORY
PAPER-I
1. Sources
Archaeological sources: Exploration, excavation, epigraphy, numismatics,
monuments Literary sources: Indigenous: Primary and secondary; poetry,
scientific literature, literature, literature in regional languages, religious
literature.
Foreign accounts: Greek, Chinese and Arab writers.
2. Pre-history and Proto-history
Geographical factors; hunting and gathering (paleolithic and mesolithic);
Beginning of agriculture (neolithic and chalcolithic).
3. Indus Valley Civilization
Origin, date, extent, characteristics, decline, survival and significance, art and
architecture.
4. Megalithic Cultures
Distribution of pastoral and farming cultures outside the Indus, Development of
community life, Settlements, Development of agriculture, Crafts, Pottery, and
Iron industry.
5. Aryans and Vedic Period
Expansions of Aryans in India. Vedic Period: Religious and philosophic
literature; Transformation from Rig Vedic period to the later Vedic period;
Political, social and economical life; Significance of the Vedic Age; Evolution of
Monarchy and Varna system.
6. Period of Mahajanapadas
Formation of States (Mahajanapada) : Republics and monarchies; Rise of urban
centres; Trade routes; Economic growth; Introduction of coinage; Spread of
Jainism and Buddhism; Rise of Magadha and Nandas. Iranian and Macedonian
invasions and their impact.
7. Mauryan Empire
Foundation of the Mauryan Empire, Chandragupta, Kautilya and Arthashastra;
Ashoka; Concept of Dharma; Edicts; Polity, Administration; Economy; Art,
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architecture and sculpture; External contacts; Religion; Spread of religion;

Literature. Disintegration of the empire; Sungas and Kanvas.
8. Post-Mauryan Period (Indo-Greeks, Sakas, Kushanas, Western
Kshatrapas)
Contact with outside world; growth of urban centres, economy, coinage,
development of religions, Mahayana, social conditions, art, architecture, culture,
literature and science.
9. Early State and Society in Eastern India, Deccan and South India
Kharavela, The Satavahanas, Tamil States of the Sangam Age; Administration,
economy, land grants, coinage, trade guilds and urban centres; Buddhist centres;
Sangam literature and culture; Art and architecture.
10. Guptas, Vakatakas and Vardhanas
Polity and administration, Economic conditions, Coinage of the Guptas, Land
grants, Decline of urban centres, Indian feudalism, Caste system, Position of
women, Education and educational institutions; Nalanda, Vikramshila and
Vallabhi, Literature, scientific literature, art and architecture.
11. Regional States during Gupta Era

The Kadambas, Palla vas, Chalukyas of Badami; Polity and Administration,
Trade guilds, Literature; growth of Vaishnava and Saiva religions. Tamil Bhakti
movement, Shankaracharya; Vedanta; Institutions of temple and temple
architecture; Palas, Senas, Rashtrakutas, Paramaras, Polity and administration;
Cultural aspects. Arab conquest of Sind; Alberuni, The Chalukyas of Kalyana,
Cholas, Hoysalas, Pandyas; Polity and Administration; local Government;
Growth of art and architecture, religious sects, Institution of temple and Mathas,
Agraharas, education and literature, economy and society.
12. Themes in Early Indian Cultural History
Languages and texts, major stages in the evolution of art and architecture, major
philosophical thinkers and schools, ideas in Science and Mathematics.
13. Early Medieval India, 750-1200

♦ Polity: Major political developments in Northern India and the Peninsula,
origin and the rise of Rajputs - The Cholas: administration, village
economy and society
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♦ “Indian Feudalism”
♦ Agrarian economy and urban settlements
♦ Trade and commerce
♦ Society: the status of the Brahman and the new social order
♦ Condition of women
♦ Indian science and technology
14. Cultural Traditions in India, 750-1200

♦ Philosophy: Skankaracharya and Vedanta, Ramanuja and Vishishtadvaita,
Madhva and Brahma-Mimansa
♦ Religion: Forms and features of religion, Tamil devotional cult, growth of
Bhakti, Islam and its arrival in India, Sufism
♦ Literature: Literature in Sanskrit, growth of Tamil literature, literature in
the newly developing languages, Kalhan’s Rajtarangini, Alberuni’s India
♦ Art and Architecture: Temple architecture, sculpture, painting
15. The Thirteenth Century

♦ Establishment of the Delhi Sultanate: The Ghurian invasions – factors
behind Ghurian success
♦ Economic, social and cultural consequences
♦ Foundation of Delhi Sultanate and early Turkish Sultans
♦ Consolidation: The rule of Iltutmish and Balban
16. The Fourteenth Century

♦ “The Khalji Revolution”
♦ Alauddin Khalji: Conquests and territtorial expansion, agrarian and
economic m easures
♦ Muhammad Tughluq: Major projects, agrarian measures, bureaucracy of
Muhammad Tughluq
♦ Firuz Tughluq: Agrarian measures, achievements in civil engineering and
public works, decline of the Sultanate, foreign contacts and Ibn Battuta’s
account
17. Society, Culture and Economy in the Thirteenth and Fourteenth
Centuries
♦ Society: composition of rural society, ruling classes, town dwellers,
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women, religious classes, caste and slavery under the Sultanate, Bhakti
movement, Sufi movement
♦ Culture: Persian literature, literature in the regional languages of North
India, literature in the languages of South India, Sultanate architecture and
new structural forms, painting, evolution of a composite culture
♦ Economy: Agricultural production, rise of urban economy and non-
agricultural production, trade and commerce
18. The Fifteenth and Early Sixteenth Century – Political
Developments and Economy
♦ Rise of Provincial Dynasties: Bengal, Kashmir (Zainul Abedin), Gujarat,
Malwa, Bahmanids
♦ The Vijayanagara Empire
♦ Lodis
♦ Mughal Empire, First phase: Babur and Humayun
♦ The Sur Empire: Sher Shah’s administration
♦ Portuguese Colonial enterprise
♦ Bhakti and Sufi Movements
19. The Fifteenth and early Sixteenth Century – Society and Culture
♦ Regional cultural specificities
♦ Literary traditions
♦ Provincial architecture
♦ Society, culture, literature and the arts in Vijayanagara Empire.
20. Akbar
♦ Conquests and consolidation of the Empire
♦ Establishment of Jagir and Mansab systems
♦ Rajput poli cy
♦ Evolution of religious and social outlook, theory of Sulh-i-kul and
religious policy
♦ Court patronage of art and technology
21. Mughal Empire in the Seventeenth Century

♦ Major administrative policies of Jahangir, Shahjahan and Aurangzeb
♦ The Empire and the Zamindars
♦ Religious policies of Jahangir, Shahjahan and Aurangzeb
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♦ Nature of the Mughal State

♦ Late Seventeenth century crisis and the revolts
♦ The Ahom Kingdom
♦ Shivaji and the early Maratha Kingdom.
22. Economy and Society in the Sixteenth andSeventeenth Centuries
♦ Population, agricultural production, craft production
♦ Towns, commerce with Europe through Dutch, English and French
companies : a trade revolution
♦ Indian mercantile classes, banking, insurance and credit systems
♦ Condition of peasants, condition of women
♦ Evolution of the Sikh community and the Khalsa Panth
23. Culture in the Mughal Empire

♦ Persian histories and other literature
♦ Hindi and other religious literature
♦ Mughal architecture
♦ Mughal painting
♦ Provincial architecture and painting - Classical music
♦ Science and technology
24. The Eighteenth Century
♦ Factors for the decline of the Mughal Empire
♦ The regional principalities: Nizam’s Deccan, Bengal, Awadh
♦ Maratha ascendancy under the Peshwas
♦ The Maratha fiscal and financial system
♦ Emergence of Afgh an Power, Battle of Panipat:1761
♦ State of politics, culture and economy on the eve of the British conquest
PAPER-II
1. European Penetration into India
The Early European Settlements; The Portuguese and the Dutch; The English
and the French East India Companies; Their struggle for supremacy; Carnatic
Wars; Bengal -The conflict between the English and the Nawabs of Bengal; Siraj
and the English; The Battle of Plassey; Significance of Plassey.
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2. British Expansion in India

Bengal – Mir Jafar and Mir Kasim; The Battle of Buxar; Mysore; The Marathas;
The three Anglo-Maratha Wars; The Punjab.
3. Early Structure of the British Raj
The early administrative structure; From diarchy to direct control; The
Regulating Act (1773); The Pitt’s India Act (1784); The Charter Act (1833); The
voice of free trade and the changing character of British colonial rule; The
English utilitarian and India.
4. Economic Impact of British Colonial Rule
(a) Land revenue settlements in British India; The Permanent Settlement;
Ryotwari Settlement; Mahalwari Settlement; Economic impact of the
revenue arrangements; Commercialization of agriculture; Rise of landless
agrarian labourers; Impoverishment of the rural society.
(b) Dislocation of traditional trade and commerce; De-industrialisation;
Decline of traditional crafts; Drain of wealth; Economic transformation of
India; Railroad and communication network including telegraph and postal
services; Famine and poverty in the rural interior; European business
enterprise and its limitations.
5. Social and Cultural Developments
The state of indigenous education, its dislocation; Orientalist-Anglicist
controversy, The introduction of western education in India; The rise of press,
literature and public opinion; The rise of modern vernacular literature; Progress
of science; Christian missionary activities in India.
6. Social and Religious Reform movements inBengal and Other
Areas
Ram Mohan Roy, The Brahmo Movement; Devendranath Tagore; Iswarchandra
Vidyasagar; The Young Bengal Movement; Dayanada Saraswati; The social
reform movements in India including Sati, widow remarriage, child marriage
etc.; The contribution of Indian renaissance to the growth of modern India;
Islamic revivalism – the Feraizi and Wahabi Movements.
7. Indian Response to British Rule
Peasant movements and tribal uprisings in the 18th and 19th centuries including
the Rangpur Dhing (1783), the Kol Rebellion (1832), the Mopla Rebellion in
Malabar (1841-1920), the Santal Hul (1855), Indigo Rebellion (1859-60),
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Deccan Uprising (1875) and the Munda Ulgulan (18991900); The Great Revolt
of 1857 - Origin, character, causes of failure, the consequences; The shift in the
character of peasant uprisings in the post-1857 period; the peasant movements of
the 1920s and 1930s.
8. Factors leading to the birth of Indian Nationalism; Politics of Association;
The Foundation of the Indian National Congress; The Safety-valve thesis
relating to the birth of the Congress; Programme and objectives of Early
Congress; the social composition of early Congress leadership; the Moderates
and Extremists; The Partition of Bengal (1905); The Swadeshi Movement in
Bengal; the economic and political aspects of Swadeshi Movement; The
beginning of revolutionary extremism in India.
9. Rise of Gandhi; Character of Gandhian nationalism; Gandhi’s popular appeal;
Rowlatt Satyagraha; the Khilafat Movement; the Non-cooperation Movement;
National politics from the end of the Non-cooperation movement to the
beginning of the Civil Disobedience movement; the two phases of the Civil
Disobedience Movement; Simon Commission; The Nehru Report; the Round
Table Conferences; Nationalism and the Peasant Movements; Nationalism and
Working class movements; Women and Indian youth and students in Indian
politics (1885-1947); the election of 1937 and the formation of ministries;
Cripps Mission; the Quit India Movement; the Wavell Plan; The Cabinet
Mission.
10. Constit utional Developments in the Colonial India between 1858 and 1935.
11. Other strands in the National Movement.
The Revolutionaries: Bengal, the Punjab, Maharashtra, U.P, the Madras
Presidency, Outside India. The Left; The Left within the Congress: Jawaharlal
Nehru, Subhas Chandra Bose, the Congress Socialist Party; the Communist
Party of India, other left parties.
12. Politics of Separatism; the Muslim League; the Hindu Mahasabha;
Communalism and the politics of partition; Transfer of power; Independence.
13. Consolidation as a Nation; Nehru’s Foreign Policy; India and her neighbours
(1947-1964); The linguistic reorganization of States (1935-1947); Regionalism
and regional inequality; Integration of Princely States; Princes in electoral
politics; the Question of National Language.
14. Caste and Ethnicity after 1947; Backward castes and tribes in postcolonial
electoral politics; Dalit movements.
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15. Economic development and political change; Land reforms; the politics of
planning and rural reconstruction; Ecology and environmental policy in post –
colonial India; Progress of science.
16. Enlightenment and Modern ideas
(i) Major ideas of Enlightenment: Kant, Rousseau
(ii) Spread of Enlightenment in the colonies
(iii) Rise of socialist ideas (up to Marx); spread of Marxian Socialism.
17. Origins of Modern Politics
(i) European States System.
(ii) American Revolution and the Constitution.
(iii) French revolution and aftermath, 1789-1815.
(iv) American Civil War with reference to Abraham Lincoln and the abolition
of slavery.
(v) British Democratic Politics, 1815-1850; Parliamentary Reformers, Free
Traders, Chartists.
18. Industrialization
(i) English Industrial Revolution: Causes and Impact on Society
(ii) Industrialization in other countries: USA, Germany, Russia, Japan
(iii) Industrialization and Globalization.
19. Nation-State System

(i) Rise of Nationalism in 19th century
(ii) Nationalism: state-building in Germany and Italy
(iii) Disintegration of Empires in the face of the emergence of nationalities
across the world.
20. Imperialism and Colonialism
(i) South and South-East Asia
(ii) Latin America and South Africa
(iii) Australia
(iv) Imperialism and free trade: Rise of neo-imperialism.
21. Revolution and Counter-Revolution
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(i) 19th Century European revolutions

(ii) The Russian Revolution of 1917-1921
(iii) Fascist Counter-Revolution, Italy and Germany.
(iv) The Chinese Revolution of 1949
22. World Wars
(i) 1st and 2nd World Wars as Total Wars: Societal implications
(ii) World War I: Causes and consequences
(iii) World War II: Causes and consequence
23. The World after World War II
(i) Emergence of two power blocs
(ii) Emergence of Third World and non-alignment
(iii) UNO and the global disputes.
24. Liberation from Colonial Rule
(i) Latin America-Bolivar
(ii) Arab World-Egypt
(iii) Africa-Apartheid to Democracy
(iv) South-East Asia-Vietnam
25. Decolonization and Underdevelopment
(i) Factors constraining development: Latin America, Africa
26. Unification of Europe
(i) Post War Foundations: NATO and European Community
(ii) Consolidation and Expansion of European Community
(iii) European Union.
27. Disintegration of Soviet Union and the Rise of the Unipolar World
(i) Factors leading to the collapse of Soviet communism and the Soviet
Union, 1985-1991
(ii) Political Changes in Eastern Europe 1989-2001.
(iii) End of the cold war and US ascendancy in the World as the lone
superpower.
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LAW
PAPER-I
Constitutional and Administrative Law
1. Constitution and Constitutionalism: The distinctive features of the
Constitution.
2. Fundamental rights – Public interest litigation; Legal Aid; Legal services
authority.
3. Relationship between fundamental rights, directive principles and
fundamental duties.
4. Constitutional position of the President and relation with the Council of
Ministers.
5. Governor and his powers.
6. Supreme Court and High Courts:
(a) Appointments and transfer.
(b) Powers, functions and jurisdiction.
7. Centre, States and local bodies:
(a) Distribution of legislative powers between the Union and the States.
(b) Local bodies.
(c) Administrative relationship among Union, State and Local Bodies.
(d) Eminent domain – State property – common property – community
property.
8. Legislative po wers, privileges and immunities.
9. Services under the Union and the States:
(a) Recruitment and conditions of services; Constitutional safeguards;
Administrative tribunals.
(b) Union Public Service Commission and State Public Service
Commissions – Power and functions
(c) Election Commission – Power and functions.
10. Emergency provisions.
11. Amendment of the Constitution.
12. Principles of natural justice – Emerging trends and judicial approach.
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13. Delegated legislation and its constitutionality.

14. Separation of powers and constitutional governance.
15. Judicial review of administrative action.
16. Ombudsman: Lokayukta, Lokpal etc.
International Law
1. Nature and definition of international law.
2. Relationship between international law and municipal law.
3. State recognition and state succession.
4. Law of the sea: Inland waters, territorial sea, contiguous zone, continental
shelf, exclusive economic zone, high seas.
5. Individuals: Nationality, statelessness; Human rights and procedures
available for their enforcement.
6. Territorial jurisdiction of States, extradition and asylum.
7. Treaties: Formation, application, termination and reservation.
8. United Nations: Its principal organs, powers, functions and reform.
9. Peaceful settlement of disputes – different modes.
10. Lawful recourse to force: aggression, self-defence, intervention.
11. Fundamental principles of international humanitarian law – International
conventions and contemporary developments.
12. Legality of the use of nuclear weapons; ban on testing of nuclear
weapons; Nuclear – non proliferation treaty, CTBT.
13. International terrorism, state sponsored terrorism, hijacking, international
criminal court.
14. New international economic order and monetary law: WTO, TRIPS,
GATT, IMF, World Bank.
15. Protection and improvement of the human environment: International
efforts.
PAPE R-II
Law of Crimes
1. General principles of criminal liability: Mens rea and actus reus, mens rea
in statutory offences.
2. Kinds of punishment and emerging trends as to abolition of capital
punishment.
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3. Preparation and criminal attempt.

4. General exceptions.
5. Joint and constructive liability.
6. Abetment.
7. Criminal conspiracy.
8. Offences against the State.
9. Offences against public tranquility.
10. Offences against human body.
11. Offences against property.
12. Offences against women.
13. Defamation.
14. Prevention of Corruption Act, 1988.
15. Protection of Civil Rights Act 1955 and subsequent legislative
developments.
16. Plea bargaining.
Law of Torts
1. Nature and definition.
2. Liability based upon fault and strict liability; Absolute liability.
3. Vicarious liability including State liability.
4. General defences.
5. Joint tort feasors.
6. Remedies.
7. Negligence.
8. Defamation.
9. Nuisance.
10. Conspiracy.
11. False imprisonment.
12. Malicious prosecution.
13. Consumer Protection Act, 1986.
Law of Contracts and Mercantile Law
1. Nature and formation of contract/Econtract.
2. Factors vitiating free consent.
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3. Void, voidable, illegal and unenforceable agreements.

4. Performance and discharge of contracts.
5. Quasi- Contracts.
6. Consequences of breach of contract.
7. Contract of indemnity, guarantee and insurance.
8. Contract of agency.
9. Sale of goods and hire purchase.
10. Formation and dissolution of partnership.
11. Negotiable Instruments Act, 1881.
12. Arbitration and Conciliation Act, 1996.
13. Standard form contracts.
Contemporary Legal Developments
1. Public Interest Litigation.
2. Intellectual property rights – Concept, types/prospects.
3. Information Technology Law including Cyber Laws – Concept,
purpose/prospects.
4. Competition Law- Concept, purpose/prospects.
5. Alternate Dispute Resolution – Concept, types/prospects.
6. Major statutes concerning environmental law.
7. Right to Information Act.
8. Trial by media.
Literature of the following languages
Note (i): A candidate may be required to answer some or all the questions in the
language concerned.
Note (ii): In regard to the languages included in the Eighth Schedule to
Constitution, the scripts will be the same as indicated in Section-II (B) of
Appendix I relating to Main Examination.
Note (iii): Candidates should note that the questions not required to be answered
in a specific language will have to be answered in the language medium
indicated by them for answering papers on Essay, General Stu dies and Optional
Subjects.
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ASSAMESE
PAPER-I
(Answers must be written in Assamese)
Section-A
Language
(a) History of the origin and development of the Assamese language-its
position among the Indo-Aryan Languages - periods in its history.
(b) Developments of Assamese prose.
(c) Vowels and consonants of the Assamese languages-rules of phonetic
changes with stress on Assamese coming down from Old Indo-Aryan.
(d) Assamese vocabulary-and its sources.
(e) Morphology of the language-conjugation-enclitic definitives and
pleonastic suffixes.
(f) Dilectical divergences-the standard colloquial and the Kamrupi dialect in
particulars.
(g) Assamese scripts-its evolution through the ages till 19th century A.D.
Section-B
Literary Criticism and Literary History
(a) Principles of Literary criticism upto New criticism.
(b) Different literary genres.
(c) Development of literary forms in Assamese.
(d) Development of literary criticism in Assamese.
(e) Periods of the literary history of Assam from the earliest beginnings, i.e.
from the period of the charyyageets with their socio-cultural background :
the proto Assamese-Pre-Sankaradeva - Sankaradeva-post Sankaradeva –
Modern period (from the coming of the Britishers)-Post-Independence
period. Special emphasis is to be given on the Vaisnavite period, the
gonaki and the post-Independence period.
PAPER-II
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This paper will require first-hand reading of the texts prescribed and will be
designed to test the candidates’ critical ability.
(Answers must be written in Assamese)
Section-A
Rãmãyana (Ayodhya Kãnda only) - by Madhava Kandali.
Pãrijãt-Harana - by Sankaradeva.
Rãsakrïdã - by Sankaradeva (From Kirtana Ghosa).
Bargeet - by Madhavadeva
Rãjasûya - by Madhavadeva.
Kãthã-Bhãgavata (Books I and II) - by Baikunthanath Bhattacharyya.
Gurucarit-Kathã (Sankaradeva’s - ed. by Maheswar Neog
Part only)
Section-B
Mor Jeevan Soñwaran - by Lakshminath Bezbaroa.
Kripãbar Barbaruãr Kãkatar - by Lakshminath Bezbaroa.
Topola
Pratimã - by Chandra Kumar Agarwalla.
Gãoñburhã - by Padmanath Gohain Barua.
Monamatî - by Rajanikanta Bordoloi.
Purani Asamîyã Sãhitya - by Banikanta Kakati.
Kãrengar Ligirî - by Jyotiprasad Agarwalla
Jeevanar Bãtat - by Bina Barwa (Birinchi Kumar Barua)
Mrityunjoy - by Birendrakumar Bhattacharyya
Samrãt - by Navakanta Barua.
BENGALI
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PAPER-I
History of Language and Literature.
Answers must be written in Bengali.
Section-A
Topics from the History of Bangla language
1. The chronological track from Proto Indo-European to Bangla (Family tree
with branches and approximate dates).
2. Historical stages of Bangla (Old, Middle, New) and their linguistic
features.
3. Dialects of Bangla and their distinguishing characteristics.
4. Elements of Bangla Vocabulary.
5. Forms of Bangla Literary Prose-Sadhu and Chalit.
6. Processes of language change relevant for Bangla: Apinihiti (Anaptyxis),
Abhishruti (umlaut), Murdhanyibhavan (cerebralization), Nasikyibhavan
(Nasalization), Samibhavan (Assimilation), Sadrishya (Analogy),
Svaragama (Vowel insertion)-Adi Svaragama, Madhya Svaragama or
Svarabhakti, Antya Svaragama, Svarasangati (Vowel hormony), y-shruti
and w-shruti.
7. Problems of standardization and reform of alphabet and spelling, and
those of transliteration and Romanization.
8. Phonology, Morphology and Syntax of Modern Bangla. (Sounds of
Modern Bangla, Conjuncts; word formations, compounds; basic sentence
patterns.)
Section-B
Topics from the History of Bangla Literature.
1. Periodization of Bangla Literature : Old Bangla and Middle Bangla.
2. Points of difference between modern and pre-modern Bangla Literature.
3. Roots and reasons behind the emergence of modernity in Bangla
Literature.
4. Evolution of various Middle Bangla forms : Mangal kavyas, Vaishnava
lyrics, Adapted narratives (Ramayana, Mahabharata, Bhagavata) and
religious biographies.
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5. Secular forms in middle Bangla literature.

