PAPER-II
ADULT EDUCATION


1. Education for all aimed to achieve

Schooling to the age group of 6-14 years


Promoting education for the girl child


Both and are correct.


Both and are incorrect.



2. Distance mode is used to provide an alternative system of school education through

Zila Saksharata Samiti


Indira Gandhi National Open University


National Institute of Open Schooling


Distance Education Council



3. Androgogy is known as

Arts and Science of helping adults to learn


Science of teaching children


Science of behavioural study of adult


None of the above



4. Inability to read, write and enumerate is a condition of illiteracy associated with persons in

India


Sweden


United Kingdom


United States of America



5. Teaching, Research and Extension is a popular concept in higher education taken from

Radhakrishnan Education Commission


Kothari Commission


National Policy on Education 1986


None of the above



6. University-community interaction is a

Two way process


One way process


Technology driven process


None of the above



7. Prior learning refers to

Skills acquired formally through training.


Skills acquired through informal learning and work experience.


Skills acquired before going to school.


Skills acquired in primary school.



8. Lifelong education is an expansion of the scope of

adult education


population education


legal education


continuing education



9. Village Education Committee is responsible for

Reviewing the adult literacy programme of National Literacy Mission.


Overseeing the structural and functional components of adult literacy programme in the village.


Overseeing the structural and functional components of the 'education for all' programme in the village.


All of the above.



10. Female foeticide is

Sex determination and termination of pregnancy.


Indiscriminate termination of pregnancy.


Medical advised termination of pregnancy.


None of the above.



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6. mc c mc . 1 w i ci fcnn
i

1 3cn i tR
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6-14 c t 3 c m t i mc . 1
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m m
v R. cn1 vmc m

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vmcn tn

i IR


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m


3 R i i w ti1 t i I


3 R i i m t i I



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mc m cn i cn m i ic m i
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m m i mi m


i i m i i mc c mc .

im i 1 1 i


i i1 i m i


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i ic m m i i
m

3. "usi m i m ti
m 1 cn m i . mR v 1 i ii i cn i cn1 cn

R qi cn w "c i mc R


m

3c R v c ti i 3


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. t i w cn t tim




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i f mwR m t
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c 1s

'isi wcnm sii


isi wi iw 3 -nn 3


icn

5. . m "c i mc w i cn1
m i 3 'cnm vc iu cni w 1 m t tRi
3t

i n u m 3

c m


cn i1 3


i i1 m 1m 1986

m


. t i w cn t tim



. t i w cn t tim I

7. 3mi m i m ic'n c tc 3cnw cn wcn i tRi
i i w 3 R
vm m u c m icn .w 3fm c
n R cn I
3 R m icn 3 i c
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m in
w n (mc . m w 3fm
c ticn
R cn I
v R
R mi cn mc . i 3fm cn cn I

8. 3 mmi c t t m 1c m w 3iRi

R qi m c cn mc w i

v m


m w i m m m cn mc w i


cn 1 m m m cn mc w i


w m cn mc w i


m c

9. m m mi m m i cn m mm ii i i t 1 v i m w'itRi m i m m i

i i1 wi v R qi wcn tcn
i cn i c I


m v R qi m cn w i i i cn "c


v i i cn t i cn w icn cn ww ti c I
i
m m m
v i i mw i i i cn "c i cn t i cn w icn cn
iww ti c I
. t w i
1 I

10. cn u ti wRi i v i f t

w m m u 3 R i mt c R

ti i w


3 m t c R

iii w


m mcn w 1 i i t i m cn w

i R


. t i w cn t tim




11. National Literacy Mission was launched in

1978 1988


1998 1968



12. The opportunity of furthering knowledge and skills at any stage of life is commonly known as

ABL


IPL


CE


None of the above



13. Existence of gender bias is reflected in

Sex-ratio


Rate of sectoral growth of population


G.D.P.


Regional variation in population growth



14. Environment pollution is linked to

Global warming


Ozone depletion


Green house gases


All of the above



15. Right to Free and Compulsory Education for age group of 6-14 year Act was notified on

1st April, 2007


1st April, 2008


1st April, 2009


1st April, 2010



16. Assertion Media policy of NLM is to create awareness among potential beneficiaries of the literacy programme to bring them in their reach.
Assertion Media policy of NLM intends to take the achievements of the 'mission' to the people, decision makers and society at large with a view to solicit their active support, cooperation and participation in the endeavour of the mission.

Assertion is true.


Assertion is false.


Assertion are false.


Assertion are true.



17. Assertion Chauraha is a very popular motivational print material of literacy programme.
Assertion Chauraha is a popular audio-visual advocacy material of literacy programme.

Assertion is true.


Assertion is false.


Assertion is false is true.


Assertion are false.



18. Assertion Jan Shikshan Sansthan, also known as Shramik Vidya Peeth provides opportunity to all sections of society to acquire and upgrade their skills.
Assertion Jan Shikshan Sansthan, also known as Shramik Vidya Peeth provides opportunity to acquire and upgrade the vocational skills of neoliterates only.

Assertion is true.


Assertion is false.


Assertion are false.


Assertion are true.



19. Assertion Total literacy programme evaluation is qualitative in nature.
Assertion Continuing Education programme evaluation is quantitative in nature.

Assertion is true.


Assertion is false.


Assertion are true.


Assertion are false.



11. ii1wm i3mi mcn mR

1978 i 1988 i


1998 i 1968 i



12. m 1c cn1 mcnw1 i1 3c wRiR cn 3m qi cn3c w i wi cnti tRi

".1." .


3 t. 1." .


w 1..t


t cn't tim



13. w m1 ctm vti cn1 i Rmim1 mi w vcn i ti'1 tRi:

w m


m wi cn1 m 1 c mi cn1 i

. i


m 1.si1. 1.


m wi mci mim' 1mi



14. tc iu 1 viucnwi mi w tRi:

cRm c cn u1cn iu


cn m


timi mti mRw


t wi1



15. 6-14 c t 3 cm t m m cn "c i 3mc t mm 3mcn i 3m m i cn 3mw m mcn m

ti 1 3 vR 2007


ti 1 3 vR 2008


ti 1 3 vR 2009


ti 1 3 vR 2010



16. r
" ." ."i. cn1 i1msi f
i
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r
" ." ."i. cn1 i1msi
f
i

w1 cn.i cn1 f
'3mi
cn mu t c '33Ri wi ut wi m cn ti tRi mmww mcn 3mi v wi wmcnn wiRt wti "c i
wtiimm c'n m 3m vti cn i wc'n I

cnR w tRi I


cnR miR tRi I


cnR 3R i miR ti I


cnR 3R i w ti I



17. Riti w m i cn tcnni cn1 r

ti iuicn imi
v.wim v1 tRi I
r
Riti w m i cn tcnni cn1 ci
'cnm v .-.mtii 1 wim v1 tRi I

cnR w tRi I


cnR miR tRi I


cnR miR tRi 3R i cnR miR tR I


cnR 3R i miR ti I



18. m mmu wiwR r
mmw
. 1oi i1 m m
micn mctRi, wi mc'n wiw cmT cn 3 cnR 3fm "c i cni m 3cw i
vi cn i tRi I
r
m m mu wiwR mmw
.micn mc 1oi i1 cnti ti, mwntn c­wm ic'n i c cwmcn) cn R 3fm "c i cni 3cw i vi cn i tRi I

cnR w tRi I


cnR miR tRi I


cnR 3R i miR ti I


cnR 3R i w ti I



19. wiu t wm i cn tcnni cn r

i icn mu icn vcnm cn cn t tRi I w m m cn tcnni cn
r

iicn m iiuicn vcnm cncn t tRi I

cnR w tRi I


cnR miR tRi I


cnR 3R i w ti I


cnR 3R i miR ti I



20. Assertion Learning needs of urban male illiterate are different from those of urban female illiterates.
Assertion Learning needs are free from gender, social and cultural differences.

Assertion is true.


Assertion is false.


Assertion is true, Assertion

is false.


Assertion are false.



21. Assertion According to Census reports, sex ratio was 972 in 1901 and 933 in 2001.
Assertion Sex ratio was 990 in 1901 and 930 in 2001.

Assertion is true.


Assertion is false.


Assertion are false.


Assertion are true.



22. Assertion Quality of life indicators are symptoms of status of development of a country.
Assertion Literacy is not part of the indicators to measure quality of life.

Assertion is false.


Assertion is true.


Assertion is true, Assertion

is false.


Assertion are false.



23. Assertion SSA aims that all girl children goes to school.
Assertion SSA aims at reducing dropout rate at the primary level of education.

Assertion is true.


Assertion is false.


Assertion are false.


Assertion are true.



24. Assertion UNESCO world assembly on adult education and life long learning was held at Hamburg in 1997 and at Brazil in 2009.
Assertion UNESCO world assembly on adult education was held at Tehran in 1965.

Assertion is true.


Assertion is false.