6. Narrative and lyric trends in the nineteenth century Bangla poetry.
7. Development of prose.
8. Bangla dramatic literature (nineteenth century, Tagore, Post-1944 Bangla
drama).
9. Tagore an d post-Tagoreans.
10. Fiction, major authors: (Bankimchandra, Tagore, Saratchandra,
Bibhutibusan, Tarasankar, Manik).
11. Women and Bangla literature : creators and created.
PAPER-II
Prescribed texts for close study.
Answers must be written in Bengali.
Section-A
1. Vaishnava Padavali (Calcutta University) Poems of Vidyapati,
Chandidas, Jnanadas, Govindadas and Balaramdas.
2. Chandimangal Kalketu episode by Mukunda (Sahitya Akademi).
3. Chaitanya Charitamrita Madya Lila, by Krishnadas Kaviraj (Sahitya
Akademi).
4. Meghnadbadh Kavya by Madhusudan Dutta.
5. Kapalkundala by Bankimchandra Chattarjee.
6. Samya and Bangadesher Krishak by Bankimchandra Chatterjee.
7. Sonar Tari by Rabindranath Tagore.
8. Chhinnapatravali by Rabindranath Tagore.
Section-B
9. Raktakarabi by Rabindranath Tagore.
10. Nabajatak by Rabindranath Tagore.
11. Grihadaha by Saratchandra Chatterjee.
12. Prabandha Samgraha Vol. 1, by Pramatha Choudhuri.
13. Aranyak by Bibhutibhusan Banerjee
14. Short stories by Manik Bandyopadhyay : Atashi Mami, Pragaitihasik,
Holud-Pora, Sarisrip, Haraner Natjamai, Chhoto-Bokulpurer Jatri,
Kustharogir Bou, Jakey Ghush Ditey Hoy.
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15. Shrestha Kavita by Jibanananda Das.

16. Jagori by Satinath Bhaduri.
17. Ebam Ind rajit by Badal Sircar.
BODO
PAPER-I
History of Bodo Language and Literature
(Answers must be written in Bodo)
Section-A
History of Bodo Language
1. Homeland, language family, its present status and its mutual contact with
Assamese.
2. (a) Phonemes : Vowel and Consonant Phonemes
(b) Tones.
3. Morphology : Gender, Case & Case endings, Plural suffix, Definitives,
Verbal suffix.
4. Vocabulary and its sources.
5. Syntax : Types of sentences, Word Order.
6. History of Scripts used in writing Bodo Language since inception.
Section-B
History of Bodo Literature
1. General introduction of Bodo folk literature.
2. Contribution of the Missionaries.
3. Periodization of Bodo Literature.
4. Critical analysis of different genre (Poetry, Novel, Short Story and
Drama)
5. Translation Literature.
PAPER-II
The Paper will require first-hand reading of the texts prescribed and will be
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designed to test the critical ability of the candidates.

(Answers must be written in Bodo)
Section-A
(a) Khonthai-Methai (Edited by Madaram Brahma & Rupnath Brahma).
(b) Hathorkhi-Hala (Edited by Pramod Chandra Brahma)
(c) Boroni Gudi Sibsa Arw Aroz : Madaram Brahma.
(d) Raja Nilambar : Dwarendra Nath Basumatary.
(e) Bibar (Prose section) (Edited by Satish Chandra Basumatary)
Section-B
(a) Gibi Bithai (Aida Nwi) : Bihuram Boro
(b) Radab : Samar Brahma Chaudhury
(c) Okhrang Gongse Nangou : Brajendra Kumar Brahma
(d) Baisagu Arw Harimu : Laksheswar Brahma.
(e) Gwdan Boro : Manoranjan Lahary
(f) Jujaini Or : Chittaranjan Muchahary
(g) Mwihoor : Dharanidhar Wary
(h) Hor Badi Khwmsi : Kamal Kumar Brahma
(i) Jaolia Dewan : Mangal Singh Hozowary
(j) Hagra Guduni Mwi : Nilkamal Brahma.
DOGRI
PAPER-I
History of Dogri Language and Literature
(Answers must be written in Dogri)
Section-A
History of Dogri Language
1. Dogri language : Origin and development through different stages.
2. Linguistic boundaries of Dogri and its dialects.
3. Characteristic features of Dogri language.
4. Structure of Dogri Language :
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(a) Sound Structure : Segmental : Vowels and Consonants Non-

Segmental: Length, Stress, Nasalization, Tone and Juncture.
(b) Morphology o f Dogri :
(i) Inflection Categories: Gender, Number, Case, Person, Tense and
Voice.
(ii) Word Formation : use of prefixes, infixes and suffixes.
(iii) Vocabulary : Tatsam, tadbhav, foreign and regional.
(c) Sentence Structure: Major Sentence - types and their constituents,
agreement and concord in Dogri syntax.
5. Dogri Language and Scripts : Dogre/Dogra Akkhar, Devanagari and
Persian.
Section-B
History of Dogri Literature
1. A brief account of Pre-independence Dogri Literature : Poetry & Prose.
2. Development of modern Dogri Poetry and main trends in Dogri Poetry.
3. Development of Dogri short-story, main trends & prominent short-story
writers.
4. Development of Dogri Novel, main trends & contribution of Dogri
Novelists.
5. Development of Dogri Drama & contribution of prominent Playwrights.
6. Development of Dogri Prose : Essays, Memoirs & Travelogues.
7. An introduction to Dogri Folk literature - Folk songs, Folk tales &
Ballads.
PAPER-II
Textual Cristisim of Dogri Literature
(Answers must be written in Dogri)
Section-A
Poetry
1. Azadi Paihle Di Dogri Kavita.
The following poets: Devi Ditta, Lakkhu, Ganga Ram, Ramdhan, Hardutt,
Pahari Gandhi Baba Kanshi Ram & Permanand Almast.
2. Modern Dogri Poetry
Azadi Bad Di Dogri Kavita
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The following poets: Kishan Smailpuri, Tara Smailpuri, Mohan Lal

Sapolia, Yash Sharma, K.S. Madhukar, Padma Sachdev, Jitendra
Udhampuri, Charan Singh and Prakash Premi.
3. Sheeraza Dogri Number 102, Ghazal Ank.
The following poets: Ram Lal Sharma, Ved Pal Deep, N.D. Jamwal, Shiv
Ram Deep, Ashwini Magotra and Virendra Kesar.
4. Sheeraza Dogri Number 147, Ghazal Ank
The following poets: R.N. Shastri, Jitendra Udhampuri, Champa Sharma
and Darshan Darshi.
5. Ramaya n (Epic) by Shambhu Nath Sharma (upto Ayodhya Kand)
6. Veer Gulab (Khand Kavya) by Dinoo Bhai Pant.
Section-B
Prose
1. Ajakani Dogri Kahani
The following short story writers: Madan Mohan Sharma, Narendra
Khajuria and B.P. Sathe.
2. Ajakani Dogri Kahani Part-II
The following Short Story writters: Ved Rahi, Narsingh Dev Jamwal, Om
Goswami, Chhattrapal, Lalit Magotra, Chaman Arora and Ratan Kesar.
3. Khatha Kunj Bhag II
The following Story writters: Om Vidyarthi, Champa Sharma and Krishan
Sharma.
4. Meel Patthar (collection of short stories) by Bandhu Sharma
5. Kaiddi (Novel) by Desh Bandhu Dogra Nutan
6. Nanga Rukkh (Novel) by O.P. Sharma Sarathi.
7. Nayaan (Drama) by Mohan Singh.
8. Satrang (A collection of one act plays)
The following pay wrights: Vishwa Nath Khajuria, Ram Nath Shastri,
Jitendra Sharma, Lalit Magotra and Madan Mohan Sharma.
9. Dogri Lalit Nibandh
The following authors: Vishwa Nath Khajuria, Narayan Mishra, Balkrishan
Shastri, Shiv Nath, Shyam Lal Sharma, Lakshmi Narayan.
D.C. Prashant, Ved Ghai, Kunwar Viyogi.
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ENGLISH
The syllabus consists of two papers, designed to test a first-hand and critical
reading of texts prescribed from the following periods in English Literature:
Paper I: 1600-1900 and Paper II : 1900-1990.
There will be two compulsory questions in each paper:
(a) A short-notes question related to the topics for general study, and
(b) A critical analysis of UNSEEN passages both in prose and verse.
PAPER-I
Answers must be written in English.
Texts for detailed study are listed below.
Candidates will also be required to show adequate knowledge of the following
topics and movements:
The Renaissance : Elizabethan and Jacobean Drama; Metaphysical Poetry; The
Epic and the Mock-epic; Neoclassicism; Satire; The Romantic Movement; The
Rise of the Novel; The Victorian Age.
Section-A
1. William Shakespeare : King Lear and The Tempest.
2. John Donne. The following poems :
• Canonization;
• Death be not proud;
• The Good Morrow;
• On his Mistress going to bed;
• The Relic;
3. John Milton : Paradise Lost, I, II, IV, IX
4. Alexander Pope. The Rape of the Lock.
5. William Wordsworth. The following poems:
• Ode on Intimations of Immortality.
• Tintern Abbey.
• Three years she grew.
• She dwelt among untrodden ways.
• Michael.
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• Resolution and Independence.

• The World is too much with us.
• Milton, thou shouldst be living at this hour.
• Upon Westminster Bridge.
6. Alfred Tennyson : In Memoriam.
7. Henrik Ibsen : A Doll’s House.
Section-B
1. Jonathan Swift. Gulliver’s Travels.
2. Jane Austen. Pride and Prejudice.
3. Henry Fielding. Tom Jones.
4. Charles Dickens. Hard Times.
5. George Eliot. The Mill on the Floss.
6. Thomas Hardy. Tess of the d’Urbervilles.
7. Mark Twain. The Adventures of Huckleberry Finn.
PAPER-II
Answers must be written in English.
Texts for detailed study are listed below.
Candidates will also be required to show adequate knowledge of the following
topics and movements:
Modernism; Poets of the Thirties; The stream-of-consciousness Novel; Absurd
Drama; Colonialism and Post-Colonialism; Indian Writing in English; Marxist,
Psychoanalytical and Feminist approaches to literature; Post-Modernism.
Section-A
1. William Butler Yeats. The following poems:
• Easter 1916
• The Second Coming
• A Prayer for my daughter.
• Sailing to Byzantium.
• The Tower.
• Among School Children.
• Leda and the Swan.
• Meru
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• Lapis Lazuli
• The Secon d Coming
• Byzantium.
2. T.S. Eliot. The following poems :
• The Love Song of J.Alfred Prufrock
• Journey of the Magi.
• Burnt Norton.
3. W.H. Auden. The following poems :
• Partition
• Musee des Beaux Arts
• in Memory of W.B. Yeats
• Lay your sleeping head, my love
• The Unknown Citizen
• Consider
• Mundus Et Infans
• The Shield of Achilles
• September 1, 1939
• Petition.
4. John Osborne : Look Back in Anger.
5. Samuel Beckett. Waiting for Godot.
6. Philip Larkin. The following poems :
• Next
• Please
• Deceptions
• Afternoons
• Days
• Mr. Bleaney
7. A.K. Ramanujan. The following poems :
• Looking for a Causim on a Swing
• A River
• Of Mothers, among other Things
• Love Poem for a Wife 1
• Small-Scale Reflections on a Great House
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• Obituary
(All these poems are available in the anthology Ten Twentieth Century
Indian Poets, edited by R. Parthasarthy, published by Oxford
University Press, New Delhi).
Section-B
1. Joseph Conrad. Lord Jim.
2. James Joyce. Portrait of the Artist as a Young Man.
3. D.H. Lawrence. Sons and Lovers.
4. E.M. Forster. A Passage to India .
5. Virginia Woolf. Mrs Dalloway.
6. Raja Rao. Kanthapura.
7. V.S. Naipal. A House for Mr. Biswas.
GUJARATI
PAPER-I
Answers must be written in Gujarati
Section-A
Gujarati Language : Form and history
1. History of Gujarati Language with special reference to New Indo-Aryan
i.e. last one thousand years.
2. Significant features of the Gujarati language: Phonology, morphology and
syntax.
3. Major dialects: Surti, Pattani, charotari and Saurashtri.
History of Gujarati Literature
Medieval:
4. Jaina tradition
5. Bhakti tradition: Sagun and Nirgun (Jnanmargi)
6. Non-sectarian tradition (Laukik parampara)
Modern:
7. Sudharak yug
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8. Pandit yug
9. Gandhi yug
10. Anu-Gandhi yug
11. Adhunik yug
Section-B
Literary Forms: (Salient features, history and development of the following
literary forms):
(a) Medieval
(i) Narratives: Rasa, Akhyan and Padyavarta
(ii) Lyrical: Pada
(b) Folk
(iii) Bhavai
(c) Modern
(iv) Fiction: Novel and short story
(v) Dr ama
(vi) Literary Essay
(vii) Lyrical Poetry
(d) Criticism
(viii) History of theoretical Gujarati criticism
(ix) Recent research in folk tradition.
PAPER-II
Answers must be written in Gujarati
The paper will require first hand reading of the texts prescribed and will be
designed to test the critical abilityof the candidate.
Section-A
1. Medieval
(i) Vasantvilas phagu- Ajnatkrut
(ii) Kadambari- Bhalan
(iii) Sudamacharitra- Premanand
(iv) Chandrachandravatini Varta- Shamal
(v) Akhegeeta- Akho
2. Sudharakyug & Pandityug
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(vi) Mari Hakikat- Narmadashankar Dave

(vii) Farbasv eerah- Dalpatram
(viii) Saraswatichandra-Part-I Govardhanram Tripathi
(ix) Purvalap- ‘Kant’ (Manishankar Ratnaji Bhatt)
(x) Raino Parvat- Ramanbhai Neelkanth
Section-B
1. Gandhiyug & Anu Gandhiyug
(i) Hind Swaraj- Mohandas Karmachand Gandhi
(ii) Patanni Prabhuta- Kanhaiyalal Munshi
(iii) Kavyani Shakti- Ramnarayan Vish-Wanath Pathak
(iv) Saurashtrani Rasdhar Part 1- Zaverchand Meghani
(v) Manvini Bhavai- Pannalal Patel
(vi) Dhvani- Rajendra Shah
2. Adhunik Yug
(vii) Saptapadi- Umashankar Joshi
(viii) Janantike- Sure sh Joshi
(ix) Ashwa tthama- Sitanshu Yashaschandra
HINDI
PAPER-I
Answers must be written in Hindi
Section-A
1. History of Hindi Language and Nagari Lipi.
(i) Grammatical and applied forms of Apbhransh, Awahatta & Arambhik
Hindi.
(ii) Development of Braj and Awadhi as literary language during medieval
period.
(iii) Early form of Khari-boli in Siddha-Nath Sahitya, Khusero, Sant Sahitaya,
Rahim etc. and Dakhni Hindi.
(iv) Development of Khari-boli and Nagari Lipi during 19th Century.
(v) Standardisation of Hindi Bhasha & Nagari Lipi.
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(vi) Development of Hindi as national Language during freedom movement.

(vii) The development of Hindi as a National Language of Union of India.
(viii) Scientific & Technical development of Hindi Language.
(ix) Prominent dialects of Hindi and their inter- relationship.
(x) Salient features of Nagari Lipi and the efforts for its reform & Standard
form of Hindi.
(xi) Grammatical structure of Standard Hindi.
Section-B
2. History of Hindi Literature
I. The relevance and importance of Hindi literature and tradition of writing
History of Hindi Literature.
II. Literary trends of the following four periods of history of Hindi
Literature.
(a) Adikal-Sidh, Nath and Raso Sahitya.
Prominent poets - Chandvardai, Khusaro, Hemchandra, Vidyapati.
(b) Bhaktikal - Sant Kavyadhara, Sufi Kavyadhara, Krishna Bhaktidhara and
Ram Bhaktidhara.
Prominent Poets - Kabir, Jayasi, Sur & Tulsi.
(c) Ritikal-Ritikavya, Ritibaddhakavya & Riti Mukta Kavya.
Prominent Poets-Keshav, Bihari, Padmakar and Ghananand.
(d) Adhunik Kal
(i) Renaissance, the development of Prose, Bharatendu Mandal.
(ii) Prominent Writers : Bharatendu, Bal Krishna Bhatt & Pratap
Narain Mishra.
(iii) Prominent trends of modern Hindi Poetry : Chhayavad,
Pragativad, Proyogvad, Nai Kavita, Navgeet and Contemporary
poetry and Janvadi Kavita.
Prominent Poets : Maithili Sharan Gupta, Prasad, Nirala, Mahadevi,
Dinkar, Agyeya, Muktibodh, Nagarjun.
III. Katha Sahitya
(a) Upanyas & Realism
(b) The origin and development of Hindi Novels.
(c) Prominent Novelists : Premchand, Jainendra, Yashpal, Renu and Bhism
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Sahani.
(d) The origin and development of Hindi short story.
(e) Prominent short Story Writers : Premchand, Prasad, Agyeya, Mohan
Rakesh & Krishna Shobti.
IV. Drama & Theatre
(a) The origin & Development of Hindi Drama.
(b) Prominent Dramatists : Bharatendu, Prasad, Jagdish Chandra Mathur,
Ram Kumar Verma, Mohan Rakesh.
(c) The development of Hindi Theatre.
V. Criticism
(a) The origin and development of Hindi criticism : Saiddhantik, Vyavharik,
Pragativadi, Ma novishleshanvadi & Nai Alochana.
(b) Prominent critics : Ramchandra Shukla, Hajari Prasad Dwivedi, Ram
Vilas Sharma & Nagendra.
VI. The other forms of Hindi prose-Lalit Nibandh, Rekhachitra, Sansmaran,
Yatravrittant.
PAPER-II
Answers must be written in Hindi
This paper will require first hand reading of prescribed texts and will test the
critical ability of the candidates.
Section-A
1. Kabir : Kabir Granthawali, Ed., Shyam Sundar Das (First hundred
Sakhis.)
2. Surdas : Bhramar Gitsar, Ed. Ramchandra Shukla (First hundred Padas)
3. Tulsidas : Ramchrit Manas (Sundar Kand) Kavitawali (Uttar Kand).
4. Jayasi : Padmawat Ed. Shyam Sundar Das (Sinhal Dwip Khand &
Nagmativiyog Khand)
5. Bihari : Bihari Ratnakar Ed. Jagnnath Prasad Ratnakar (First 100 Dohas)
6. Maithili : Bharat Bharati Sharan Gupta
7. Prasad : Kamayani (Chinta and Sharddha Sarg)
8. Nirala : Rag-Virag, Ed. Ram Vilas Sharma (Ram Ki Shakti Puja &
Kukurmutta).
9. Dinkar : Kurushetra 10. Agyeya : Angan Ke Par Dwar (Asadhya Vina)
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10. Muktiboth: Brahma Rakshas

11. Nagarjun: Badal Ko Ghirte Dekha Hai, Akal Ke Bad, Harijan Gatha.
Section-B
1. Bharatendu : Bharat Durdasha
2. Mohan Rakesh : Ashad Ka Ek Din
3. Ramchandra Shukla : Chintamani (Part I) (Kavita Kya Hai Shraddha Aur
Bhakti)
4. Dr. Satyendra : Nibandh Nilaya-Bal Krishna Bhatt, Premchand, Gulab
Rai, Hajari Prasad Dwivedi, Ram Vilas Sharma, Agyeya, Kuber Nath Rai.
5. Premchand : Godan, Premchand ki Sarvashreshtha Kahaniyan, Ed. Amrit
Rai/Manjusha - Prem Chand ki Sarvashreshtha Kahaniyan, Ed. Amrit Rai.
6. Prasad : Skandgupta
7. Yashpal : Divya
8. Phaniswar Nath Renu : Maila Anchal
9. Mannu Bhandari : Mahabhoj
10. Rajendra Yadav : Ek Dunia Samanantar (All Stories)
KANNADA
PAPER-I
Answers must be written in Kannada
Section-A
A. History of Kannada Language
What is Language? General characteristics of Language. Dravidian Family of
Languages and its specific features, Antiquity of Kannada Language, Different
Phases of its Development.
Dialects of Kannada Language: Regional and Social Various aspects of
development of Kannada Language: phonological and Semantic changes.
Language borrowing.
B. History of Kannada Literature
Ancient Kannada literature : Influence and Trends. Poets for study : Specified
poets from Pampa to Ratnakara Varni are to be studied in the light of contents,
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form and expression : Pampa, Janna, Nagachandra.

Medieval Kannada literature : Influence and Trends.
Vachana literature : Basavanna, Akka Mahadevi.
Medieval Poets : Harihara, Ragha-vanka, Kumar-Vyasa.
Dasa literature : Purandra and Kanaka.
Sangataya : Ratnakaravarni
C. Modern Kannada literature
Influence, trends and idealogies, Navodaya, Pragatishila, Navya, Dalita and
Bandaya.
Section-B
A. Poetics and literary criticism
Definition and concepts of poetry : Word, Meaning, Alankara, Reeti, Rasa,
Dhwani, Auchitya. Interpretations of Rasa Sutra.
Modern Trends of literary criticism : Formalist, Historical, Marxist, Feminist,
Post-colonial criticism.
B. Cultural History of Karnataka
Contribution of Dynasties to the culture of Karnataka : Chalukyas of Badami and
Kalyani, Rashtrakutas,
Hoysalas, Vijayanagara rulers, in literary context. Major religions of Karnataka
and their cultural contr ibutions.
Arts of Karnataka : Sculpture, Architecture, Painting, Music, Dance-in the
literary context. Unification of Karnataka and its impact on Kannada literature.
PAPER-II
Answers must be written in Kannada
The paper will require first-hand reading of the Texts prescribed and will be
designed to test the critical ability of the candidates.
Section-A
A. Old Kannada Literature
1. Vikramaarjuna Vijaya of Pampa (cantos 12 & 13), (Mysore University
Pub.)
2. Vaddaraadhane (Sukumaraswamyia Kathe, Vidyutchorana Kathe)
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B. Medieval Kannada Literature

1. Vachana Kammata, Ed: K. Marulasiddappa K.R. Nagaraj (Bangalore
University Pub.)
2. Janapriya Kanakasamputa, Ed. D. Javare Gowda (Kannada and Culture
Directorate, Bangalore)
3. Nambiyannana Ragale, Ed., T.N. Sreekantaiah (Ta.Vem. Smaraka
Grantha Male, Mysore)
4. Kumaravyasa Bhar ata : Karna Parva (Mysore University)
5. Bharatesha Vaibha va Sangraha Ed. Ta. Su. Shama Rao (Mysore
University)
Section-B
A. Modern Kannada Literature
1. Poetry : Hosagannada Kavite, Ed : G.H. Nayak (Kannada Saahitya
Parishattu, Bangalore)
2. Novel : Bettada Jeeva-Shivarama Karanta Madhavi-Arupama Niranjana
Odalaala-Devanuru Mahadeva
3. Short Story : Kannada Sanna Kathegalu, Ed. G.H. Nayak (Sahitya
Academy, New Delhi).
4. Drama : Shudra Tapaswi-Kuvempu. Tughlak-Girish Karnad.
5. Vichara Saahitya : Devaru-A.N. Moorty Rao (Pub : D.V.K. Moorty,
Mysore.)
B. Folk Literature
1. Janapada Swaroopa-Dr. H.M. Nayak. (Ta. Vem. Smaraka Grantha Male,
Mysore.)
2. Janapada Geetaanjali-Ed.D. Javare Gowda. (Pub : Sahitya Academy, New
Delhi.)
3. Kannada Janapada Kathegalu-Ed. J.S. Paramashivaiah, (Mysore
University.)
4. Beedi Makkalu Beledo. Ed. Kalegowda Nagavara (Pub : Bangalore
University.)
5. Savirada Ogatugalu-E d : S.G. Imrapura.
KASHMIRI
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PAPER-I
Answers must be written in Kashmiri
Section-A
1. Genealogical relationship of the Kashmiri language: various theories.
2. Areas of occurrence and dialects (geographical/social)
3. Phonology and grammar:
(i) Vowel and consonant system;
(ii) Nouns and pronouns with various case inflections;
(iii) Verbs: various types and tenses.
4. Syntactic structure:
(i) Simple, active and declarative statments;
(ii) Coordination;
(iii) Relativisation.
Section-B
1. Kashmiri literature in the 14th century (Socio-cultural and intellectual
background with special reference to Lal Dyad and Sheikhul Alam)
2. Nineteenth century Kashmiri literature (development of various genres:
vatsun; ghazal; and mathnavi).
3. Kashmiri literature in the first half of the twentieth century (with special
reference to Mahjoor and Azad; various literary influences).
4. Modern Kashmiri literature (with special refernece to the development of
the short story, drama, novel and nazm).
PAPER-II
Answers must be written in Kashmiri
Section-A
1. Intensive study of Kashmiri poetry upto the nineteenth century:
(i) Lal Dyad
(ii) Sheikhul Aalam
(iii) Habba Khatoon
2. Kashmiri poetry: 19th Century
(i) Mahmood Gami (Vatsans)
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(ii) Maqbool Shah (Gulrez)

(iii) Rasool Mir (Ghazals)
(iv) Abdul Aha d Nadim (N’at)
(v) Krishanjoo Razdan (Shiv Lagun)
(vi) Sufi Poets (Text in Sanglaab, published by the Deptt. of Kashmiri,
University of Kashmir)
3. Twentieth Century Kashmiri poetry (text in Azich Kashir Shairi,
published by the Deptt. of Kashmiri, University of Kashmir)
4. Literary criticism and research work: development and various trends.
Section-B
1. An analytical study of the short story in Kashmiri.
(i) Afsana Majmu’a , published by the Deptt. of Kashmiri, University of
Kashmir.
(ii) Kashur Afsana Az , published by the Sahitya Akademi
(iii) Hamasar Kashur Afsana , published by the Sahitya Akademi.
The following short story writers only: Akhtar Mohi-ud-Din, Kamil, Hari
Krishan Kaul, Hraday Kaul Bharti, Bansi Nirdosh, Gulshan Majid.
2. Novel in Kashmiri:
(i) Mujrim by G.N. Gowhar
(ii) Marun-Ivan Ilyichun, (Kashmiri version of Tolstoy’s The Death of
Ivan Iiyich (Published by Kashmiri Deptt).
3. Drama in Kashmiri
(i) Natuk Kariv Band, by Hari Krishan Kaul
(ii) Qk Angy Natuk, ed. Motilal Keemu published by Sahitya Akademi.
(iii) Razi Oedipus, tr. Naji Munawar, published by Sahitya Akademi.
4. Kashmiri Folk Literature:
(i) Kashur Luki Theatre by Mohammad Subhan Bhagat, published by
Deptt. of Kashmiri, University of Kashmir.
(ii) Kashiry Luki Beeth (all volumes) published by the J & K Cultural
Academy.
KONKANI
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PAPER-I
Answers must be written in Konkani
Section-A
History of the Konkani Language:
(i) Origin and development of the language and influences on it.
(ii) Major variants of Konkani and their linguistic features.
(iii) Grammatical and lexicographic work in Konkani, including a study of
cases, adverbs, indeclinables and voices.
(iv) Old Standard Konkani, new Standard and standardisation problems.
Section-B
History of Konkani literature:
Candidates would be expected to be wellacquainted with Konkani literature and
its social and cultural background and consider the problems and issues arising
out of them.
(i) History of Konkani literature from its probable source to the present
times, with emphasis on its major works, writers and movements.
(ii) Social and cultural background of the making of Konkani literature from
time to time.
(iii) Indian and Western influences on Konkani literature from the earliest to
modern times.
(iv) Modern literary trends in the various genres and regions including a study
of Konkani folklore.
PAPER-II
Answers must be written in Konkani
Textual Criticism of Konkani Literature
The paper will be designed to test the canidate’s critical and analytical abilities.
Candidates would be expected to be wellacquainted with Konkani Literature and
required to have a first-hand reading of the following texts:
Section-A
Prose
1. (a) Konkani Mansagangotri (excluding poetry) ed. by Prof. Olivinho
Gomes.
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(b) Old Konkani language and literature-the Portuguese Role.

2. (a) Otmo Denvcharak-a novel by A.V. da Cruz.
(b) Vadoll ani Varem-A novel by Antonio Pereira.
(c) Devache Kurpen-a novel by V J P Saldanha.
3. (a) Vajralikhani-Shenoy Goem-bab-An anthology-ed. by Shantaram
Varde Valavalikar
(b) Konkani Lalit Niband-Essays-ed. By Shyam Verenkar
(c) Teen Dasakam-An lAnthology-ed. by Chandrakant Keni.
4. (a) Demand-Drama-by Pundalik Naik
(b) Kadambini- A miscellany of modern Prose-ed. by Prof. OJF Gomes
& Smt. P.S. Tadkodkar.
(c) Ratha Tujeo Ghudieo-by Smt. Jayanti Naik.
Section-B
Poetry
1. (a) Ev ani Mori: Poetry by Eduardo Bruno de Souza.
(b) Abravanchem Yadnyadan-by Luis Mascarenhas.
2. (a) Godde Ramayan-ed.by R.K. Rao
(b) Ratnahar I &II-collection of poems ed. R.V. Pandit.
3. (a) Zayo Zuyo-poems-Manohar L. Sardessai.
(b) Kanadi Mati Konkani Kavi-Anthology of Poems-ed. Pratap Naik.
4. (a) Adrushata che Kalle-Poems by Pandurang Bhangui.
(b) Yaman-Poems by Madhav Borkar
MAITHILI
PAPER-I
History of Maithili Language and its Literature
Answer to be written in Maithili
Part-A
History of Maithili Language
1. Place of Maithili in Indo-European language family.
2. Origin and development of Maithili language. (Sanskrit, Prakrit, Avhatt,
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Maithili)
3. Periodic division of Maithili Language. (Beginning, Middle era, Modern
era)
4. Maithili and its different dialects.
5. Relationship between Maithili and other Eastern languages (Bengali,
Assamese, Oriya).
6. Origin and development of Tirhuta Script.
7. Pronouns and Verbs in Maithili Language.
Part-B
History of Maithili Literature
1. Background of Maithili Literature (Religious, economic, social, cultural).
2. Periodic division of Maithili literature.
3. Pre-Vidyapati Literature.
4. Vidyapati and his tradition.
5. Medieval Maithili Drama (Kirtaniya Natak, Ankai Nat, Maithili dramas
written in Nepal).
6. Maithili Folk Literature (Folk Tales, Folk Drama, Folk Stories, Folk
Songs).
7. Development of different literary forms in modern era.
(a) Prabandh-kavya
(b) Muktak-kavya
(c) Novel
(d) Short Story
(e) Drama
(f) Essay
(g) Criticism
(h) Memoirs
(i) Translation
8. Development of Maithili Magazines and Journals.
PAPER-II
Answers must be written in Maithili
The paper will require first-hand reading of the prescribed texts and will test the
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critical ability of the candidates.

Part-A
1. Vidyapati Geet-Shati-Publisher: Sahitya Akademi, New Delhi (Lyrics-1
to 50)
2. Govind Das Bhajanavali-Publisher: Maithili Academy, Patna (Lyrics-1 to
25).
3. Krishnajanm – Manbodh
4. Mithilabhasha Ramayana – Chanda Jha (only Sunder-Kand)
5. Rameshwar Charit Mithila Ramayan - Lal Das (only Bal-kand)
6. Keechak-Vadh-Tantra Nath Jha.
7. Datta-Vati-Surendra Jha ‘Suman’ (only 1st and 2nd Cantos).
8. Chitra-Yatri
9. Samakaleen Maithili Kavita – Publisher : Sahitaya Akademi, New Delhi.
Part-B
10. Varna Ratnakar - Jyotirishwar (only 2nd Kallol)
11. Khattar Kakak Tarang - Hari Mohan Jha.
12. Lorik-Vijaya-Manipadma
13. Prithvi Putra-Lalit
14. Bhaphait Chahak Jinagi-Sudhanshu ‘Shekar’ Choudhary.
15. Kirti Rajkamlak-Publisher : Maithili Academy, Patna (First Ten Stories
only).
16. Katha-Sangrah-Pu blisher : Maithili Academy, Patna.
MALAYALAM
PAPER-I
Answers must be written in Malayalam
Section-A
Unit 1-Early phase of Malayalam Language
1.1 Various theories: origin from proto Dravidian, Tamil, Sanskrit.
1.2 Relation between Tamil and Malayalam: Six nayas of A.R.
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Rajarajavarma.
1.3 Pattu school-definition, Ramacharitam, later pattu works-Niranam works
and Krishnagatha.
Unit 2-Linguistic features of:
2.1 Manipravalam-definition. Language of early manipravala works-Champu,
Sandesakavya, Chandrotsava, minor works. Later Manipravala works-
medieval Champu and Attakkatha.
2.2 Folklore-South ern and Northern ballads, Mappila songs.
2.3 Early Malayalam prose-Bhashakautaliyam, Brahmandapuranam,
Attaprakaram, Kramadipika and Nambiantamil.
Unit 3-Standardisation of Malayalam:
3.1 Peculairities of the language of Pana, Kilippattu and Tullal.
3.2 Contributions of indigenous and European missionaries to Malayalam.
3.3 Characteristics of contemporary Malayalam : Malayalam as administravie
language. Language of scientific and technical literature-media language.
Section-B
Literary History
Unit-4 Ancient and Medieval Literature
4.1 Pattu-Ramacharitam, Niranam works and Krishnagatha.
4.2 Manipravalam-early and medieval manipravala works including
attakkatha and champu.
4.3 Folk literature.
4.4 Kilippattu, Tullal and Mahakavya.
Unit 5-Modern Literature-Poerty
5.1 Venmani poets and contemporaries.
5.2 The advent of Romanticism-Poerty of Kavitraya i.e., Asan, Ulloor and
Vallathol
5.3 Poetry after Kavitraya.
5.4 Modernism in Malayalam poetry.
Unit 6-Mo dern Literature-Prose
6.1 Drama
6.2 Novel
6.3 Short story
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6.4 Biography, travelogue, essay and criticism.

PAPER-II
Answers must be written in Malayalam
This paper will require first hand reading of the texts prescribed and is designed
to test the candidate’s critical ability.
Section-A
Unit 1
1.1 Ramacharitam-Patalam 1.
1.2 Kannassaramayanam-Balakandam first 25 stanzas.
1.3 Unnunilisandesam-Purvabhagam 25 slokas including Prastavana
1.4 Mahabharatham Kilippattu-Bhishmaparvam.
Unit 2
2.1 Kumaran Asan-Chintavisthayaya Sita.
2.2 Vailoppilli-Kutiyozhikkal.
2.3 G. Sankara Kurup-Perunthachan.
2.4 N.V. Krishna Variar-Tivandiyile Pattu.
Unit 3
3.1 ONV -Bhumikkoru Charamagitam
3.2 Ayyappa Panicker-Kurukshetram.
3.3 Akkittam-Pandatha Messanthi
3.4 Attur Ravivarma-Megharupan.
Section-B
Unit 4
4.1 O. Chanthu Menon-Indulekha
4.2 Thakazhy-Chemmin.
4.3 O V Vijayan-Khasakkinte Ithihasam.
Unit 5
5.1 MT Vasudevan Nair-Vanaprastham (Collection).
5.2 N S Madhavan-Higvitta (Collection).
5.3 C J. Thomas-1128-il Crime 27.
Unit 6
6.1 Kuttikrishna Marar-Bharataparyatanam
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6.2 M. K Sanu-Nakshatrangalute snehabhajanam

6.3 V.T. Bhattathirip pad-Kannirum Kinavum.
MANIPURI
PAPER-I
Answers must be written in Manipuri
Section-A
Language
(a) General characteristics of Manipuri Language and history of its
development; its importance and status among the TibetoBurman
Languages of North-East India; recent development in the study of
Manipuri language; evolution and study of old Manipuri script.
(b) Significant features of Manipuri language :
(i) Phonology-Phoneme-vowels, consonants juncture, tone, consonant
cluster and its occurrence, syllable-its structure, pattern and types.
(ii) Morphology : Word-class, root and its types; affix and its types;
grammatical categories-gender, number, person, case, tense and
aspects, process of compounding (samas and sandhi).
(iii) Syntax : Word order : types of sentences, pharse and clause
structures.
Section-B
(a) Literary History of Manipuri:
Early period (upto 17th century)-Social and cultural background; Themes,
diction and style of the works.
Medieval period (18th and 19th century) Social, religious and political
background; Themes, diction and style of the works.
Modern period-Growth of major literary forms; change of Themes, diction
and style.
(b) Manipuri Folk Literature: Legend, Folktale, Folksong, Ballad, Proverb
and Riddle.
(c) Aspects of Manipuri Culture: Pre-Hindu Manipuri Faith; Advent of
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Hinduism and the process of syncreticism.

Performing arts-Lai Haraoba, Maha Ras; Indegenous games-Sagol
Kangjei, Khong Kangjei, Kang.
PAPER II
Answers must be written in Manipuri
This paper will require first hand reading of the texts prescribed and will be
designed to test the candidate’s critical ability to assess them.
Section-A
Old and Medieval Manipuri Literature
(a) Old Manipuri Literature
(i) O. Bhogeswar Singh (Ed.) : Numit Kappa
(ii) M. Gourachandra Singh (Ed.) : Thawanthaba Hiran
(iii) N. Khelchandra Singh (Ed.) : Naothingkhong Phambal Kaba
(iv) M. Chandra Singh (Ed.) : Panthoibi Khonggul
(b) Medieval Manipuri Literature :
(i) M. Chandra Singh (Ed.) : Samsok Ngamba
(ii) R.K.Snahal Singh (Ed.) : Ramayana Adi Kanda
(iii) N. Khelchandra SIngh (Ed.) : Dhananjoy Laibu Ningba
(iv) O. Bhogeswar Singh (Ed.) : Chandrakirti Jila Changba
Section-B
Modern Manipuri Literature
Poetry and Epic
1. Poetry:
(a) Manipuri Sheireng (Pub) Manipuri Sahitya Parishad, 1988 (ed.)
Kh. Chaoba Singh : Pi Thadoi, Lamgi Chekla Amada, Loktak
Dr. L. Kamal Singh: Nirjanata, Nirab Rajani
A. Minaketan Singh : Kamalda, Nonggumlakkhoda
L. Samarendra Singh : Ingagi Nong, Mamang Leikai Thambal Satle
E. Nilakanta Singh : Manipur, Lamangnaba
Shri Biren : Tangkhul Hui Th. Ibopishak : Anouba Thunglaba Jiba
(b) Kanchi Sheireng. (Pub) Manipur University 1998 (ed.)
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Dr. L. Kamal Singh: Biswa-Prem

Shri Biren : Chaphadraba Laigi Yen
Th. Ibopishak : Norok Patal Prithivi
2. Epic:
(a) A. Dorendrajit Singh : Kansa Bodha
(b) H. Anganghal Singh : Khamba-Thoibi Sheireng (SanSenba, Lei
Langba, Shamu Khonggi Bichar)
3. Drama:
(a) S. Lalit Singh : Areppa Marup
(b) G.C. Tongbra : Matric Pass
(c) A. Samarendra : Judge Sahebki Imung
(b) Nove l, Short-story and Prose
1. Novel
(a) Dr. L. Kamal Singh : Madhabi
(b) H. Anganghal Singh : Jahera
(c) H. Guno Singh : Laman
(d) Pacha Meetei : Imphal Amasung, Magi Ishing, Nungsitki Phibam
2. Short-story
(a) Kanchi Warimacha (Pub) Manipur University 1997 (ed.)
R.K. Shitaljit Singh : Kamala Kamala
M.K. Binodini : Eigi Thahoudraba Heitup Lalu
Kh. Prakash : Wanom Shareng
(b) Parishadki Khangatlaba Warimacha (Pub) Manipuri Sahitya Parishad
1994 (ed.)
S. Nilbir Shastri : Loukhatpa
R.K. Elangba : Karinunggi
(c) Anouba Manipuri Warimacha (Pub) The Cultural Forum Manipur
1992 (ed.)
N. Kunjamohon Singh : Ijat Tanba
E. Dinamani : Nongthak Khongnang
3. Prose
(a) Warenggi Saklon [Due Part (Pub) The Cultural Forum Manipur 1992
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(ed.)
Kh. Chaoba Singh : Khamba-Thoibigi Wari Amasung Mahakavya
(b) Kanchi Wareng (Pub) Manipur University 1998 (ed.)
B. Manisana Shastri : Phajaba
Ch. Manihar Singh : Lai-Haraoba
(c) Apunba Wareng. (Pub) Manipur University, 1986 (ed.)
Ch. Pishak Singh : Samaj Amasung, Sanskriti
M.K. Binodini : Thoibidu Warouhouida
Eric Newton : Kalagi Mahousa (translated by I.R. Babu)
(d) Mani puri Wareng (Pub) The Cultural Forum Manipur 1999 (ed.)
S. Krishnamohan Singh : Lan
MARATHI
PAPER-I
Answers must be written in Marathi
Section-A
Language and Folk-Iore
(a) Nature and Functions of Language (with reference to Marathi)
Language as a signifying system : Langue and Parole; Basic functions;
Poetic language; Standard Language and dialect; Language variations
according to social parameters. Linguistic features of Marathi in thirteenth
century and seventeenth century.
(b) Dialects of Marathi: Ahirani; Varhadi; Dangi
(c) Marathi Grammar: Parts of Speech; Case-system; Prayog-vichar (Voice)
(d) Nature and kinds of Folk-lore (with special reference to Marathi): Lok-
Geet, Lok Katha, Lok Natya
Section-B
History of Literature and Literary Criticism
(a) History of Marathi Literature
1. From beginning to 1818 AD, with special reference to the following : The
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Mahanubhava writers, the Varkari poets, the Pandit poets, the Shahirs,
Bakhar literature.
2. From 1850 to 1990 , with special reference to developments in the
following major forms : Poetry, Fiction (Novel and Short Story), Drama;
and major literary currents and movements, Romantic, Realist, Modernist,
Dalit Grami n, Feminist.
(b) Literary Criticism
1. Nature and function of Literature;
2. Evaluation of Literature;
3. Nature, Objectives and Methods of Criticism;
4. Literature, Culture and Society.
PAPER-II
Answers must be written in Marathi
Textual study of prescribed literary works
The paper will require first-hand reading of the texts prescribed and will be
designed to test the candidate’s critical ability.
Section-A
Prose
1. ‘Smritishala’
2. Mahatma Jotiba Phule “Shetkaryacha Asud; ‘Sarvajanik Satyadharma’
3. S.V. Ketkar ‘Brahmankanya;
4. P.K. Atre ‘Sashtang Namaskar’
5. Sharchchandra Muktibodh ‘Jana Hey Volatu Jethe’
6. Uddhav Shelke ‘Shilan’
7. Baburao Bagul ‘Jevha Mi Jaat Chorli Hoti’
8. Gouri Deshpande ‘Ekek Paan Galavaya’
9. P.I. Sonkamble ‘Athavaninche Pakshi’
Section-B
Poetry
1. Namadevanchi Abhangawani’ Ed: Inamdar, Relekar, Mirajkar Modern
Book Depot, Pune
2. ‘Painjan’ Ed : M.N. Adwant Sahitya Prasar Kendra, Nagpur
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3. ‘Damayanti-Swayamvar’ By Raghunath Pandit