Assertion are true.


Assertion are false.



25. Assertion Focus of XIth plan guidelines for Department of Adult, Continuing Education Extension are to reach out to the larger sections of the community especially the deprived groups.
Assertion The Department of Adult, Continuing Education Extension strives to contribute to the generation of new knowledge through extension and research.

Assertion is true.


Assertion is false.


Assertion are true.


Assertion are false.



26. Match the List-I with List-II List I List II

Conscientization Maslow


Motivation Malcom Knowles


Androgogy (iii) Robby Kidd


How adults learn Paulo Freire




(iii)












20. r
mi1 m imi cn1 3 3c cn " mi1 imti m im i cn1 3c cn 3 mi ti I r
3 3c cn "wm wi mmcn 3Ri wiwcnmcn mi 3 i ti I

cnR w tRi I


cnR miR tRi I


cnR w tRi 3R i cnR i miR tR I


cnR 3R i miR ti I



21. r
i i cn1 m m u 3w i w m3 1901 i 972 3R i 2001 i 933 R I r
1901 iwm 3 990 3R i 2001 i 930 R I

cnR w tRi I


cnR miR tRi I


cnR 3R i miR ti I


cnR 3R i w ti I



22. r
m 1c cn1 m uc w cn mccnwc'n im'n mi ti I
. c .r
w m i m1c cn1 m uc i w cn cn mtiww tim tRi I

cnR miR tRi I


cnR w tRi I


cnR w tRi 3R i cnR i miR tR I


cnR 3R i miR ti I



23. r
"w ."w .". cn m tRi mcn wiw m cn "wcn m "I r
"w ."w .". cn m m m
vRmicn w i i si-3 i cn1 i i cn cni cn i tRi I

cnR w tRi I


cnR miR tRi I


cnR 3R i miR ti I


cnR 3R i wti1 ti I



24. r
vRqi m m "c i 3m1c 3 i 'wcn csti "w 1 c t 1997 itiimt i3R i 2009 i n m1i 3 cn1 m t I
r
vRqi mm i 'wcn csti "w 1 c t 1965 i 'tii i3 ti t R1 I

cnR w tRi I


cnR miR tRi I


cnR 3R i w ti I


cnR 3R i miR ti I



25. r
vRqi, w m m "c i mc w i mci m m XI cm mi m.i cn nn 'cnw wi i 3m cn c m T cn ti tRi mc cim cm t I
r
vRqi, w m m "c i mc w i mci mcn vw i "c i i c1R wm i ii'tRi I

cnR w tRi I


cnR miR tRi I


cnR "c i w ti I


cnR "c i miR ti I



26. w 1-I w 1-II wR wi'm cn1mm " r

I r


II

3ifc c 1 iw


3mi v'iu iR cni w


"usi'm -m 1 i mcnsi


vR qi mcnw vcn i nv'n3 w 1 ti

















27. Match the List-I with List-II List I List II

Preparation of VEC teaching learning material


Universalization of SRC primary education


Open basic SSA education programme


Overseeing the NIOS education of primary level in village







(iii)









28. Match the List-I with List-II List I List II

Non Projected CDs aids


Projected aids Microphone


Audio aids Films


Computer aids Charts










(iii)






29. Match the List-I with List-II List I List II

15-59 years of Skill training age population provider


Senior NCVT Citizens


NGO, Public NPOP Private Partners


Skill Training Demographic Certificate dividend





(iii)





(iii)






30. Match the List-I with List-II List I List II

Right to Right to Life Education Liberty


Fundamental Right to Life Rights with Dignity


Human (iii) Free

Rights Compulsory Education


Consumer To be informed Rights




(iii)








(iii)



31. Match the List-I with List-II List I List II

IAY TLC


Anemateurs SHG


Micro Credit (iii) BPL


Volunteers NAEP







(iii)









32. Match the List-I with List-II List I List II

Inbreeding Selection


Pre-service Controlling In-service


Picking right Internal people for recruitment right job


Setting Staff standards training










(iii)






27. w 1-I w 1-II wR wi'm cn1mm " r

I r

II

3 c 1. t.w1. wim v1 R i cni


vRmicn m m cn "w .3 i.w1. w c ti Rmicn iu


m cn ii "w ."w .". m m cn tcnni


mv ii v Rmicn " . 3t. w i cn1 m m cn "w . m i1mu

















28. w 1-I w 1-II wR wi'm cn1mm " r

I r

II

mR wti cn w 1.si1."w. wim v1


vm'm wti cn i cnn wim v1


c wti cn wim v1 mnn i


cni i i wti cn ti wim v1

















29. w 1-I w 1-II wR wi'm cn1mm " r

I r

II

15-59 c t cn1 cnR3 cn1 vm mum wi vi cn


c m i oi mm icn " .w1.c1. i1.