4. ‘Balakvinchi Kavita’ By Balkavi
5. ‘Vishakha’ By Kusumagraj
6. ‘Mridgandh’ By Vinda Karandikar
7. ‘Jahirnama’ By Narayan Surve
8. ‘Sandhyakalchya Kavita’ By Grace
9. ‘Ya Sattet Jeev Ramat Nahi’ By Namdev Dhasal
NEPALI
PAPER-I
Answers must be written in Nepali
Section-A
1. History of the origin and development of Nepali as one of the new
IndoAryan Languages
2. Fundamentals of Nepali Grammar and phonology:
(i) Nominal forms and categories: Gender, Number, Case, Adjectives,
Pronouns, Avyayas
(ii) Verbal form s and categoriesTense, Aspects, Voice, Roots and Fixes
(iii) Nepali Swara and Vyanjana;
3. Major Dialects of Nepali
4. Standardisation and Modernisation of Nepali with special reference to
language movements (viz. Halanta Bahiskar, Jharrovad etc.)
5. Teaching of Nepali language in India; its history and development with
special reference to its socio-cultural aspects.
Section-B
1. History of Nepali literature with special reference to its development in
India.
2. Fundamental concepts and theories of literature: Kavya/Sahitya, Kavya
Prayojan, Literary genres, Shabda Shakti, Rasa, Alankara, Tragedy,
Comedy, Aesthetics, Stylistics.
3. Major literary trends and movementsSwachchhandatavad, Yatharthavad,
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Astitwavad, Ayamik Movement, Contemporary Nepali writings,

Postmodernism.
4. Nepali folklores (the following folkform only)- Sawai, Jhyaurey, Selo,
Sangini, Lahari.
PAPER-II
Answers must be written in Nepali
This paper will require first hand reading of the texts prescribed below and
questions will be designed to test the candidate’s critical acumen.
Section-A
1. Santa Jnandil Das-Udaya Lahari
2. Lekhnath Poudyal-Tarun Tapasi: (Vishrams III, V, VI, XII, XV, XVIII
only)
3. Agam Singh Giri-Ja leko Pratibimba: Royeko Pratidhwani (The following
poems only - rasawako Chichy-ahatsanga Byunjheko Ek Raat, Chhorolai,
Jaleko Pratibimba: Royeko Pratidhwani, Hamro Akashmani Pani Hunchha
Ujyalo, Tihar).
4. Haribhakta Katuwal-Yo Zindagi Khai Ke Zindagi : (The following poems
only - Jeevan : Ek Dristi, Yo Zindagi Khai Ke Zindagi, Akashka tara Ke
Tara, Hamilai Nirdho Nasamjha, Khai Many-ata Yahan Atmahutiko
Balidan Ko).
5. Balkrishna Sama - Prahlad
6. Manbahadur Mukhia - Andhyaroma Banchneharu (The following OneAct
plays only - ‘Andhyaroma Banchneharu’, ‘Suskera’).
Section-B
1. Indra Sundas-Sahara
2. Lilbahadur Chhetri-Brahmaputrako Chheuchhau
3. Rupnarayan Sinha-Katha Navaratna (The following stories only-Biteka
Kura, Jimmewari Kasko, Dhanamatiko Cinema-Swapna, Vidhwasta
Jeevan).
4. Indrabahadur Rai-Vipana Katipaya (The following stories only-Raatbhari
Huri Chalyo, Jayamaya Aphumatra Lekha-pani Aipugi, Bhagi, Ghosh
Babu, Chhutyaiyo).
5. Sanu Lama-Katha Sampad (The following stories only-Swasni
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Manchhey, Khani Tarma Ekdin, Phurbale Gaun Chhadyo, Asinapo

Manchhey).
6. Laxmi Prasad Devkota-Laxmi Nibandha Sangraha (The following essays
only-Sri Ganeshaya Namah, Nepali Sahityako Itihasma Sarvashrestha
Purus, Kalpana, Kala Ra Jeevan, Gadha Buddhiman Ki Guru).
7. Ramkrishna Sharma-Das Gorkha (The following essays only-Kavi, Samaj
Ra Sahitya, Sahityama Sapekshata, Sahityik Ruchiko Praudhata, Nepali
Sahityako Pragati).
ORIYA
PAPER-I
Answers must be written in Oriya
Section-A
History of Oriya Language
1. Origin and development of Oriya Language-Influence of Austric,
Dravidian, Perso-Arabic and English on Oriya Language.
2. Phon etics and Phonemics: Vowels, Consonants Principles of changes in
Oriya sounds.
3. Morphology: Morphemes (free, bound compound and complex),
derivational and inflectional affixes, case inflection, conjugation of verb.
4. Syntax: Kinds of sentences and their transformation, structure of
sentences.
5. Semantics-Different types of change in meaning Euphemism.
6. Common errors in spellings, grammatical uses and construction of
sentences.
7. Regional variations in Oriya Language (Western, Southern and Northern
Oriya) and Dialects (Bhatri and Desia).
Section-B
History of Oriya Literature
1. Historical backgrounds (social, cultural and political) of Oriya Literature
of different periods.
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2. Ancien t epics, ornate kavyas and padavalis.

3. Typical structural forms of Oriya Literature (Koili, Chautisa, Poi,
Chaupadi, Champu).
4. Modern trends in poetry, drama short story, novel, essay and literary
criticism.
PAPER-II
Answers must be written in Oriya
Critical Study of texts
The paper will require first hand reading of the text and test the critical ability of
the candidate.
Section-A
Poetry
Ancient
1. Sãralã Das-Shanti Parva from Mãhãbharãta.
2. Jaganãth Das-Bhãgãbate, XI Skandha-Jadu Avadhuta Sambãda.
Medieval
3. Dinãkrushna Dãs-Rasakallola-(Chhãndas-16 & 34)
4. Upendra Bhanja-Lãvanyabati (Chhãndas-1 & 2)
Modern
5. Rãdhãnãth Rãy-Chandrabhãgã
6. Mãyãdhãr Mãnasinha-Jeevan Chitã
7. Satchidãnanda Routray-Kabitã-1962
8. Ramãkãnta Ratha-Saptama Ritu.
Section-B
Drama
9. Manoranjan Dãs-Kãtha-Ghodã
10. Bijay Mishra-Tata Niranjanã
Novel
11. Fakir Mohan Senãpati-Chhamãna Ãthaguntha
12. Gopinãth Mohanty-Dãnãpãni
Short Story
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13. Surendra Mohãnty-Marãlãra Mrityu

14. Manoj Dãs-Laxmira Abhisara
Essay
15. Chittaranjan Dãs-Taranga O Tadit (First five essays).
16. Chandra Sekhar Rath-Mun S atyadhãrma Kahuchhi (First five essays)
PUNJABI
PAPER-I
Answers must be written in Punjabi in Gurumukhi Script
Section-A
(a) Origin of Punjabi language: different stages of development and recent
development in Punjabi language; characteristics of Punjabi phonology
and the study of its tones : classification of vowels and consonants.
(b) Punjabi morphology: the number-gender system (animate and inanimate),
prefixes, affixes and different categories of Post positions: Punjabi word
formation: Tatsam. Tad Bhav, forms: Sentence structure, the notion of
subject and object in Punjabi: Noun and verb phrases.
(c) Language and dialect : the notions of dialect and idiolect; major dialects
of Punjabi; Pothohari, Majhi, Doabi, Malwai, Puadhi; the validity of
speech variation on the basis of social stratification, the distinctive features
of various dialects with special reference to tones. Language and script;
origin and development of Gurmukhi; suitability of Gurmukhi for Punjabi.
(d) Classical background : Nath Jogi Sahit Medieval literature : Gurmat,
Sufti, Kissa and Var Janamsakhis.
Section-B
(a) Modern Trends - Mystic, romantic, progressive and neomystic (Vir Singh,
Puran Singh, Mohan Singh, Amrita Pritam, Bawa Balwant, Pritam Singh
Safeer, J.S. Neki). Experimentalist (Jasbir Singh Ahluwalia, Ravinder
Ravi, Ajaib Kamal) Aesthetes (Harbhajan Singh, Tara Singh). Neo-
progressive (Pash, Jagtar, Patar)
Origin and Development of Genres
(b) Folk literature - Folk songs, Folk tales. Riddles, Proverbs.
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Epic - (Vir Singh, Avtar Singh, Azad Mohan Singh)

Lyric - (Gurus, Sufis and Modern Lyricists-Mohan Singh Amrita Pritam,
Shiv Kumar, Harbhajan Singh)
(c) Drama (I.C. Nanda, Harcharan Singh, Balwant Gargi, S.S.Sekhon,
Charan Das Sidhu)
Novel (Vir Singh, Nanak Singh, Jaswant Singh Kanwal, K.S. Duggal,
Sukhbir, Gurdial Singh, Dalip Kaur Tiwana, Swaran Chandan)
Short Story (Sujan Singh, K.S. Virk, Prem Parkash, Waryam Sandhu).
(d) Socio - cultural Literary influences - Sanskrit, Persian and Western.
Essay - (Puran Singh, Teja Singh, Gurbaksh Singh)
Literary Criticism - (S.S. Sekhon, Attar Singh, Kishan Singh, Harbhajan
Singh, Najam Hussain Sayyad).
PAPER-II
Answers must be written in Punjabi in Gurumukhi Script
This paper will require first-hand reading of the texts prescribed and will be
Section-A
(a) Sheikh Farid The complete Bani as included in the Adi Granth.
(b) Guru Nanak Japu Ji Baramah, Asa di Var
(c) Bulleh Shah Kafian
(d) Waris Shah Heer
Section-B
(a) Shah Mohammad Dhani Jangnama (JangSinghan te Firangian)
Ram Chatrik Chandan Vari (Poet), Sufi Khana, Nawan
Jahan
(b) Nanak Singh (Novelist) Chitta Lahu, Pavittar Papi, Ek Mian Do
Talwaran
(c) Gurbaksh Singh (Essayist) Zindagi-di-Ras, Nawan Shivala, Merian
Balraj Sahni (Travelogue) Abhul Yadaan. Mera Roosi Safarnama
Mera Pakistani Safarnama
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(d) Balwant Gargi (Dramatist) Loha Kutt; Dhuni-di-Agg; Sultan Razia

Sant Singh Sahityarth Sekhon, Parsidh Punjabi Kavi, Punjabi Kav
(Critic) Shiromani
SANSKRIT
PAPER-I
There will be three questions as indicated in the question paper which must be
answered in Sanskrit. The remaining questions must be answered either in
Sanskrit or in the medium of examination opted by the candidate.
Section-A
1. Significant features of the grammar, with particular stress on Sanjna,
Sandhi, Karaka, Samasa, Kartari and Karmani vacyas (voice usages) (to be
answered in Sanskrit).
2. (a) Main characteristics of Vedic Sanskrit language.
(b) Prominent features of classical Sanskrit language.
(c) Contribution of Sanskrit to linguistic studies.
3. General Knowledge of:
(a) Literary history of Sanskrit,
(b) Principal trends of literary criticism
(c) Ramayana,
(d) Mahabharata
(e) The origin and development of literary geners of Mahakavya
Rupaka (drama)
Katha
Akhyayika
Campu
Khandakavya
Muktaka Kavya.
Section-B
4. Essentials of Indian Culture with stress on
(a) Purusarthas
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(b) Samskaras
(c) Varnasramavyavastha
(d) Arts and fine arts
(e) Technical sciences
5. Trends of Indian Philosophy
(a) Mimansa
(b) Vedanta
(c) Nyaya
(d) Vaisesika
(e) Sankhya
(f) Yoga
(g) Bauddha
(h) Jaina
(i) Carvaka
6. Short Essay in Sanskrit
7. Unseen passage with the questions, to be answered in Sanskrit.
PAPER-II
Question from Group 4 is to be answered in Sanskrit only. Question from Groups
1, 2 and 3 are to be answered either in Sanskrit or in the medium opted by the
candidate.
Section-A
General study of the following groups:
Group 1
(a) Raghuvamsam-Kalidasa
(b) Kumarasambhavam-Kalidasa
(c) Kiratarjuniyam-Bharavi
(d) Sisupalavadham-Magha
(e) Naisadhiyacaritam-Sriharsa
(f) Kadambari-Banabhatta
(g) Dasakumaracaritam -Dandin
(h) Sivarajyodayam-S.B. Varnekar
Group 2
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(a) Isavasyopanisad
(b) Bhagavadgita
(c) Sundarakanda of Valmiki’s Ramayana
(d) Arthasastra of Kautilya
Group 3
(a) Svapnavasavadattam- Bhasa
(b) Abhijnanasakuntalam- Kalidasa
(c) Mricchakatikam- Sudraka
(d) Mudraraksasam- Visakhadatta
(e) Uttararamacaritam- Bhavabhuti
(f) Ratnavali- Sriharshavardhana
(g) Venisamharam- Bhattanarayana
Group 4
Short notes in Sanskrit on the following:
(a) Meghadutam-Kalidasa
(b) Nitisatakam-Bhartrhari
(c) Panchtantra
(d) Rajatarangini-Kalhana
(e) Harsacaritam-Banabhatta
(f) Amarukasatakam-Amaruka
(g) Gitagovindam-Jayadeva
Section-B
Questions from Groups 1 & 2 are to be answered in Sanskrit only. (Questions
from Groups 3 & 4 are to be answered in Sanskrit or in the medium opted by the
candidate).
This Section will require first hand reading of the following selected texts:
Group 1
(a) Raghuvansam-CantoI, Verses 1 to 10
(b) Kuma rasambhavam-Canto I, Verses 1 to 10
(c) Kiratarjuniyam-Canto I, Verses 1 to 10
Group 2
(a) Isavasyopanisad-verses-1, 2, 4, 6, 7, 15 and 18
(b) Bhagavatgita II chapter verses 13 to 25
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(c) Sundarakandam of Valmiki Canto 15, Verses 15 to 30 (Geeta Press

Edition)
Group 3
(a) Meghadutam-verses 1 to 10
(b) Nitisatakam-Verses 1 to 10 (Edited by D.D. Kosambi Bharatiya Vidya
Bhavan Publication)
(c) Kadambari-Sukan aso-padesa (only)
Group 4
(a) Svapnavasavadattam Act VI
(b) Abhijnansakuntalam Act IV verses 15 to 30 (M.R. Kale Edition)
(c) Uttararama charitam Act 1 verses 31 to 47 (M.R. Kale Edition)
SANTHALI
PAPER-I
Answers must be written in Santhali
Section-A
Part-I History of Santhali Language
1. Main Austric Language family, population and distribution.
2. Grammatical structure of Santhali Language.
3. Important character of Santhali Language : Phonology, Morphology,
Syntax, Semantics, Translation, Lexicography.
4. Impact of other languages on Santhali.
5. Standardization of Santhali Language.
Part-II History of Santhali Literature.
1. Literary trends of the following four periods of History of Santhali
Literature.
(a) Ancient literature before 1854.
(b) Missionary period : Literature between 1855 to 1889 AD.
(c) Medieval period : Literature between 1890 to 1946 AD.
(d) Modern period : Literature from 1947 AD to till date.
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2. Writing tradition i n History of Santhali Literature.

Section-B
Literary forms: Main characteristics, history and development of following
literary forms.
Part-I: Folk Literature in Santhali-folk song, folk tale, phrase, idioms, puzzles
and Kudum.
Part-II: Modern literature in Santhali
(a) Development of poetry and prominent poets.
(b) Development of prose and prominent writers.
(i) Novels and prominent Novelists.
(ii) Stories and prominent story writers.
(iii) Drama and prominent Dramatist.
(iv) Criticism and prominent critics.
(v) Essay , sketches, memoirs, travelogues and prominent writers.
Santhali Writers
Shyam Sunder Hembram, Pandit Raghunath Murmu, Barha Beshra, Sadhu
Ramchand Murmu, Narayan Soren ‘Toresutam’, Sarada Prasad Kisku,
Raghunath Tudu, Kalipada Soren, Sakla Soren, Digambar Hansda, Aditya Mitra
‘Santhali’, Babulal Murmu ‘Adivasi’, Jadumani Beshra, Arjun Hembram, rishna
Chandra Tudu, Rupchand Hansda, Kalendra Nath Mandi, Mahadev Hansda,
Gour Chandra Murmu, Thakur Prasad Murmu, Hara Prasad Murmu, Uday Nath
Majhi, Parimal Hembram, Dhirendra Nath Baske, Shyam Charan Hembram,
Damayanti Beshra, T.K. Rapaj, Boyha Biswanath Tudu.
Part-III: Cultural Heritage of Santhali tradition, customs, festival and rituals
(birth, marriage and death).
PAPER-II
Answers must be written in Santhali
Section-A
This paper will require in-depth reading of the following texts and the questions
will be designed to test the candidates’ criticial ability.
Ancient Literature
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Prose
(a) Kherwal Bonso Dhorom Puthi-Majhi Ramdas Tudu “Rasika”.
(b) Mare Hapramko Reyak Katha-L.O. Scrafsrud.
(c) Jomsim Binti Lita-Mangal Chandra Turkulumang Soren.
(d) Marang Buru Binti-Kanailal Tudu.
Poetry
(a) Karam Sereng-Nunku Soren.
(b) Devi Dasain Sereng-Manindra Hansda.
(c) Horh Sereng-W.G. Archer.
(d) Baha Sereng-Balaram Tudu
(e) Dong Sereng-Padmashri Bhagwat Murmu ‘Thakur’
(f) Hor Sereng-Raghunath Murmu.
(g) Soros Sereng-Babulal Murmu “Adivasi”
(h) More Sin More Nida-Rup C hand Hansda
(i) Judasi Madwa Latar-Tez Narayan Murmu.
Section-B
Modern Literature
Part-I: Poetry
(a) Onorhen Baha Dhalwak-Paul Jujhar Soren.
(b) Asar Binti-Narayan Soren “Tore Sutam”
(c) Chand Mala-Gora Chand Tudu.
(d) Onto Baha Mala-Aditya Mitra “Santhali”
(e) Tiryo Tetang-Hari Har Hansda
(f) Sisirjon Rar-Thakur Prasad Murmu.
Part-II: Novels
(a) Harmawak Ato-R. Karstiars (Translator-R.R. Kisku Rapaz).
(b) Manu Mati-Chandra Mohan Hansda
(c) Ato Orak-Doman Hansda
(d) Ojoy Gada Dhiphre-Nathenial Murmu
Part-III: Stories
(a) Jiyon Gada-Rup Chand Hansda and Jadumani Beshra.
(b) Mayajaal-Doman Sahu, ‘Samir’ and Padmashri Bhagwat Murmu
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‘Thakur’
Part-IV: Drama
(a) Kherwar Bir-Pandit Raghunath Murmu
(b) Juri Khatir-Dr. K.C. Tudu
(c) Birsa Bir-Ravi Lal Tudu
Part-V: Biography
Santal Ko Ren Mayam Gohako-Dr. Biswanath Hansda.
SINDHI
PAPER-I
Answers must be written in Sindhi
(Arabic or Devanagari script)
Section-A
1. (a) Origin and evolution of Sindhi language-views of different scholars.
(b) Significant linguistic features of Sindhi language, including those
pertaining to its phonology, morphology and syntax.
(c) Major dialects of the Sindhi language.
(d) Sindhi vocabularly-stages of its growth, including those in the pre-
partition and post-partition periods.
(e) Historical study of various Writing Systems (Scripts) of Sindhi.
(f) Changes in the str ucture of Sindhi language in India, after partition,
due to influence of other languages and social conditions.
Section-B
2. Sindhi literature through the ages in context of socio-cultural conditions
in the respective periods:
(a) Early medieval literature upto 1350 A.D. including folk literature.
(b) Late medicval period from 1350 A.D. to 1850 A.D.
(c) Renaissance period from 1850 A.D. to 1947 A.D.
(d) Modern period from 1947 and onwards (Literary genres in Modern
Sindhi literature and experiments in poetry, drama, novel, short story,
essay, literary criticism, biography, autobiography, memoirs, and
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travelogues.)
PAPER-II
Answers must be written in Sindhi
(Arabic or Devanagari script)
This paper will require the first-hand reading of the texts prescribed and will be
designed to test the candidates’ critical ability.
Section-A
References to context and critical appreciation of the texts included in this
section.
(1) Poetry
(a) “Shah Jo Choond Shair”: ed. H.I. Sadarangani, Published by Sahitya
Akademi (First 100 pages)
(b) “Sachal Jo Choond Kalam” : ed. Kalyan B. Advani Published by Sahitya
Akademi (Kafis only)
(c) “Sami-a-ja Choond Sloka” : ed. B.H. Nagrani Published by Sahitya
Akademi (First 100 pages)
(d) “Shair-e-Bewas” : by Kishinchand Bewas (“Saamoondi Sipoon” portion
only)
(e) “Roshan Chhanvro” : Narayan Shyam
(f) “Virhange Khanpoije Sindhi Shair jee Choond” : ed. H.I. Sadarangani
Published by Sahitya Akademi
(2) Drama
(g) “Behtareen Sindhi Natak” (One-act Plays) : Edited by M. Kamal
Published by Gujarat Sindhi Academy.
(h) “Kako Kaloomal” (Full-lengt h Play) : by Madan Jumani
Section-B
References to context and critical appreciation of the texts included in this
section.
(a) ‘Pakheeara Valar Khan Vichhrya’ (Novel) : by Gobind Malhi
(b) ‘Sat Deenhan’ (Novel) : by Krishan Khatwani
(c) ‘Choond Sindhi Kahanyoon’ (Short Stories) Vol. III. : Edited by Prem
Prakash, Published by Sahitya Akademi.
(d) ‘Bandhan’ (Short Stories) : Sundari Uttamchandani
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(e) ‘Behtareen Sindhi Mazmoon’ (Essays) : Edited by Hiro Thakur, published

by Gujarat Sindhi Akademi.
(f) ‘Sindhi Tanqeed’ (Criticism) : Edited by Harish Vaswani : Published by
Sahitya Akademi.
(g) ‘Mumhinjee Hayati-a ja Sona Ropa varqa’ (Autobiography) : by Popati
Hiranandani
(h) “Dr. Choithram Gidwani” (Biography) : by Vishnu Sharma
TAMIL
PAPER-I
Answers must be written in Tamil
Section-A
Part: 1 History of Tamil Language
Major Indian Language Families – The place of Tamil among Indian languages
in general and Dravidian in particular-Enumeration and Distribution of
Dravidian languages.
The language of Sangam literature – The language of medieval Tamil: Pallava
period only-Historical study of Nouns, Verbs, adjectives, adverbs Tense markers
and case markers in Tamil.
Borrowing of words from other languages into Tamil-Regional and social
dialects-difference between literary and spoken Tamil.
Part: 2 History of Tamil Literature
Tolkappiyam-Sangam Literatue - The division of Akam and puram-The secular
characteristics of Sangam Literature-The development of Ethical
literatureSilappadikaram and Manimekalai.
Part: 3 Devotional literature (Alwars and Nayanmars)
The bridal mysticism in Alwar hymns-Minor literary forms (Tutu, Ula, Parani,
Kuravanji) Social factors for the development of Modern Tamil literature: Novel,
Short story and New Poetry-T he impact of various political ideologies on
modern writings.
Section-B
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Part:1 Recent trends in Tamil Studies`

Approaches to criticism: Social, psychological, historical and moralistic-the use
of criticism-the various techniques in literature; Ullurai, Iraicchi, Thonmam
(Myth) Otturuvagam (allegory), Angadam (Satire), Meyppadu,
Padimam(image), Kuriyeedu (Symbol), Irunmai (ambiguity)-The concept of
comparative literature-the principle of comparative literature.
Part: 2 Folk literature in Tamil
Ballads, Songs, proverbs and riddles-Sociological study of Tamil folklore. Uses
of translation. Translation of Tamil works into other languages-Development of
journalism in Tamil.
Part: 3 Cultural Heritage of the Tamils
Concept of Love and War-Concept of Aramthe ethical codes adopted by the
ancient Tamils in their warfare-customs, beliefs, rituals, modes of worship in the
five Thinais. The cultural changes as revealed in post sangam literature-cultural
fusion in the medieval period (Jainism & Buddhism). The development of arts
and architecture through the ages (Pallavas, later cholas, and Nayaks). The
impact of various political, social, religious and cultural movements on Tamil
Society. The role of mass media in the cultural change of contemporary Tamil
society.
PAPER-II
Answers must be written in Tamil
The paper will require first hand reading of the Text prescribed and will be
designed to test the critical ability of the candidate.
Section-A
Part: 1 Ancient Literature
1. Kuruntokai (1-25 poems)
2. Purananurui (182-200 poems)
3. Tirukkural Porutpal : Arasiyalum Amaichiyalum (from Iraimatchi to
Avaianjamai)
Part : 2 Epic Literature
1. Silappadikaram: Madhurai Kandam only.
2. Kambaramayanam: Kumbakarunan Vadhai Padalam
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Part 3: Devotional Literature

1. Tiruvasagam: Neetthal Vinnappam
2. Tiruppavai: (Full Text)
Section-B
Modern Literature
Part 1: Poetry
1. Bharathiar: Kannan Pattu
2. Bharathidasan: Kudumba Vilakku
3. Naa. Kamarasan: Karuppu Malarkal
Prose
1. Mu. Varadharajanar : Aramum Arasiyalum
2. C N Annadurai : Ye!Thazhntha Tamilagame.
Part : 2 Novel, Short story and Drama
1. Akilon: Chittirappavai
2. Jayakanthan: Gurupeedam
3. Cho: Yarukkum Vetkamillai
Part: 3 Folk Literature
1. Muthuppattan Kathai Edited by Na. Vanamamalai, (Publication: Madurai
Kamaraj University)
2. Malaiyaruvi, Edited by Ki. Va Jagannathan (Publication: Saraswathi,
Mahal, Thanjavur )
TELUGU
PAPER-I
(Answers must be written in Telug u)
Section-A
Language
1. Place of Telugu among Dravidian languages and its antiquity-
Etymological history of Telugu, Tenugu and Andhra.
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2. Major linguistic changes in phonological, morphological, grammatical

and syntactical levels, from Proto-Dravidian to old Telugu and from old
Telugu to Modern Telugu.
3. Evolution of spoken Telugu when compared to classical Telugu-Formal
and functional view of Telugu language.
4. Influence of other languages and its impact on Telugu.
5. Modernization of Telugu language.
(a) Linguistic and literary movements and their role in modernization of
Telugu.
(b) Role o f media in modernization of Telugu (Newspapers, Radio, TV
etc .)
(c) Problems of terminology and mechanisms in coining new terms in
Telugu in various discourses including scientific and technical.
6. Dialects of Telugu-Regional and social variations and problems of
standardization.
7. Syntax-Major divisions of Telugu sentences-simple, complex and
compound sentences-Noun and verb predications-Processes of
nominlization and relativization-Direct and indirect reporting-conversion
processes.
8. Translation-Problems of translation, cultural, social and idiomatic-
Methods of translation-Approaches to translation-Literary and other kinds
of translation-various uses of translation.
Section-B
Literature
1. Literature in Pre-Nannaya Period-Marga and Desi poetry.
2. Nannaya Period-Historical and literary background of Andhra
Mahabharata.
3. Saiva poets and their contribution-Dwipada, Sataka, Ragada, Udaharana.
4. Tikkana and his place in Telugu literature.
5. Errana and his literary works-Nachana Somana and his new approach to
poetry.
6. Srinatha and Potana-Their woks and contribution.
7. Bhakti poets in Telugu literature-Tallapaka Annamayya, Ramadasu,
Tyagayya.
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8. Evolution of prabandhas-Kavya and prabandha.

9. Southern school of Telugu literature-Raghunatha Nayaka, Chemakura
Vankatakavi and women poets-Literary forms like yakshagana, prose and
padakavita.
10. Modern Telugu Literature and literary forms-Novel, Short Story, Drama,
Playlet and poetic forms.
11. Literary Movements: Reformation, Nationalism, Neo-classicism,
Romanticism and Progressive, Revolutionary movements.
12. Digambarakavulu, Feminist and Dalit Literature.
13. Main divisions of folk literature-Performing folk arts.
PAPER-II
(Answers must be written in Telugu)
This paper will require first hand reading of the prescribed texts and will be
designed to test the candidate’s critical ability, which will be in relation to the
following approaches.
(i) Aesthetic a pproach-Rasa, Dhwani, Vakroti and Auchitya-Formal and
Structural-Imagery and Symbolism.
(ii) Sociological, Historical, Ideological, Psychological approaches.
Section-A
1. Nannaya-Dushyanta Charitra (Adiparva 4th Canto verses 5-109)
2. Tikkana-Sri Krishna Rayabaramu (Udyoga parva -3rd Canto verses 1144)
3. Srinatha-Guna Nidhi Katha (Kasikhandam, 4th Canto, verses 76-133)
4. Pingali Surana-Sugatri Salinulakatha (Kalapurnodayamu 4 Canto verses,
60-142)
5. Molla-Ramayanamu (Balakanda including avatarika)
6. Kasula Purushothama Kavi-Andhra Nayaka Satakamu
Section-B
7. Gurajada Appa Rao - Animutyalu (Short stories)
8. Viswanatha Satyanarayana-Andhra prasasti
9. Devulapalli Krishna Sastry - Krishnapaksham (excluding Urvasi and
Pravasam)
10. Sri Sri - Maha prastanam.
11. Jashuva - Gabbilam (Part I)
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12. C. Narayana Reddy - Karpuravasanta rayalu.

13. Kanuparti Varalakshmamma - Sarada lekhalu (Part I)
14. Atreya - N.G.O.
15. Racha konda Visswanatha Sastry - Alpajaeevi.
URDU
PAPER-I
(Answers must be written in Urdu)
Section-A
Development of Urdu Language
(a) Development of Indo-Aryan (i) Old IndoAryan (ii) Middle Indo Aryan
(iii) New Indo Aryan
(b) Western Hindi and its dialects Brij Bhasha Khadi Boli, Haryanavi
Kannauji, Bundeli-Theories about the origin of Urdu Language
(c) Dakhani Urdu-Origin and development, its significant linguistic features.
(d) Social and Cultural roots of Urdu language-and its distinctive features.
Script, Phonology, Morphology, Vocabulary.
Section-B
(a) Genres and their develo pment:
(i) Poetry : Ghazal, Masnavi, Qasida, Marsia, Rubai, Jadid Nazm,
(ii) Prose : Novel, Short Story, Dastan, Drama, Inshaiya, Khutoot,
Biography.
(b) Significant features of:
(i) Deccani, Delhi and Lucknow schools
(ii) Sir Syed movement, Romantic movement, Progressive movement,
Modernism.
(c) Literary Criticism and its development with reference to Hali, Shibli,
Kaleemuddin Ahmad, Ehtisham Hussain, Ale-Ahmad Suroor.
(d) Essay writing (covering literary and imaginative topics)
PAPER-II
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(Answers must be written in Urdu)

This paper will require first hand reading of the texts prescribed and will be
Section-A
1. Mir Amman Bagho-Babar
2. Ghalib Intikhab-e-Khutoot-e-Ghalib
3. Mohd. Husain Azad Nairang-e-Khayal
4. Prem Chand Godan
5. Rajendra Singh Apne Dukh Mujhe Bedi Dedo
6. Abul Kalam Azad Ghubar-e-Khatir
Section-B
1. Mir Intikhab-e-Kalam-e-Mir (Ed. Abdul Haq.)
2. Mir Hasan Sahrul Bayan
3. Ghalib Diwan-e-Ghalib
4. Iqbal Bal-e-Jibrail
5. Firaq Gul-e-Naghma
6. Faiz Dast-e-Saba
7. Akhtruliman Bint-e-Lamhat
MANAGEMENT
The candidate should make a study of the concept and development of
management as science and art drawing upon the contributions of leading
thinkers of management and apply the concepts to the real life of government
and business decision making keeping in view the changes in the strategic and
operative environment.
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PAPER–I
1. Managerial Function and Process

Concept and Foundations of Management, Evolution of Management Thoughts;
Managerial Functions – Planning, Organizing, Controlling; Decision making;
Role of Manager, Managerial skills; Entrepreneurship; Management of
innovation; Managing in a global environment, Flexible Systems Management;
Social responsibility and managerial ethics; Process and customer orientation;
Managerial processes on direct and indirect value chain.
2. Organisational Behaviour and Design
Conceptual model of organization behaviour; The individual processes –
personality, values and attitude, perception, motivation, learning and
reinforcement, work stress and stress management; The dynamics of
organization behaviour – power and politics, conflict and negotia-tion,
leadership process and styles, communication; The Organizational Processes -
decision making, job design; Classical, Neoclassical and Contingency
approaches to organizational design; Organizational theory and design –
organizational culture, managing cultural diversity, learning organization;
organizational change and development; Knowledge Based Enterprise – systems
and processes; Networked and virtual organizations.
3. Human Resource Management
HR challenges; HRM functions; The future challenges of HRM; Strategic
Management of human resources; Human resource planning; Job analysis; Job
evaluation; Recruitment and selection; Training and development; Promotion and
transfer; Per formance management; Compensation management and benefits;
Employee morale and productivity; Management of organizational climate and
Industrial relations; Human resources accounting and audit; Human resource
information system; International human resource management.
4. Accounting for Managers
Financial accounting – concept, importance and scope, generally accepted
accounting principles, preparation of financial tatements with special reference
to analysis of a balance sheet and measurement of business income, inventory
valuation and depreciation, financial statement analysis, fund flow analysis, the
statement of cash flows; Management accounting – concept, need, importance
and scope; Cost accounting – records and processes, cost ledger and control
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accounts, reconciliation and integration between financial and cost accounts;

Overhead cost and control, Job and process costing, Budget and budgetary
control, Performance budgeting, Zero-base budgeting, relevant costing and
costing for decision-making, standard costing and variance analysis, marginal
costing and absorption costing.
Goals of finance function; Concepts of value and return; Valuation of bonds and
shares; Management of working capital: Estimation and financing; Management
of cash, receivables, inventory and current liabilities; Cost of capital; Capital
budgeting; Financial and operating leverage; Design of capital structure: theories
and practices; Shareholder value creation: dividend policy, corporate financial
policy and strategy, management of corporate distress and restructuring strategy;
Capital and money markets: institutions and instruments; Leasing, hire purchase
and venture capital; Regulation of capital market; Risk and return: portfolio
theory; CAPM; APT; Financial derivatives: option, futures, swap; Recent
reforms in financial sector.
6. Marketing Management
Concept, evolution and scope; Marketing strategy formulation and components
of marketing plan; Segmenting and targeting the market; Positioning and
differentiating the market offering; Analyzing competition; Analyzing consumer
markets; Industrial buyer behaviour; Market research; Product strategy; Pricing
strategies; Designing and managing Marketing channels; Integrated marketing
communications; Building customer satisfaction, Value and retention; Services
and non-profit marketing; Ethics in marketing; Consumer protection; Internet
marketing; Retail management; Customer relationship management; Concept of
holistic marketi ng.
PAPER–II
1. Quantitative Techniques in Decision Making
Descriptive statistics – tabular, graphical and numerical methods, introduction to
probability, discrete and continuous probability distributions, inferential
statistics-sampling distributions, central limit theorem, hypothesis testing for
differences between means and proportions, inference about population
variances, Chisquare and ANOVA, simple correlation and regression, time series
and forecasting, decision theory, index numbers; Linear programming – problem
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formulation, simplex method and graphical solution, sensitivity analysis.

2. Production and Operations Management
Fundamentals of operations management; Organizing for production; Aggregate
production planning, capacity planning, plant design: process planning, plant
size and scale of operations, Management of facilities; Line balancing;
Equipment replacement and maintenance; Production control; Supply chain
management – vendor evaluation and audit; Quality management; Statistical
process control, Six Sigma; Flexibility and agility in manufacturing systems;
World class manufacturing; Project management concepts, R&D management,
Management of service operations; Role and importance of materials
management, value analysis, make or buy decision; Inventory control, MRP;
Waste management.
3. Management Information System
Conceptual foundations of information systems; Information theory; Information
resource management; Types of information systems; Systems development –
Overview of systems and design; System development management life-cycle,
Designing for online and distributed environments; Implementation and control
of project; Trends in information technology; Managing data resources -
Organising data; DSS and RDBMS; Enterprise Resource Planning (ERP), Expert
systems, e-Business architecture, e-Governance; Information systems planning,
Flexibility in information systems; User involvement; Evaluation of information
systems.
4. Government Business Interface

State participation in business, Interaction between Government, Business and
different Chambers of Commerce and Industry in India; Government’s policy
with regard to Small Scale Industries; Government clearances for establishing a
new enterprise; Public Distribution System; Government control over price and
distribution; Consumer Protection Act (CPA) and The Role of voluntary
organizations in protecting consumers’ rights; New Industrial Policy of the
Government: liberalization, deregulation and privatisation; Indian planning
system; Government policy concerning development of Backward areas/regions;
The Responsibilities of the business as well as the Government to protect the
environment; Corporate Governance; Cyber Laws.
5. Strategic Management
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Business policy as a field of study; Nature and scope of strategic management,

Strategic intent, vision, objectives and policies; Process of strategic planning and
implementation; Environmental analysis and internal analysis; SWOT analysis;
Tools and techniques for strategic analysis – Impact matrix: The experience
curve, BCG matrix, GEC mode, Industry analysis, Concept of value chain;
Strategic profile of a firm; Framework for analysing competition; Competitive
advantage of a firm; Generic competitive strategies; Growth strategies –
expansion, integration and diversification; Concept of core competence,
Strategic flexibility; Reinventing strategy; Strategy and structure; Chief
Executive and Board; Turnaround management; Management of strategic
change; Strategic alliances, Mergers and Acquisitions; Strategy and corporate
evolution in the Indian context.
6. International Business
International Business Environment: Changing composition of trade in goods
and services; India’s Foreign Trade: Policy and trends; Financing of International
trade; Regional Economic Cooperation; FTAs; Internationalisation of service
firms; International production; Operation Management in International
companies; International Taxation; Global competitiveness and technological
developments; Global e-Business; Designing global organisational structure and
control; Multicultural management; Global business strategy; Global marketing
strategies; Export Management; Export- Import procedures; Joint Ventures;
Foreign Investment: Foreign direct investment and foreign portfolio investment;
Cross-border Mergers and Acquisitions; Foreign Exchange Risk Exposure
Management; World Financial Markets and International Banking; External
Debt Management; Country Risk Analysis.
MATHEMATICS
PAPER-I
(1) Linear Algebra
Vector spaces over R and C, linear dependence and independence, subspaces,
bases, dimension; Linear transformations, rank and nullity, matrix of a linear
transformation. Algebra of Matrices; Row and column reduction, Echelon form,
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congruence’s and similarity; Rank of a matrix; Inverse of a matrix; Solution of

system of linear equations; Eigenvalues and eigenvectors, characteristic
polynomial, Cayley-Hamilton theorem, Symmetric, skew-symmetric, Hermitian,
skew-Hermitian, orthogonal and unitary matrices and their eigenvalues.
(2) Calculus
Real numbers, functions of a real variable, limits, continuity, differentiability,
meanvalue theorem, Taylor’s theorem with remainders, indeterminate forms,
maxima and minima, asymptotes; Curve tracing; Functions of two or three
variables: limits, continuity, partial derivatives, maxima and minima, Lagrange’s
method of multipliers, Jacobian. Riemann’s definition of definite integrals;
Indefinite integrals; Infinite and improper integrals; Double and triple integrals
(evaluation techniques only); Areas, surface and volumes.
(3) Analytic Geometry
Cartesian and polar coordinates in three dimensions, second degree equations in
three variables, reduction to canonical forms, straight lines, shortest distance
between two skew lines; Plane, sphere, cone, cylinder, paraboloid, ellipsoid,
hyperboloid of one and t wo sheets and their properties.
(4) Ordinary Differential Equations
Formulation of differential equations; Equations of first order and first degree,
integrating factor; Orthogonal trajectory; Equations of first order but not of first
degree, Clairaut’s equation, singular solution.
Second and higher order linear equations with constant coefficients,
complementary function, particular integral and general solution.
Second order linear equations with variable coefficients, Euler-Cauchy equation;
Determination of complete solution when one solution is known using method of
variation of parameters. Laplace and Inverse Laplace transforms and their
properties; Laplace transforms of elementary functions. Application to initial
value problems for 2nd order linear equations with constant coefficients.
(5) Dynamics & Statics
Rectilinear motion, simple harmonic motion, motion in a plane, projectiles;
constrained motion; Work and energy, conservation of energy; Kepler’s laws,
orbits under central forces. Equilibrium of a system of particles; Work and
potential energy, friction; common catenary; Principle of virtual work; Stability
of equilibrium, equilibrium of forces in three dimensions.
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(6) Vector Analysis

Scalar and vector fields, differentiation of vector field of a scalar variable;
Gradient, divergence and curl in cartesian and cylindrical coordinates; Higher
order derivatives; Vector identities and vector equations.
Application to geometry: Curves in space, Curvature and torsion; Serret-Frenet’s
formulae. Gauss and Stokes’ theorems, Green’s identities.
PAPER - II
(1) Algebra
Groups, subgroups, cyclic groups, cosets, Lagrange’s Theorem, normal
subgroups, quotient groups, homomorphism of groups, basic isomorphism
theorems, permutation groups, Cayley’s theorem. Rings, subrings and ideals,
homomorphisms of rings; Integral domains, principal ideal domains, Euclidean
domains and unique factorization domains; Fields, quotient fields.
(2) Real Analysis
Real number system as an ordered field with least upper bound property;
Sequences, limit of a sequence, Cauchy sequence, completeness of real line;
Series and its convergence, absolute and conditional convergence of series of
real and complex terms, rearrangement of series.
Continuity and uniform continuity of functions, properties of continuous
functions on compact sets. Riemann integral, improper integrals; Fundamental
theorems of integral calculus. Uniform convergence, continuity, differentiability
and integrability for sequences and series of functions; Partial derivatives of
functions of several (two or three) variables, maxima and minima.
(3) Complex Analysis
Analytic functions, Cauchy-Riemann equations, Cauchy’s theorem, Cauchy’s
integral formula, power series representation of an analytic function, Taylor’s
series; Singularities; Laurent’s series; Cauchy’s residue theorem; Contour
integration.
(4) Linear Programming
Linear programming problems, basic solution, basic feasible solution and
optimal solution; Graphical method and simplex method of solutions; Duality.
Transportation and assignment problems.
(5) Partial Differential Equations
Family of surfaces in three dimensions and formulation of partial differential
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equations; Solution of quasilinear partial differential equations of the first order,

Cauchy’s method of characteristics; Linear partial differential equations of the
second order with constant coefficients, canonical form; Equation of a vibrating
string, heat equation, Laplace equation and their solutions.
(6) Numerical Analysis and Computer Programming
Numerical methods: Solution of algebraic and transcendental equations of one
variable by bisection, Regula-Falsi and Newton-Raphson methods; solution of
system of linear equations by Gaussian elimination and Gauss-Jordan (direct),
Gauss-Seidel(iterative) methods. Newton’s (forward and backward)
interpolation, Lagrange’s interpolation. Numerical integration: Trapezoidal rule,
Simpson’s rules, Gaussian quadrature formula. Numerical solution of ordinary
differential equations: Euler and Runga Kutta-methods. Computer Programming:
Binary system; Arithmetic and logical operations on numbers; Octal and
Hexadecimal systems; Conversion to and from decimal systems; Algebra of
binary numbers.
Elements of computer systems and concept of memory; Basic logic gates and
truth tables, Boolean algebra, normal forms.
Representation of unsigned integers, signed integers and reals, double precision
reals and long integers.
Algorithms and flow charts for solving numerical analysis problems.
(7) Mechanics and Fluid Dynamics
Generalized coordinates; D’ Alembert’s principle and Lagrange’s equations;
Hamilton equations; Moment of inertia; Motion of rigid bodies in two
dimensions. Equation of continuity; Euler’s equation of motion for inviscid flow;
Stream-lines, path of a particle; Potential flow; Two-dimensional and
axisymmetric motion; Sources and sinks, vortex motion; Navier-Stokes equation
for a viscous fluid.
MECHANICAL ENGINEERING
PAPER-I
1. Mechanics
1.1 Mechanics of rigid bodies
Equations of equilibrium in space and its application; first and second moments
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of area; simple problems on friction; kinematics of particles for plane motion;

elementary particle dynamics.
1.2 Mechanics of deformable bodies
Generalized Hooke’s law and its application; design problems on axial stress,
shear stress and bearing stress; material properties for dynamic loading; bending
shear and stresses in beams;. determination of principle stresses and strains –
analytical and graphical; compound and combined stresses; bi-axial stresses -
thin walled pressure vessel; material behaviour and design factors for dynamic
load; design of circular shafts for bending and torsional load only; deflection of
beam for statically determinate problems; theories of failure.
2. Engineering Materials
Basic concepts on structure of solids; common ferrous and non-ferrous materials
and their applications; heattreatment of steels; non-metals- plastics, ceramics,
composite materials and nano-materials.
3. Theory of Machines
Kinematic and dynamic analysis of plane mechanisms. Cams, Gears and
epicyclic gear trains, flywheels, governors, balancing of rigid rotors, balancing
of single and multicylinder engines, linear vibration analysis of mechanical
systems (single degree of freedom), Critical speeds and whirling of shafts.
4. Manufacturing Science
4.1 Manufacturing Process
Machine tool engineering – Merchant’s force analysis; Taylor’s tool life
equation; conventional machining; NC and CNC machining process; jigs and
fixtures.
Non-conventional machining – EDM, ECM, ultrasonic, water jet machining etc;
application of lasers and plasmas; energy rate calculations.
Forming and welding processes- standard processes.
Metrology-concept of fits and tolerances; tools and gauges; comparators;
inspection of length; position; profile and surface finish.
4.2. Manufacturing Management
System design: factory location- simple OR models; plant layout - methods
based; applications of engineering economic analysis and break- even analysis
for product selection, process selection and capacity planning; predetermined
time standards.
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System planning; forecasting methods based on regression and decomposition,

design and balancing of multi model andstochastic assembly lines; inventory
management – probabilistic inventory models for order time and order quantity
determination; JIT systems; strategic sourcing; managing inter plant logistics.
System operations and control: Scheduling algorithms for job shops;
applications of statistical methods for product and process quality control -
applications of control charts for mean, range, percent defective, number of
defectives and defects per unit; quality cost systems; management of resources,
organizations and risks in projects.
System improvement: Implementation of systems, such as total quality
management, developing and managing flexible, lean and agile organizations.
PAPER-II
1. Thermodynamics, Gas Dynamics and Turbine:
1.1 Basic concept of First – law and second law of Thermodynamics; concept
of entropy and reversibility; availability and unavailability and
irreversibility.
1.2 Classification and properties of fluids; incompressible and compressible
fluids flows; effect of Mach number and compressibility; continuity
momentum and energy equations; normal and oblique shocks; one
dimensional isentropic flow; flow or fluids in duct with frictions that
transfer.
1.3 Flow through fans, blowers and compressors; axial and centrifugal flow
configuration; design of fans and compressors; single problems compresses
and turbine cascade; open and closed cycle gas turbines; work done in the
gas turbine; reheat and regenerators.
2. Heat Transfer
2.1 Conduction heat transfer- general conduction equation - Laplace, Poisson
and Fourier equations; Fourier law of conduction; one dimensional steady
state heat conduction applied to simple wall, solid and hollow cylinder &
spheres.
2.2 Convection heat transfer-Newton’s law of convection; free and forces
convection; heat transfer during laminar and turbulent flow of an
incompressible fluid over a flat pl ate; concepts of Nusselt number,
hydrodynamic and thermal boundary layer their thickness; Prandtl number;
analogy between heat and momentum transferReynolds, Colbum, Prandtl
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analogies; heat transfer during laminar and turbulent flow through

horizontal tubes; free convection from horizontal and vertical plates.
2.3 Black body radiation - basic radiation laws such as Stefan-Boltzman,
Planck distribution, Wein’s displacement etc.
2.4 Basic heat exchanger analysis; classification of heat exchangers.
3. I .C. Engines
3.1 Classification, thermodynamic cycles of operation; determination of break
power, indicated power, mechanical efficiency, heat balance sheet,
interpretation of performance characteristics, petrol, gas and diesel engines.
3.2 Combustion in SI and CI engines, normal and abnormal combustion;
effect of working parameters on knocking, reduction of knocking; Forms
of combustion chamber for SI and CI engines; rating of fuels; additives;
emission.
3.3 Different systems of IC engines- fuels; lubricating; cooling and
transmission systems. Alternate fuels in IC engines.
4. Steam Engineering
4.1 Steam generation- modified Rankine cycle analysis; Modern steam
boilers; steam at critical and supercritical pressures; draught equipment;
natural and artificial draught; boiler fuels solid, liquid and gaseous fuels.
Steam turbines - principle; types; compounding; impulse and reaction
turbines; axial thrust.
4.2 Steam nozzles- flow of steam in convergent and divergent nozzle;
pressure at throat for maximum discharge with different initial steam
conditions such as wet, saturated and superheated, effect of variation of
back pressure; supersaturated flow of steam in nozzles, Wilson line.
4.3 Rankine cycle with internal and external irreversibility; reheat factor;
reheating and regeneration, methods of governing; back pressure and pass
out turbines.
4.4 Steam power pl ants - combined cycle power generation; heat recovery
steam generators (HRSG) fired and unfired, co- generation plants.
5. Refrigeration and air-conditioning
5.1 Vapour compression refrigeration cycle - cycle on p-H & T-s diagrams;
eco-friendly refrigerants -R134a,123; Systems like evaporators,
condensers, compressor, expansion devices. Simple vapour absorption
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systems.
5.2 Psychrometry - properties; processes; charts; sensible heating and
cooling; humidification and dehumidification effective temperature; air-
conditioning load calculation; simple duct design.
MEDICAL SCIENCE
PAPER-I
1. Human Anatomy
Applied anatomy including blood and nerve supply of upper and lower limbs
and joints of shoulder, hip and knee.
Gross anatomy, blood supply and lymphatic drainage of tongue, thyroid,
mammary gland, stomach, liver, prostate, gonads and uterus.
Applied anatomy of diaphragm, perineum and inguinal region.
Clinical anatomy of kidney, urinary bladder, uterine tubes, vas deferens.
Embryology: Placenta and placental barrier. Development of heart, gut, kidney,
uterus, ovary, testis and their common congenital abnormalities.
Central and peripheral autonomic nervous system : Gross and clinical
anatomy of ventricles of brain, circulation of cerebrospinal fluid; Neural
pathways and lesions of cutaneous sensations, hearing and vision; Cranial
nerves, distribution and clinical significance; Components of autonomic nervous
system.
2. Human Physiology
Conduction and transmission of impulse, mechanism of contraction,
neuromuscular transmission, reflexes, control of equilibrium, posture and muscle
tone, descending pathways, functions of cerebellum, basal ganglia, Physiology
of sleep and consciousness.
Endocrine system: Mechanism of action of hormones, formation, secretion,
transport, metabolism, function and regulation of secretion of pancreas and
pituitary gland.
Physiology of reproductive system: Menstrual cycle, lactation, pregnancy.
Blood: Development, regulation and fate of blood cells.
Cardio-vascular, cardiac output, blood pressure, regulation of cardiovascular
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functions;
3. Biochemistry
Organ function tests-liver, kidney, thyroid Protein synthesis.
Vitamins and minerals.
Restriction fragment length polymorphism (RFLP).
Polymerase chain reaction (PCR).
Radio - immunoassays (RIA).
4. Pathology
Inflammation and repair, disturbances of growth and cancer, Pathogenesis and
histopathology of rheumatic and ischemic heart disease and diabetes mellitus.
Differentiation between benign, malignant, primary and metastatic malignancies,
Pathogenesis and histopathology of bronchogenic carcinoma, carcinoma breast,
oral cancer, cancer cervix, leukemia, Etiology, pathogenesis and histopathology
of cirrhosis liver, glomerulonephritis, tuberculosis, acute osteomyelitis.
5. Microbiology
Humoral and cell mediated immunity Diseases caused by and laboratory
diagnosis of:
♦ Meningococcus, Salmonella
♦ Shigella, Herpes, Dengue, Polio
♦ HIV/AIDS, Malaria, E. Histolytica, Giardia
♦ Candida, Cryptococcus, Aspergillus
6. Pharmacology
Mechanism of action and side effects of the following drugs:
♦ Antipyretics and analgesics, Antibiotics, Antimalaria; Antikala-azar,
Antidiabetics
♦ Antihypertensive, Antidiuretics, General and cardiac vasodilators,
Antiviral, Antiparasitic, Antifungal, Immunosuppressants
♦ Anticancer
7. Forensic Medicine and Toxicology
Forensic examination of injuries and wounds; Examination of blood and seminal
stains; poisoning, sedative overdose, hanging, drowning, burns, DNA and finger
print study.
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PAPER-II
1. General Medicine
Etiology, clinical features, diagnosis and principles of management (including
prevention) of: - Tetanus, Rabies, AIDS, Dengue, Kala-azar, Japanese
Encephalitis.
Etiology, clinical features, diagnosis and principles of management of: Ischaemic
heart disease, pulmonary embolism.
Bronchial asthma. Pleural effusion, tuberculosis, Malabsorption syndromes, acid
peptic diseases, Viral hepatitis and cirrhosis of liver.
Glomerulonerphritis and pyelonephritis, renal failure, nephrotic syndrome,
renovascular hypertension, complications of diabetes mellitus, coagulation
disorders, leukemia, Hypo and hyper thyrodism, meningitis and encephalitis.
Imaging in medical problems, ultrasound, echocardiogram, CT scan, MRI.
Anxiety and Depressive Psychosis and schizophrenia and ECT.
2. Pediatrics
Immunization, Baby friendly hospital, congenital cyanotic heart disease,
respiratory distress syndrome, broncho - pneumonias, kernicterus. IMNCI
classification and management, PEM grading and management. ARI and
Diarrhea of unde r five and their management.
3. Dermatology
Psoriasis, Allergic dermatitis, scabies, eczema, vitiligo, Stevan Johnson’s
syndrome, Lichen Planus.
4. General Surgery
Clinical features, causes, diagnosis and principles of management of cleft palate,
harelip.
Laryngeal tumor, oral and esophageal tumors.
Peripheral arterial diseases, varicose veins, coarctation of aorta.
Tumors of Thyroid, Adrenal Glands.
Abscess, cancer, fibroadenoma and adenosis of breast.
Bleeding peptic ulcer, tuberculosis of bowel, ulcerative colitis, cancer stomach.
Renal mass, cancer Prostate. Haemothorax, stones of Gall bladder, Kidney,
Ureter and Urinary Bladder.
Management of surgical conditions of Rectum, Anus and Anal canal, Gall
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bladder and Bile ducts.

Splenomegaly, cholecystitis, portal hypertension, liver abscess, peritonitis,
carcinoma head of pancreas.
Fractures of spine, Colles’ fracture and bone tumors. Endoscopy.
Laprascopic Surgery.
5. Obstetrics and Gynaecology including Family Planning
Diagnosis of pregnancy
Labour management, complications of 3rd stage, Antepartum and postpartum
hemorrhage, resuscitation of the newborn, Management of abnormal lie and
difficult labour, Management of small for date or premature newborn. Diagnosis
and management of anemia. Preeclampsia and Toxaemias of pregnancy,
Management of Post menopausal Syndrome. Intra-uterine devices, pills,
tubectomy and vasectomy. Medical termination of pregnancy including legal
aspects.
Cancer cervix
Leucorrhoea, pelvic pain, infertility, dysfunctional uterine bleeding (DUB),
amenorrhoea, Fibroid and prolapse of uterus.
6. Community Medicine (Preventive and Social Medicine)
Principles, methods, approach and measurements of Epidemiology.
Nutrition, nutritional diseases / disorders & Nutrition Programmes.
Health information Collection, Analysis and Presentation.
Objectives, components and critical analysis of National programmes for
control/eradication of:
Malaria, Kala-azar, Filaria and Tuberculosis, HIV/AIDS, STDs and Dengue
Critical appraisal of Health care delivery system.
Health management and administration: Techniques, Tools, Programme
Implementation and Evaluation. Objective, Component, Goals and Status of
Reproductive and Child Health, National Rural Health Mission and Millennium
Development Goals.
Management of hospital and industrial waste.
PHILOSOPHY
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PAPER-I
History and Problems of Philosophy

1. Plato and Aristotle: Ideas; Substance; Form and Matter; Causation;
Actuality and Potentiality.
2. Rationalism (Descartes, Spinoza, Leibniz): Cartesian Method and Certain
Knowledge; Substance; God; Mind-Body Dualism; Determinism and
Freedom.
3. Empiricism (Locke, Berkeley, Hume): Theory of Knowledge; Substance
and Qualities; Self and God; Scepticism.
4. Kant: Possibility of Synthetic a priori Judgments; Space and Time;
Categories; Ideas of Reason; Antinomies; Critique of Proofs for the
Existence of God
5. Hegel: Dialectical Method; Absolute Idealism
6. Moore, Russell and Early Wittgenstein: Defence of Commonsense;
Refutation of Idealism; Logical Atomism; Logical Constructions;
Incomplete Symbols; Picture Theory of Meaning; Saying and Showing.
7. Logical Positivism: Verification Theory of Meaning; Rejection of
Metaphysics; Linguistic Theory of Necessary Propositions.
8. Later Wittgenstein: Meaning and Use; Language-games; Critique of
Private Language.
9. Phenomenology (Husserl): Method; Theory of Essences; Avoidance of
Psychologism.
10. Existentialism (Kierkegaard, Sartre, Heidegger): Existence and Essence;
Choice, Responsibility and Authentic Existence; Being-in-the –world and
Temporality.
11. Quine and Strawson: Critique of Empiricism; Theory of Basic Particulars
and Persons.
12. Cârvâka : Theory of Knowledge; Rejection of Transcendent Entities.
13. Jainism: Theory of Reality; Saptabhaòginaya; Bondage and Liberation.
14. Schools of Buddhism: Pratîtyasamutpâda; Ksanikavada, Nairâtmyavâda.
15. Nyâya- Vaiúesika: Theory of Categories; Theory of Appearance; Theory
of Pramâna; Self, Liberation; God; Proofs for the Existence of God;
Theory of Causation; Atomistic Theory of Creation.
16. Sâmkhya: Prakrti; Purusa; Causation; Liberation.
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17. Yoga: Citta; Cittavrtti; Klesas; Samadhi; Kaivalya.

18. Mimâmsâ: Theory of Knowledge.
19. Schools of Vedânta: Brahman; Îúvara; Âtman; Jiva; Jagat; Mâyâ; Avidyâ;
Adhyâsa; Moksa; Aprthaksiddhi; Pancavidhabheda
20. Aurobindo: Evolution, Involution; Integral Yoga.
PAPER–II
Socio-Political Philosophy
1. Social and Political Ideals: Equality, Justice, Liberty.
2. Sovereignty: Austin, Bodin, Laski, Kautilya.
3. Individual and State: Rights; Duties and Accountability.
4. Forms of Government: Monarchy; Theocracy and Democracy.
5. Political Ideologies: Anarchism; Marxism and Socialism.
6. Humanism; Secularism; Multiculturalism.
7. Crime and Punishment: Corruption, Mass Violence, Genocide, Capital
Punishment.
8. Development and Social Progress.
9. Gender Discrimination: Female Foeticide, Land and Property Rights;
Empowernment.
10. Caste Discrimination: Gandhi and Ambedkar
Philosophy of Religion
1. Notions of God: Attributes; Relation to Man and the World. (Indian and
Western).
2. Proofs for the Existence of God and their Critique (Indian and Western).
3. Problem of Evil.
4. Soul: Immortality; Rebirth and Liberation.
5. Reason, Revelation and Faith.
6. Religious Experience: Nature and Object (Indian and Western).
7. Religion without God.
8. Religion and Morality.
9. Religious Pluralism and the Problem of Absolute Truth.
10. Nature of Religious Language: Analogical and Symbolic; Cognitivist and
Noncognitive.
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PHYSICS
PAPER-I
1.
(a) Mechanics of Particles: Laws of motion; conservation of energy and
momentum, applications to rotating frames, centripetal and Coriolis
accelerations; Motion under a central force; Conservation of angular
momentum, Kepler’s laws; Fields and potentials; Gravitational field and
potential due to spherical bodies, Gauss and Poisson equations,
gravitational self-energy; Two-body problem; Reduced mass; Rutherford
scattering; Centre of mass and laboratory reference frames.
(b) Mechanics of Rigid Bodies: System of particles; Centre of mass, angular
momentum, equations of motion; Conservation theorems for energy,
momentum and angular momentum; Elastic and inelastic collisions; Rigid
body; Degrees of freedom, Euler’s theorem, angular velocity, angular
momentum, moments of inertia, theorems of parallel and perpendicular
axes, equation of motion for rotation; Molecular rotations (as rigid bodies);
Di and tri-atomic molecules; Precessional motion; top, gyroscope.
(c) Mechanics of Continuous Media: Elasticity, Hooke’s law and elastic
constants of isotropic solids and their inter-relation; Streamline (Laminar)
flow, viscosity, Poiseuille’s equation, Bernoulli’s equation, Stokes’ law and
applications.
(d) Special Relativity: Michelson-Morley experiment and its implications;
Lorentz transformations-length contraction, time dilation, addition of
relativistic velocities, aberration and Doppler effect, mass-energy relation,
simple applications to a decay process; Four dimensional momentum
vector; Covariance of equations of physics.
2. Waves and Optics
(a) Waves: Simple harmonic motion, damped oscillation, forced oscillation
and resonance; Beats; Stationary waves in a string; Pulses and wave
packets; Phase and group velocities; Reflection and Refraction from
Huygens’ principle.
(b) Geometrical Opt ic s: Laws of reflection and refraction from Fermat’s
principle; Matrix method in paraxial optics-thin lens formula, nodal planes,
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system of two thin lenses, chromatic and spherical aberrations.

(c) Interference: Interference of light-Young’s experiment, Newton’s rings,
interference by thin films, Michelson interferometer; Multiple beam
interference and Fabry-Perot interferometer.
(d) Diffraction: Fraunhofer diffraction-single slit, double slit, diffraction
grating, resolving power; Diffraction by a circular aperture and the Airy
pattern; Fresnel diffraction: half-period zones and zone plates, circular
aperture.
(e) Polarization and Modern Optics: Production and detection of linearly
and circularly polarized light; Double refraction, quarter wave plate;
Optical activity; Principles of fibre optics, attenuation; Pulse dispersion in
step index and parabolic index fibres; Material dispersion, single mode
fibres; Lasers-Einstein A and B coefficients; Ruby and He-Ne lasers;
Characteristics of laser light-spatial and temporal coherence; Focusing of
laser beams; Three-evel scheme for laser operation; Holography and
simple applications.
3. Electricity and Magnetism

(a) Electrostatics and Magnetostatics: Laplace and Poisson equations in
electrostatics and their applications; Energy of a system of charges,
multipole expansion of scalar potential; Method of images and its
applications; Potential and field due to a dipole, force and torque on a
dipole in an external field; Dielectrics, polarization; Solutions to boundary-
value problemsconducting and dielectric spheres in a uniform electric
field; Magnetic shell, uniformly magnetized sphere; Ferromagnetic
materials, hysteresis, energy loss.
(b) Current Electricity: Kirchhoff’s laws and their applications; Biot-Savart
law, Ampere’s law, Faraday’s law, Lenz’ law; Self-and mutual-inductances;
Mean and r m s values in AC circuits; DC and AC circuits with R, L and C
components; Series and parallel resonances; Quality factor; Principle of
transformer.
4. Electromagnetic Waves and Blackbody Radiation
Displacement current and Maxwell’s equations; Wave equations in vacuum,
Poynting theorem; Vector and scalar potentials; Electromagnetic field tensor,
covariance of Maxwell’s equations; Wave equations in isotropic dielectrics,
reflection and refraction at the boundary of two dielectrics; Fresnel’s relations;
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Total internal reflection; Normal and anomalous dispersion; Rayleigh scattering;

Blackbody radiation and Planck’s radiation law, StefanBoltzmann law, Wien’s
displacement law and Rayleigh-Jeans’ law.
5. Thermal and Statistical Physics
(a) Thermodynamics: Laws of thermodynamics, reversible and irreversible
processes, entropy; Isothermal, adiabatic, isobaric, isochoric processes and
entropy changes; Otto and Diesel engines, Gibbs’ phase rule and chemical
potential; van der Waals equation of state of a real gas, critical constants;
Maxwell-Boltzman distribution of molecular velocities, transport
phenomena, equipartition and virial theorems; Dulong-Petit, Einstein, and
Debye’s theories of specific heat of solids; Maxwell relations and
applications; Clausius- Clapeyron equation; Adiabatic demagnetisation,
Joule-Kelvin effect and liquefaction of gases.
(b) Statistical Physics: Macro and micro states, statistical distributions,
Maxwell-Boltzmann, Bose-Einstein and Fermi-Dirac distributions,
applications to specific heat of gases and blackbody radiation; Concept of
negative temperatures.
PAPER-II
1. Quantum Mechanics
Wave-particle dualitiy; Schroedinger equation and expectation values;
Uncertainty principle; Solutions of the one-dimensional Schroedinger equation
for a free particle (Gaussian wave-packet), particle in a box, particle in a finite
well, linear harmonic oscillator; Reflection and transmission by a step potential
and by a rectangular barrier; Particle in a three dimensional box, density of
states, free electron theory of metals; Angular momentum; Hydrogen atom; Spin
half particles, properties of Pauli spin matrices.
2. Atomic and Molecular Physics
Stern-Gerlach experiment, electron spin, fine structure of hydrogen atom; L-S
coupling, J-J coupling; Spectroscopic notation of atomic states; Zeeman effect;
FrankCondon principle and applications; Elementary theory of rotational,
vibratonal and electronic spectra of diatomic molecules; Raman effect and
molecular structure; Laser Raman spectroscopy; Importance of neutral hydrogen
atom, molecular hydrogen and molecular hydrogen ion in astronomy;
Fluorescence and Phosphorescence; Elementary theory and applications of NMR
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and EPR; Elementary ideas about Lamb shift and its significance.
3. Nuclear and Particle Physics
Basic nuclear properties-size, binding energy, angular momentum, parity,
magnetic moment; Semi-empirical mass formula and applications, mass
parabolas; Ground state of deuteron, magnetic moment and non-central forces;
Meson theory of nuclear forces; Salient features of nuclear forces; Shell model
of the nucleus-successes and limitations; Violation of parity in beta decay;
Gamma decay and internal conversion; Elementary ideas about Mossbauer
spectroscopy; Q-value of nuclear reactions; Nuclear fission and fusion, energy
production in stars; Nuclear reactors.
Classification of elementary particles and their interactions; Conservation laws;
Quark structure of hadrons; Field quanta of electroweak and strong interactions;
Elementary ideas about unification of forces; Physics of neutrinos.
4. Solid State Physics, Devices and Electronics

Crystalline and amorphous structure of matter; Different crystal systems, space
groups; Methods of determination of crystal structure; X-ray diffraction,
scanning and transmission electron microscopies; Band theory of solids -
conductors, insulators and semiconductors; Thermal properties of solids, specific
heat, Debye theory; Magnetism: dia, para and ferromagnetism; Elements of
superconductivity, Meissner effect, Josephson junctions and applications;
Elementary ideas about high temperature superconductivity.
Intrinsic and extrinsic semiconductors; p-n-p and n-p-n transistors; Amplifiers
and oscillators; Op-amps; FET, JFET and MOSFET; Digital electronics-Boolean
identities, De Morgan’s laws, logic gates and truth tables; Simple logic circuits;
Thermistors, solar cells; Fundamentals of microprocessors and digital
computers.
POLITICAL SCIENCE
ANDINTERNATIONAL RELATIONS
PAPER-I
Political Theory and Indian Politics
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1. Political Theory: meaning and approaches.

2. Theories of the State: Liberal, Neoliberal, Marxist, Pluralist, Post-colonial
and feminist.
3. Justice: Conceptions of justice with special reference to Rawl’s theory of
justice and its communitarian critiques.
4. Equality: Social, political and economic; relationship between equality
and freedom; Affirmative action.
5. Rights: Meaning and theories; different kinds of rights; concept of Human
Rights.
6. Democracy: Classical and contemporary theories; different models of
democracy – representative, participatory and deliberative.
7. Concept of power, hegemony, ideology and legitimacy.
8. Political Ideologies: Liberalism, Socialism, Marxism, Fascism, Gandhism
and Feminism.
9. Indian Political Thought : Dharamshastra, Arthashastra and Buddhist
traditions; Sir Syed Ahmed Khan, Sri Aurobindo, M.K. Gandhi, B.R.
Ambedkar, M.N . Roy.
10. Western Political Thought: Plato, Aristotle, Machiavelli, Hobbes, Locke,
John S. Mill, Marx, Gramsci, Hannah Arendt.
Indian Governme nt and Politics
1. Indian Nationalism
(a) Political Strategies of India’s Freedom Struggle: Constitutionalism to
mass Satyagraha, Non-cooperation, Civil Disobedience; Militant and
revolutionary movements, Peasant and workers’ movements.
(b) Perspectives on Indian National Movement: Liberal, Socialist and
Marxist; Radical humanist and Dalit.
2. Making of the Indian Constitution: Legacies of the British rule; different
social and political perspectives.
3. Salient Features of the Indian Constitution: The Preamble, Fundamental
Rights and Duties, Directive Principles; Parliamentary System and
Amendment Procedures; Judicial Review and Basic Structure doctrine.
4. (a) Principal Organs of the Union Government: Envisaged role and
actual working of the Executive, Legislature and Supreme Court.
(b) Principal Organs of the State Government: Envisaged role and actual
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working of the Executive, Legislature and High Courts.

5. Grassroots Democracy: Panchayati Raj and Municipal Government;
significance of 73rd and 74th Amendments; Grassroot movements.
6. Statutory Institutions/Commissions: Election Commission, Comptroller
and Auditor General, Finance Commission, Union Public Service
Commission, National Commission for Scheduled Castes, National
Commission for Scheduled Tribes, National Commission for Women;
National Human Rights Commission, National Commission for Minorities,
National Backward Classes Commission.
7. Federalism: Constitutional provisions; changing nature of centre-state
relations; integrationist tendencies and regional aspirations; inter-state
disputes.
8. Planning and Economic Development : Nehruvian and Gandhian
perspectives; role of planning and public sector; Green Revolution, land
reforms and agrarian relations; liberalilzation and economic reforms.
9. Caste, Religion and Ethnicity in Indian Politics.
10. Party System: National and regional political parties, ideological and
social bases of parties; patterns of coalition politics; Pressure groups,
trends in electoral behaviour; changing socio- economic profile of
Legislators.
11. Social Movements: Civil libe rties and human rights movements;
women’s movements ; environmentalist movements.
PAPER–II
Comparative Politics and International Relations
Comparative Political Analysis and International Politics
1. Comparative Politics: Nature and major approaches; political economy
and political sociology perspectives; limitations of the comparative
method.
2. State in comparative perspective: Characteristics and changing nature of
the State in capitalist and socialist economies, and, advanced industrial and
developing societies.
3. Politics of Representation and Participation: Political parties, pressure
groups and social movements in advanced industrial and developing
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societies.
4. Globalisation: Responses from developed and developing societies.
5. Approaches to the Study of International Relations: Idealist, Realist,
Marxist, Functionalist and Systems theory.
6. Key concepts in International Relations: National interest, Security and
power; Balance of power and deterrence; Transnational actors and
collective security; World capitalist economy and globalisation.
7. Changing International Political Order:
(a) Rise of super powers; strategic and ideological Bipolarity, arms race
and Cold War; nuclear threat;
(b) Non-aligned movement: Aims and achievements;
(c) Collapse of the Soviet Union; Unipolarity and American hegemony;
relevance of non-alignment in the contemporary world.
8. Evolution of the International Economic System: From Brettonwoods to
WTO; Socialist economies and the CMEA (Council for Mutual Economic
Assistance); Third World demand for new international economic order;
Globalisation of the world economy.
9. United Nations: Envisaged role and actual record; specialized UN
agencies-aims and functioning; need for UN reforms.
10. Regionalisation of World Politics: EU, ASEAN, APEC, SAARC,
NAFTA.
11. Contemporary Global Concerns: Democracy, human rights, environment,
gender justice, terrorism, nuclear proliferation.
India and the World
1. Indian Foreign Policy: Determinants of foreign policy; institutions of
policy-making; continuity and change.
2. India’s Contribution to the Non-Alignment Movement: Different phases;
current role.
3. India and South Asia:
(a) Regional Co-operation: SAARC – past performance and future
prospects.
(b) South Asia as a Free Trade Area.
(c) India’s “Look East” policy.
(d) Impediments to regional co-operation: river water disputes; illegal
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cross-border migration; ethnic conflicts and insurgencies; border

disputes.
4. India and the Global South: Relations with Africa and Latin America;
leadership role in the demand for NIEO and WTO negotiations.
5. India and the Global Centres of Power: USA, EU, Japan, China and
Russia.
6. India and the UN System: Role in UN Peace-keeping; demand for
Permanent Seat in the Security Council.
7. India and the Nuclear Question: Changing perceptions and policy.
8. Recent developments in Indian Foreign policy: India’s position on the
recent crisis in Afghanistan, Iraq and West Asia, growing relations with US
and Israel; vision of a new world order.
PSYCHOLOGY
PAPER-I
Foundations of Psychology
1. Introduction
Definition of Psychology; Historical antecedents of Psychology and trends in the
21st century; Psychology and scientific methods; Psychology in relation to other
social sciences and natural sciences; Application of Psychology to societal
problems.
2. Methods of Psychology
Types of research: Descriptive, evaluative, diagnostic and prognostic; Methods
of Research: Survey, observation, case-study and experiments; Characteristics of
experimental design and non-experimental design, Quasi-experimental designs;
Focussed group discussions, brain storming, grounded theory approach.
3. Research Methods
Major steps in Psychological research (problem statement, hypothesis
formulation, research designs, sampling, tools of data collection, analysis and
interpretation and report writing) Fundamental versus applied research; Methods
of data collection (interview, observation, questionnaire); Research designs (ex-
post facto and experimental); Application of statistical technique (t - test, two
way ANOVA correlation, regression and factor analysis); Item response theory.
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4. Development of Human Behaviour

Growth and development; Principles of development, Role of genetic and
environmental factors in determining human behaviour; Influence of cultural
factors in socializa tion; Life span development Characteristics, development
tasks, promoting psychological well-being across major stages of the life span.
5. Sensation, Attention and Perception
Sensation: concepts of threshold, absolute and difference thresholds, signal-
detection and vigilance; Factors influencing attention including set and
characteristics of stimulus; Definition and concept of perception, biological
factors in perception; Perceptual organization-influence of past experiences,
perceptual defencefactors influencing space and depth perception, size
estimation and perceptual readiness; The plasticity of perception; Extrasensory
perception; Culture and perception, Subliminal perception.
6. Learning
Concept and theories of learning (Behaviourists, Gestaltalist and Information
processing models); The Processes of extinction, discrimination and
generalization; Programmed learning, probability learning, selfinstructional
learning, concepts; Types and the schedules of reinforcement, escape, avoidance
and punishment, modeling and social learning.
7. Memory
Encoding and remembering; Short term memory, Long term memory, Sensory
memory, Iconic memory, Echoic memory: The Multistore model, levels of
processing; Organization and Mnemonic techniques to improve memory;
Theories of forgetting: decay, interference and retrieval failure: Metamemory;
Amnesia: Anterograde and retrograde.
8. Thinking and Problem Solving
Piaget’s theory of cognitive development; Concept formation processes;
Information processing, Reasoning and problem solving, Facilitating and
hindering factors in problem solving, Methods of problem solving: Creative
thinking and fostering creativity; Factors influencing decision making and
judgment; Recent trends.
9. Motivation and Emotion
Psychological and physiological basis of motivation and emotion; Measurement
of motivation and emotion; Effects of motivation and emotion on behaviour;
Extrinsic and intrinsic motivation; Factors influencing intrinsic motivation;
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Emotional competence and the related issues.

10. Intelligence and Aptitude
Concept of intelligence and aptitude, Nature and theories of intelligence
Spearman, Thurstone, Gullford Vernon, Sternberg and J.P; Das; Emotional
Intelligence, Social intelligence, measurement of intelligence and aptitudes,
concept of IQ, deviation IQ, constancy of IQ; Measurement of multiple
intelligence; Fluid intelligence and crystallized intelligence.
11. Person ality
Definition and concept of personality; Theories of personality (psychoanalytical,
sociocultural, interpersonal, developmental, humanistic, behaviouristic, trait and
type approaches); Measurement of personality (projective tests, pencil-paper
test); The Indian approach to personality; Training for personality development;
Latest approaches like big 5 factor theory; The notion of self in different
traditions.
12. Attitudes, Values and Interests
Definition of attitudes, values and interests; Components of attitudes; Formation
and maintenance of attitudes; Measurement of attitudes, values and interests;
Theories of attitude change; Strategies for fostering values; Formation of
stereotypes and prejudices; Changing others behaviour; Theories of attribution;
Recent trends.
13. Language and Communication
Human language - Properties, structure and linguistic hierarchy, Language
acquisition-predisposition, critical period hypothesis; Theories of language
development Skinner and Chomsky; Process and types of communication -
effective communication training.
14. Issues and Perspectives in Modern Contemporary Psychology
Computer application in the psychological laboratory and psychological testing;
Artificial intelligence; Psychocybernetics; Study of consciousness-sleep-wake
schedules; dreams, stimulus deprivation, meditation, hypnotic/drug induced
states; Extrasensory perception; Intersensory perception Simulation studies.
PAPER-II
Psychology: Issues and Applications
1. Psychological Measurement of Individual Differences
The nature of individual differences; Characteristics and construction of
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standardized psychological tests; Types of psychological tests; Use, misuse and

limitation of psychological tests; hical issues in the use of psychological tests.
2. Psychological well being and Mental Disorders
Concept of health-ill health; Positive health, well being; Causal factors in mental
disorders (Anxiety disorders, mood disorders, schizophrenia and delusional
disorders; personality disorders, substance abuse disorders); Factors influencing
positive health, well being, life style and quality of life; Happiness disposition.
3. Therapeutic Approaches
Psychodynamic therapies; Behaviour therapies; Client centered therapy;
Cognitive therapies; Indigenous therapies (Yoga, Meditation); Bio-feedback
therapy; Prevention and rehabilitation of the mentally ill; Fostering mental
health.
4. Work Psych ology and Organisational Behaviour
Personnel selection and training; Use of psychological tests in the industry;
Training and human resource development; Theories of work motivation –
Herzberg, Maslow, Adam Equity theory, Porter and Lawler, Vroom; Leadership
and participatory management; Advertising and marketing; Stress and its
management; Ergonomics; consumer psychology; Managerial effectiveness;
Transformational leadership; Sensitivity training; Power and politics in
organizations.
5. Application of Psychology to Educational Field
Psychological principles underlying effective teaching-learning process;
Learning styles; Gifted, retarded, learning disabled and their training; Training
for improving memory and better academic achievement; Personality
development and value education, Educational, vocational guidance and career
counseling; Use of psychological tests in educational institutions; Effective
strategies in guidance programmes.
6. Community Psychology
Definition and concept of community psychology; Use of small groups in social
action; Arousing community consciousness and action for handling social
problems; Group decision making and leadership for social change; Effective
strategies for social change.
7. Rehabilitation Psychology
Primary, secondary and tertiary prevention programmes-role of psychologists;
Organising of services for rehabilitation of physically, mentally and socially
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challenged persons including old persons, Rehabilitation of persons suffering

from substance abuse, juvenile delinquency, criminal behaviour; Rehabilitation
of victims of violence, Rehabilitation of HIV/AIDS victims, the role of social
agencies.
8. Application of Psychology to disadvantaged groups:
The concepts of disadvantaged, deprivation; Social, physical, cultural and
economic consequences of disadvantaged and deprived groups; Educating and
motivating the disadvantaged towards development; Relative and prolonged
deprivation.
9. Psychological problems of social integration
The concept of social integration; The problem of caste, class, religion and
language conflicts and prejudice; Nature and manifestation of prejudice between
the in-group and out-group; Causal factors of social conflicts and prejudices;
Psychological strategies for handling the conflicts and prejudices; Measures to
achieve social integration.
10. Application of Psychology in Information Technology and Mass
Media
The present scenario of information technology and the mass media boom and
the role of psychologists; Selection and training of psychology professionals to
work in the field of IT and mass media; Distance learning through IT and mass
media; Entrepreneurship through e-commerce; Multilevel marketing; Impact of
TV and fostering value through IT and mass media; Psychological consequences
of recent developments in Information Technology.
11. Psychology and Economic development
Achievement motivation and economic development; Characteristics of
entrepreneurial behaviour; Motivating and training people for entrepreneurship
and economic development; Consumer rights and consumer awareness,
Government policies for promotion of entrepreneurship among youth including
women entrepreneurs.
12. Application of psychology to environment and related fields
Environmental psychology-effects of noise, pollution and crowding; Population
psychology: psychological consequences of population explosion and high
population density; Motivating for small family norm; Impact of rapid scientific
and technological growth on degradation of environment.
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13. Application of psychology in other fields

(a) Military Psychology: Devising psychological tests for defence personnel
for use in selection, Training, counseling; training psychologists to work
with defence personnel in promoting positive health; Human engineering
in defence.
(b) Sports Psychology: Psychological interventions in improving
performance of athletes and sports. Persons participating in Individual and
Team Games.
(c) Media influences on pro and antisocial behaviour.
(d) Psychology of terrorism.
14. Psychology of Gender
Issues of discrimination, Management of diversity; Glass ceiling effect, Self
fulfilling prophesy, Women and Indian society.
PUBLIC ADMINISTRATION
PAPER–I
Administrative Theory
1. Introduction
Meaning, scope and significance of Public Administration; Wilson’s vision of
Public Administration; Evolution of the discipline and its present status; New
Public Administration; Public Choice approach; Challenges of liberalization,
Privatisation, Globalisation; Good Governance: concept and application; New
Public Management.
2. Administrative Thought
Scientific Management and Scientific Management movement; Classical
Theory; Weber’s bureaucratic model – its critique and post-Weberian
Developments; Dynamic Administration (Mary Parker Follett); Human
Relations School (Elton Mayo and others); Functions of the Executive (C.I.
Barnard); Simon’s decisionmaking theory; Participative Management (R. Likert,
C. Argyris, D. McGregor).
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3. Administrative Behaviour
Process and techniques of decision-making; Communication; Morale;
Motivation Theories – content, process and contemporary; Theories of
Leadership: Traditional and Modern.
4. Organisations
Theories – systems, contingency; Structure and forms: Ministries and
Departments, Corporations, Companies, Boards and Commissions; Ad hoc and
advisory bodies; Headquarters and Field relationships; Regulatory Authorities;
Public – Private Partnerships.
5. Accountability and control
Concepts of accountability and control; Legislative, Executive and Judicial
control over administration; Citizen and Administration; Role of media, interest
groups, voluntary organizations; Civil society; Citizen’s Charters; Right to
Information; Social audit.
6. Administrative Law
Meaning, scope and significance; Dicey on Administrative law; Delegated
legislation; Administrative Tribunals.
7. Comparative Public Administration
Historical and sociological factors affecting administrative systems;
Administration and politics in different countries; Current status of Comparative
Public Administration; Ecology and administration; Riggsian models and their
critique.
8. Development Dynamics
Concept of development; Changing profile of development administration;
‘Antidevelopment thesis’; Bureaucracy and development; Strong state versus the
market debate; Impact of liberalisation on administration in developing
countries; Women and development - the self-help group movement.
9. Personnel Administration
Importance of human resource development; Recruitment, training, career
advancement, position classification, discipline, performance appraisal,
promotion, pay and service conditions; employer-employee relations, grievance
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redressal mechanism; Code of conduct; Administrative ethics.

10. Public Policy
Models of policy-making and their critique; Processes of conceptualisation,
planning, implementation, monitoring, evaluation and review and their
limitations; State theories and public policy formulation.
11. Techniques of Administrative Improvement
Organisation and methods, Work study and work management; e-governance
and information technology; Management aid tools like network analysis, MIS,
PERT, CPM.
12. Financial Administration
Monetary and fiscal policies; Public borrowings and public debt Budgets – types
and forms; Budgetary process; Financial accountability; Accounts and audit.
PAPER-II
Indian Administration
1. Evolution of Indian Administration
Kautilya’s Arthashastra; Mughal administration; Legacy of British rule in
politics and administration - Indianization of public services, revenue
administration, district administration, local self-government.
2. Philosophical and Constitutional framework of government
Salient features and value premises; Constitutionalism; Political culture;
Bureaucracy and democracy; Bureaucracy and development.
3. Public Sector Undertakings
Public sector in modern India; Forms of Public Sector Undertakings; Problems
of autonomy, accountability and control; Impact of liberalization and
privatization.
4. Union Government and Administration
Executive, Parliament, Judiciary - structure, functions, work processes; Recent
trends; Intragovernmental relations; Cabinet Secretariat; Prime Minister’s
Office; Central Secretariat; Ministries and Departments; Boards; Commissions;
Attached offices; Field organizations.
5. Plans and Priorities
Machinery of planning; Role, composition and functions of the Planning
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Commission and the National Development Council; ‘Indicative’ planning;

Process of plan formulation at Union and State levels; Constitutional
Amendments (1992) and decentralized planning for economic development and
social justice.
6. State Government and Administration
Union-State administrative, legislative and financial relations; Role of the
Finance Commission; Governor; Chief Minister; Council of Ministers; Chief
Secretary; State Secretariat; Directorates.
7. District Administration since Independence
Changing role of the Collector; Unionstate-local relations; Imperatives of
development management and law and order administration; District
administration and democratic decentralization.
8. Civil Services
Constitutional position; Structure, recruitment, training and capacity-building;
Good governance initiatives; Code of conduct and discipline; Staff associations;
Political rights; Grievance redressal mechanism; Civil service neutrality; Civil
service activism.
Budget as a political instrument; Parliamentary control of public expenditure;
Role of finance ministry in monetary and fiscal area; Accounting techniques;
Audit; Role of Controller General of Accounts and Comptroller and Auditor
General of India.
10. Administrative Reforms since Independence
Major concerns; Important Committees and Commissions; Reforms in financial
management and human resource development; Problems of implementation.
11. Rural Development
Institutions and agencies since independence; Rural development programmes:
foci and strategies; Decentralization and Panchayati Raj; 73rd Constitutional
amendment.
12. Urban Local Government
Municipal governance: main features, structures, finance and problem areas;
74th Constitutional Amendment; Globallocal debate; New localism;
Development dynamics, politics and administration with special reference to city
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management.
13. Law and Order Administration
British legacy; National Police Commission; Investigative agencies; Role of
central and state agencies including paramilitary forces in maintenance of law
and order and countering insurgency and terrorism; Criminalisation of politics
and administration; Police-public relations; Reforms in Police.
14. Significant issues in Indian Administration
Values in public service; Regulatory Commissions; National Human Rights
Commission; Problems of administration in coalition regimes; Citizen-
administration interface; Corruption and administration; Disaster management.
SOCIOLOGY
PAPER-I
Fundamentals of Sociology
1. Sociology - The Discipline
(a) Modernity and social changes in Europe and emergence of sociology.
(b) Scope of the subject and comparison with other social sciences.
(c) Sociology and common sense.
2. Sociology as Science
(a) Science, scientific method and critique.
(b) Major theoretical strands of research methodology.
(c) Positivism and its critique.
(d) Fact value and objectivity.
(e) Non- positivist methodologies.
3. Research Methods and Analysis
(a) Qualitative and quantitative methods.
(b) Techniques of data collection.
(c) Variables, sampling, hypothesis, reliability and validity.
4. Sociological Thinkers
(a) Karl Marx- Historical materialism, mode of production, alienation,
class struggle.
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(b) Emile Durkheim- Division of labour, social fact, suicide, religion and
society.
(c) Max Weber- Social action, ideal types, authority, bureaucracy,
protestant ethic and the spirit of capitalism.
(d) Talcolt Parsons- Social system, pattern variables.
(e) Robert K. Merton- Latent and manifest functions, conformity and
deviance, reference groups.
(f) Mead - Self and identity.
5. Stratification and Mobility:
(a) Concepts-equality, inequality, hierarchy, exclusion, poverty and
deprivation.
(b) Theories of social stratification- Structural functionalist theory,
Marxist theory, Weberian theory.
(c) Dimensions-Social stratification of class, status groups, gender,
ethnicity and race.
(d) Social mobility -open and closed systems, types of mobility, sources
and causes of mobility.
6. Works and Economic Life:
(a) Social organization of work in different types of society- slave
society, feudal society, industrial /capitalist society.
(b) Formal and informal organization of work.
(c) Labour and society.
7. Politics and Society:
(a) Sociological theories of power.
(b) Power elite, bureaucracy, pressure groups, and political parties.
(c) Nation, state, citizenship, democracy, civil society, ideology.
(d) Protest, agitation, social movements, collective action, revolution.
8. Religion and Society:
(a) Sociological theories of religion.
(b) Types of religious practices: animism, monism, pluralism, sects,
cults.
(c) Religion in modern society: religion and science, secularization,
religious revivalism, fundamentalism.
9. Systems of Kinship:
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(a) Family, household, marriage.

(b) Types and forms of family.
(c) Lineage and descent.
(d) Patriarchy and sexual division of labour.
(e) Contemporary trends.
10. Social Change in Modern Society:
(a) Sociological theories of social change.
(b) Development and dependency.
(c) Agents of social change.
(d) Education and social change.
(e) Science, technology and social change.
PAPER-II
Indian Society : Structure and Change
A. Introducing Indian Society
(i) Perspectives on the study of Indian society
(a) Indology (GS. Ghurye).
(b) Structural functionalism (M N Srinivas).
(c) Marxist sociology (A R Desai).
(ii) Impact of colonial rule on Indian society
(a) Social background of Indian nationalism.
(b) M odernization of Indian tradition.
(c) Protests and movements during the colonial period.
(d) Social reforms.
B. Social Structure
(i) Rural and Agrarian Social Structure:
(a) The idea of Indian village and village studies.
(b) Agrarian social structure - evolution of land tenure system, land
reforms.
(ii) Caste System
(a) Perspectives on the study of caste systems: GS Ghurye, M N
Srinivas, Louis Dumont, Andre Beteille.
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(b) Features of caste system.

(c) Untouchability - forms and perspectives.
(iii) Tribal communities in India:
(a) Definitional problems.
(b) Geographical spread.
(c) Colonial policies and tribes.
(d) Issues of integration and autonomy.
(iv) Social Classes in India:
(a) Agrarian class structure.
(b) Industrial class structure.
(c) Middle classes in India.
(v) Systems of Kinship in India:
(a) Lineage and descent in India.
(b) Types of kinship systems.
(c) Family and marriage in India.
(d) Household dimensions of the family.
(e) Patriarchy, entitlements and sexual division of labour.
(vi) Religion and Society:
(a) Religious communities in India.
(b) Problems of religious minorities.
C. Social Changes in India
(i) Visions of Social Change in India
(a) Idea of development planning and mixed economy.
(b) Constitution, law and social change.
(c) Ed ucation and social change.
(ii) Rural and Agraria n transformation in India
(a) Programmes of rural development, Community Development
Programme, cooperatives, poverty alleviation schemes.
(b) Green revolution and social change.
(c) Changing modes of production in Indian agriculture.
(d) Problems of rural labour, bondage, migration.
(iii) Industrialization and Urbanisation in India
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(a) Evolution of modern industry in India.

(b) Growth of urban settlements in India.
(c) Working class: structure, growth, class mobilization.
(d) Informal sector, child labour.
(e) Slums and deprivation in urban areas.
(iv) Politics and Society
(a) Nation, democracy and citizenship.
(b) Political parties, pressure groups, social and political elite.
(c) Regionalism and decentralization of power.
(d) Secularization.
(v) Social Movements in Modern India:
(a) Peasants and farmers movements.
(b) Women’s movement.
(c) Backward classes & Dalit movement.
(d) Environmental movements.
(e) Ethnicity and Identity movements.
(vi) Population Dynamics:
(a) Population size, growth, composition and distribution.
(b) Components of population growth: birth, death, migration.
(c) Population policy and family planning.
(d) Emerging issues: ageing, sex ratios, child and infant mortality,
reproductive health.
(vii) Challenges of Social Transformation:
(a) Crisis of development: displacement, environmental problems and
sustainability.
(b) Poverty, deprivation and inequalities.
(c) Violence against women.
(d) Caste conflicts.
(e) Ethnic conflicts, communalism, religious revivalism.
(f) Illitera cy and disparities in education.
STATISTICS
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PAPER-I
1. Probability
Sample space and events, probability measure and probability space, random
variable as a measurable function, distribution function of a random variable,
discrete and continuous-type random variable, probability mass function,
probability density function, vector-valued random variable, marginal and
conditional distributions, stochastic independence of events and of random
variables, expectation and moments of a random variable, conditional
expectation, convergence of a sequence of random variable in distribution, in
probability, in p-th mean and almost everywhere, their criteria and inter-
relations, Chebyshev’s inequality and Khintchine‘s weak law of large numbers,
strong law of large numbers and Kolmogoroff’s theorems, probability generating
function, moment generating function, characteristic function, inversion
theorem, Linderberg and Levy forms of central limit theorem, standard discrete
and continuous probability distributions.
2. Statistical Inference
Consistency, unbiasedness, efficiency, sufficiency, completeness, ancillary
statistics, factorization theorem, exponential family of distribution and its
properties, uniformly minimum variance unbiased (UMVU) estimation, Rao-
Blackwell and Lehmann-Scheffe theorems, Cramer-Rao inequality for single
parameter.
Estimation by methods of moments, maximum likelihood, least squares,
minimum chi-square and modified minimum chi-square, properties of maximum
likelihood and other estimators, asymptotic efficiency, prior and posterior
distributions, loss function, risk function, and minimax estimator. Bayes
estimators.
Non-randomised and randomised tests, critical function, MP tests, Neyman-
Pearson lemma, UMP tests, monotone likelihood ratio, similar and unbiased
tests, UMPU tests for single parameter likelihood ratio test and its asymptotic
distribution. Confidence bounds and its relation with tests. Kolmogoroff’s test
for goodness of fit and its consistency, sign test and its optimality. Wilcoxon
signed-ranks test and its consistency, Kolmogorov-Smirnov two-sample test, run
test, Wilcoxon- Mann-Whitney test and median test, their consistency and
asymptotic normality.
Wald’s SPRT and its properties, OC and ASN functions for tests regarding
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parameters for Bernoulli, Poisson, normal and exponential distributions. Wald’s

fundamental identity.
3. Linear Inference and Multivariate Analysis
Linear statistical models’, theory of least squares and analysis of variance,
Gauss-Markoff theory, normal equations, least squares estimates and their
precision, test of significance and interval estimates based on least squares
theory in one-way, two-way and three-way classified data, regression analysis,
linear regression, curvilinear regression and orthogonal polynomials, multiple
regression, multiple and partial correlations, estimation of variance and
covariance components, multivariate normal distribution, Mahalanobis-D2 and
Hotelling’s T2 statistics and their applications and properties, discriminant
analysis, canonical correlations, principal component analysis.
4. Sampling Theory and Design of Experiments
An outline of fixed-population and superpopulation approaches, distinctive
features of finite population sampling, probability sampling designs, simple
random sampling with and without replacement, stratified random sampling,
systematic sampling and its efficacy , cluster sampling, twostage and multi-stage
sampling, ratio and regression methods of estimation involving one or more
auxiliary variables, two-phase sampling, probability proportional to size
sampling with and without replacement, the Hansen-Hurwitz and the Horvitz-
Thompson estimators, non-negative variance estimation with reference to the
Horvitz-Thompson estimator, non-sampling errors.
Fixed effects model (two-way classification) random and mixed effects models
(two-way classification with equal observation per cell), CRD, RBD, LSD and
their analyses, incomplete block designs, concepts of orthogonality and balance,
BIBD, missing plot technique, factorial experiments and 2n and 32, confounding
in factorial experiments, split-plot and simple lattice designs, transformation of
data Duncan’s multiple range test.
PAPER-II
1. Industrial Statistics
Process and product control, general theory of control charts, different types of
control charts for variables and attributes, X, R, s, p, np and c charts, cumulative
sum chart. Single, double, multiple and sequential sampling plans for attributes,
OC, ASN, AOQ and ATI curves, concepts of producer’s and consumer’s risks,
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AQL, LTPD and AOQL, Sampling plans for variables, Use of Dodge-Roming
tables.
Concept of reliability, failure rate and reliability functions, reliability of series
and parallel systems and other simple configurations, renewal density and
renewal function, Failure models: exponential, Weibull, normal, lognormal.
Problems in life testing, censored and truncated experiments for exponential
models.
2. Optimization Techniques
Different types of models in Operations Research, their construction and general
methods of solution, simulation and Monte-Carlo methods formulation of linear
programming (LP) problem, simple LP model and its graphical solution, the
simplex procedure, the two-phase method and the M-technique with artificial
variables, the duality theory of LP and its economic interpretation, sensitivity
analysis, transportation and assignment problems, rectangular games, twoperson
zero-sum games, methods of solution (graphical and algebraic).
Replacement of failing or deteriorating items, group and individual replacement
policies, concept of scientific inventory management and analytical structure of
inventory problems, simple models with deterministic and stochastic demand
with and without lead time, storage models with particular reference to dam
type.
Homogeneous discrete-time Markov chains, transition probability matrix,
classification of states and ergodic theorems, homogeneous continuous-time
Markov chains, Poisson process, elements of queuing theory, M/M/1, M/M/K,
G/M/1 and M/G/1 queues.
Solution of statistical problems on computers using well-known statistical
software packages like SPSS.
3. Quantitative Economics and Official Statistics
Determination of trend, seasonal and cyclical components, Box-Jenkins method,
tests for stationary series, ARIMA models and determination of orders of
autoregressive and moving average components, forecasting.
Commonly used index numbersLaspeyre’s, Paasche’s and Fisher’s ideal index
numbers, chain-base index number, uses and limitations of index numbers, index
number of wholesale prices, consumer prices, agricultural production and
industrial production, test for index numbers proportionality, time-reversal,
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factorreversal and circular. General linear model, ordinary least square and
generalized least squares methods of estimation, problem of multi-collinearity,
consequences and solutions of mult-icollinearity, auto-correlation and its
consequences, heteroscedasticity of disturbances and its testing, test for
independence of disturbances, concept of structure and model for simultaneous
equations, problem of identification-rank and order conditions of identifiability,
two-stage least square method of estimation.
Present official statistical system in India relating to population, agriculture,
industrial production, trade and prices, methods of collection of official statistics,
their reliability and limitations, principal publications containing such statistics,
various official agencies responsible for data collection and their main functions.
4. Demography and Psychometry
Demographic data from census, registration, NSS other surveys, their limitations
and uses, definition, construction and uses of vital rates and ratios, measures of
fertility, reproduction rates, morbidity rate, standardized death rate, complete and
abridged life tables, construction of life tables from vital statistics and census
returns, uses of life tables, logistic and other population growth curves, fitting a
logistic curve, population projection, stable population, quasi-stable population,
techniques in estimation of demographic parameters, standard classification by
cause of death, health surveys and use of hospital statistics.
Methods of standardisation of scales and tests, Z-scores, standard scores, T-
scores, percentile scores, intelligence quotient and its measurement and uses,
validity and reliability of test scores and its determination, use of factor analysis
and path analysis in psychometry.
ZOOLOGY
PAPER–I
1. Non-chordata and Chordata
(a) Classification and relationship of various phyla up to subclasses:
Acoelomate and Coelomate, Protostomes and Deuterostomes, Bilateria and
Radiata; Status of Protista, Parazoa, Onychophora and Hemichordata;
Symmetry.
(b) Protozoa: Locomotion, nutrition, reproduction, sex; General features and
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life history of Paramaecium, Monocystis, Plasmodium and Leishmania.

(c) Porifera: Skeleton, canal system and reproduction.
(d) Cnidaria: Polymorphism, defensive structures and their mechanism; coral
reefs and their formation; metagenesis; general features and life history of
Obelia and Aurelia.
(e) Platyhelminthes: Parasitic adaptation; general features and life history of
Fasciola and Taenia and their pathogenic symptoms.
(f) Nemathelminthes: General features, life history, parasitic adaptation of
Ascaris and Wuchereria.
(g) Annelida: Coelom and metamerism; modes of life in polychaetes; general
features and life history of Nereis, earthworm and leach.
(h) Arthropoda: Larval forms and parasitism in Crustacea; vision and
respiration in arthropods (Prawn, cockroach and scorpion); modification of
mouth parts in insects (cockroach, mosquito, housefly, honey bee and
butterfly); metamorphosis in insect and its hormonal regulation, social
behaviour of Apis and termites.
(i) Mollusca: Feeding, respiration, locomotion, general features and life
history of Lamellidens, Pila and Sepia, torsion and detorsion in gastropods.
(j) Echinodermata: Feeding, respiration, locomotion, larval forms, general
features and life history of Asterias.
(k) Protochordata: Origin of chordates; general features and life history of
Branchiostoma and Herdmania.
(l) Pisces: Respiration, locomotion and migration.
(m) Amphibia: Origin of tetrapods, parental care, paedomorphosis.
(n) Reptilia: Origin of reptiles, skull types, status of Sphenodon and
crocodiles.
(o) Aves: Origin of birds, flight adaptation, migration.
(p) Mammalia: Origin of mammals, dentition, general features of egg laying
mammals, pouched-mammals, aquatic mammals and primates, endocrine
glands (pituitary, thyroid, parathyroid, adrenal, pancreas, gonads) and their
interrelationships.
(q) Comparative functional anatomy of various systems of vertebrates
(integument and its derivatives, endoskeleton, locomotory organs,
digestive system, respiratory system, circulatory system including heart
and aortic arches, urino-genital system, brain and sense organs (eye and
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ear).
2. Ecology
(a) Biosphere: Concept of biosphere; biomes, Biogeochemical cycles,
Human induced changes in atmosphere including green house effect,
ecological succession, biomes and ecotones, community ecology.
(b) Concept of ecosystem; structure and function of ecosystem, types of
ecosystem, ecological succession, ecological adaptation.
(c) Population; characteristics, population dynamics, population stabilization.
(d) Biodiversity and diversity conservation of natural resources.
(e) Wildlife of India.
(f) Remote sensing for sustainable development.
(g) Environmental biodegradation, pollution and its impact on biosphere and
its prevention.
3. Ethology
(a) Behaviour: Sensory filtering, reponsive-ness, sign stimuli, learning and
memory, instinct, habituation, conditioning, imprinting.
(b) Role of hormones in drive; role of pheromones in alarm spreading;
crypsis, predator detection, predator tactics, social hierarchies in primates,
social organization in insects.
(c) Orientation, navigation, homing, biological rhythms, biological clock,
tidal, seasonal and circadian rhythms.
(d) Methods of studying animal behaviour including sexual conflict,
selfishness, kinship and altruism.
4. Economic Zoology
(a) Apiculture, sericulture, lac culture, carp culture, pearl culture, prawn
culture, vermiculture.
(b) Major infectious and communicable diseases (malaria, filaria,
tuberculosis, cholera and AIDS) their vectors, pathogens and prevention.
(c) Cattle and livestock diseases, their pathogen (helminthes) and vectors
(ticks, mites, Tabanus, Stomoxys).
(d) Pests of sugar cane (Pyrilla perpusiella) oil seed (Achaea janata) and rice
(Sitophilus oryzae).
(e) Transgenic animals.
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(f) Medical biotechnology, human genetic disease and genetic counselling,

gene therapy.
(g) Forensic biotechnology.
5. Biostatistics
Designing of experiments; null hypothesis; correlation, regression, distribution
and measure of central tendency, chi square, student-test, F-test (one-way & two-
way Ftest).
6. Instrumentation Methods
(a) Spectrophotometer, phase contrast and fluorescence microscopy,
radioactive tracer, ultra centrifuge, gel electrophoresis, PCR, ELISA, FISH
and chromosome painting.
(b) Electron microscopy (TEM, SEM).
PAPER-II
1. Cell Biology
(a) Structure and function of cell and its organelles (nucleus, plasma
membrane, mitochondria, Golgi bodies, endoplasmic reticulum,
ribosomes, and lysosomes), cell division (mitosis and meiosis), mitotic
spindle and mitotic apparatus, chromosome movements, chromosome type
polytene and lambrush, organization of chromatin, heterochromatin, Cell
cycle regulation.
(b) Nucleic acid topology, DNA motif, DNA replication, transcription, RNA
processing, translation, protein foldings and transport.
2. Genetics
(a) Modern concept of gene, split gene, genetic regulation, genetic code.
(b) Sex chromosomes and their evolution, sex determination in Drosophila
and man.
(c) Mendel’s laws of inheritance, recombination, linkage, multiple alleles,
genetics of blood groups, pedigree analysis, hereditary diseases in man.
(d) Mutations and mutagenesis.
(e) Recombinant DNA technology; plasmid, cosmid, artificial chromosomes
as vector s, transgenic, DNA cloning and whole animal cloning (principles
and methods).
(f) Gene regulation and expression in prokaryotes and eukaryotes.
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(g) Signal molecules, cell death, defects in signaling pathway and

consequences.
(h) RFLP, RAPD and AFLP and application of RFLP in DNA finger printing,
ribozyme technologies, human genome project, genomics and protomics.
3. Evolution
(a) Theories of origin of life.
(b) Theories of evolution; Natural selection, role of mutations in evolution,
evolutionary patterns, molecular drive, mimicry, variation, isolation and
speciation.
(c) Evolution of horse, elephant and man using fossil data.
(d) Hardy-Weinberg Law.
(e) Continental drift and distribution of animals.
4. Systematics
Zoological nomenclature, international code, cladistics, molecular taxonomy and
biodiversity.
5. Biochemistry
(a) Structure and role of carbohydrates, fats, fatty acids and cholesterol,
proteins and amino-acids, nucleic acids. Bioenergetics.
(b) Glycolysis and Kreb cycle, oxidation and reduction, oxidative
phosphorylation, energy conservation and release, ATP cycle, cyclic AMP
– its structure and role.
(c) Hormone classification (steroid and peptide hormones), biosynthesis and
functions.
(d) Enzymes: types and mechanisms of action.
(e) Vitamins and co-enzymes
(f) Immunoglobulin and immunity.
6. Physiology (with special reference to mammals)
(a) Composition and constituents of blood; blood groups and Rh factor in
man, factors and mechanism of coagulation, iron metabolism, acid-base
balance, thermo-regulation, anticoagulants.
(b) Haemoglobin: Composition, types and role in transport of oxygen and
carbon dioxide.
(c) Digestion and absorption: Role of salivary glands, liver, pancreas and
intestinal gl ands.
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(d) Excretion: nephron and regulation of urine formation; osmo-regulation

and excretory product.
(e) Muscles: Types, mechanism of contraction of skeletal muscles, effects of
exercise on muscles.
(f) Neuron: nerve impulse – its conduction and synaptic transmission,
neurotransmitters.
(g) Vision, hearing and olfaction in man.
(h) Physiology of reproduction, puberty and menopause in human.
7. Developmental Biology
(a) Gametogenesis; spermatogenesis, composition of semen, in vitro and in
vivo capacitation of mammalian sperm, Oogenesis, totipotency;
fertilization, morphogenesis and morphogen, blastogenesis, establishment
of body axes formation, fate map, gestulation in frog and chick; genes in
development in chick, homeotic genes, development of eye and heart,
placenta in mammals.
(b) Cell lineage, cell-to cell interaction, Genetic and induced teratogenesis,
role of thyroxine in control of metamorphosis in amphibia, paedogenesis
and neoteny, cell death, aging.
(c) Developmental genes in man, in vitro fertilization and embryo transfer,
cloning.
(d) Stem cells: Sources, types and their use in human welfare.
(e) Bioge netic law.
tiptopstudy.com.
APPENDIX-II
Instructions to the candidates for filling online applications
Candidates must apply Online using the website http://www.upsconline.nic.in/.
Salient features of the system of Online Application Form are given hereunder:
♦ Detailed instructions for filling up online applications are available on the
above mentioned website.
♦ Candidates will be required to complete the Online Application Form
containing two stages viz. Part-I and Part-II as per the instructions
available in the above mentioned site through drop down menus.
♦ The candidates are required to pay a fee of Rs. 100/- (Rupees Hundred
only) (excepting Female/SC/ST/PH candidates who are exempted from
payment of fee) either by remitting the money in any branch of SBI by
cash, or by using net banking facility of State Bank of India/State Bank of
Bikaner & Jaipur/State Bank of Hyderabad/State Bank of Mysore/State
Bank of Patiala/State Bank of Travancore or by using any Visa/Master
Credit/Debit Card.
♦ Before start filling up on Online Application, a candidate must have his
photograph and signature duly scanned in the .jpg format in such a manner
that each file should not exceed 40 KB and must not be less than 3 KB in
size for the photograph and 1 KB for the signature.
♦ The Online applications (Part I and II) can be filled within the period
notified for the purpose, after which link will be disabled.
♦ Applicants should avoid submitting multiple applications. However, if
due to any unavoidable circumstances any applicant submits multiple
applications then he must ensure that the applications with higher RID is
complete in all respects.
♦ In case of multiple applications, the applications with higher RID shall be
entertained by the Commission and fee paid against one RID shall not be
adjusted against any other RID.
♦ Candidates are strongly advised to apply well in time without waiting for
last date for submission of online application.

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v Management of Time, Syllabus & study (infographics).

With Best Wishes

Dr. Md. Usmangani Ansari

v Service Profiles (IAS, IPS, IFS, IRS, ...)

* Eligibility & Examination Centres (Prelim & Main)

Chapter-2: Why IAS as a Career? A- 55 to A- 56

Chapter-3: Who can be an IAS? A- 57 to A- 72

v The rickshawallah’s son who cracked the IAS

v First diviyang woman Topped IAS Exam 2014

v Can a farmer’s son become IAS?

v A peon’s daughter who cracked IAS exam

v Can a newspaper hawker crack the IAS?

v How a dowry victim turns as IAS officer?

v How an orphanage boy crack the IAS?

v How IAS topper’s interview inspire her to become IAS?

v A distance education learner made way to IAS

v Journey of a lottery ticket seller to IRS Officer

v How a housewife became an IAS officer?

v Can a waiter be an IAS officer?

Chapter-4: Formula-1 to crack Civil Services Exam

v Do’s & Don’ts while preparing for the CS exam.

v How to manage exam stress?

v How to stay motivated?

v Healthy food habits

v How to manage study?

v Applicants data (Prelim, Main & Interview) 2012-13 to 2014-15

v Official category-wise cut-off marks (Prelim, Main & Final):

v How to manage time?

v Revision is the key to success

B. Planning for Prelim Exam Preparation:

v Tips & Planning for CSAT paper 2

v Subject-wise Planning For Prelim with sources of study:

*Planning for Current Events with examples & newspapers

C. Planning for Main Exam Preparation:

v Writing a good essay

v How to read, prepare notes & discuss in group

v How to prepare for Main Paper-1(Essay):

*Analysis & Guidelines for essay writing

v Preparation for GS Paper-2 with questions & answers’ linkages

v Preparation for GS Paper-3 with questions & answers’ linkages

v Preparation for GS Paper-4 with questions & answers’ linkages

v Writing answer for Main Exam:

*Know the nature & terminology of questions

v How important is revision before Main Exam?

v Last minute tips for Main Exam

v Sources for Main Exam preparation

D. Interview/ Personality test for final result

v How to prepare for Personality Test?

v Facing the Personality Test

v General Do’s & Don’ts for the Personality Test

E. Role of coaching institutes

v Other IAS topers’ tips to IAS aspirants

v Scheme and subjects for the preliminary and main examination

Optional subjects papers I & II

Service Union Government General Management Specialized Technical

& AS, etc CGHS

Preliminary Examination of the Civil Services Examination for recruitment to

5. Higher Sr. Dy. Director Pr. Controller of ___

6. Higher Advisor (F) _____ _ __