" .m1.3'., " .1.3'.1. w c tm m cn, mm1 w . i


cnR vm mu(iv) m imcncn1 viu ii

















30. w 1-I w 1-II wR wi'm cn1mm " r

I r

II

m m cn3mcn i m 1c "c i

i i cn 3m cn i


i RRm cn 3m cn i i ti wR m1c cn 3m cn i


i cmcn i m cn "c i 3mc t mm 3m cn i


i 3mcn i w cn 3m cn i

















31. w 1-I w 1-II wR wi'm cn1mm " r

I r

II

3 t.".c t i1." .w1.


icn "w ." .m1.


i cnn cn'nmsi i 1.1." .


wc iw'ccn " .". t. 1.

















32. w 1-I w 1-II wR wi'm cn1mm " r

I r

II

n1wsim


v1 wfcw "c i mu w fcw


wti1 Rcni1 m 3i m icn wti1 ii 1


i cn mf w inn


cn i cnit m i cn vmmu















33. Match the List-I with List-II List I List II

Library Kerala Movement


Chipko Gujarat Movement


Narmada Andhra Movement Pradesh


Anti-Arrack Uttaranchal Movement














(iii)



34. Match the List-I with List-II List I List II

1953 National Adult Education Programme



1977 Continuing Education Programme


1982 Community Development Programme


1952 National Extension Programme








(iii)









35. Match the List-I with List-II List I List II

Extra-mural Female Lectures literacy


Land Grant Finland Colleges


Folk School USA


Sakashara United Bharat Kingdom








(iii)





(iii)



36. For conducting evaluation of learner competencies of literacy outcomes arrange the steps in order they should be.

Sampling Frame


Collection of background Information


Selection of Test Administrators and Test Administration
Reporting the Result



Codes

I II III I.


I. III III


II I IIII.


III II II.


37. Arrange in order in which the following appeared

TLC


M.P.F.L.


NAEP
LLL

Codes


I. III III


III II II.


II IIII. I


I I. III II


38. Arrange in order of sequence the methodology used for designing an effective training programme

Determining and sequencing training contents.


Operationalizing training process.


Setting training objectives.
Programme effectiveness

Codes


II I IIII.


III II II.


I II I. III


IIII III.


33. w 1-I w 1-II wR wi'm cn1mm " r

I r

II

w cn c'ni 3


m cn 3 mm i


it i 3 i' 3 .


3 'icn mc 1 ii 3

















34. w 1-I w 1-II wR wi'm cn1mm " r

I r

II

1953 i i1 vRqi m m cn tcnni


1977 w m m cn tcnni


1982 wi im cn mc cnw cn tcnni


1952 i i1 mc w i

















35. w 1-I w 1-II wR wi'm cn1mm " r

I r

II

mti t imti c wm i


imi3 i mnn si


mc ."w .".


wm i ii 'isi wcnmsii

















36. m mR cn1 wm i wi f wmi 3 cn i icn cni w msq'i w cn cnnii c cfwR cn1mm
vm
oiimim cn i1 "cnm cn i
i1m vwcncn 3Ri vw cn i1mu

miui cn w m cn i

y





I II III I.


I. III II I


II I IIII.


III IIII.


37. mi imcn v iiiti' cnnicn cc fwR cn1mm

i1 " w1


"i 1 "nn "


" " t 1
"" "
y




I. III II I


III IIII.


II IIII. I


I I. III II


38. vi c 1 vmmucn tcnnicn1 R i cn i i cn1 m c 1 imc'n 3 cnni cn c c fwR cn1mm

vm mu cn1 mc c w cn m tmi "c i 3 cnnmi cn i I


vmmu vmcnn m im cniI


vmmu m f cn iI

cn tcnnicn1 vic1 I

y





II I IIII.


III IIII.


I II I. III


III I III.


39. As per stated objectives of 'Sakshar Bharat' arrange these as has been listed in the Government of India document

Female Literacy


Skill Training


Learning Environment
Beyond Literacy


Codes


III IIII.


I. III III


I I. II III


II III I IV
40. Arrange the following in order of the University Departments of Adult, Continuing Education Extension

Field outreach


Continuing Education


Extension
Teaching of degree programmes

Codes


II IIIII.


III IIII.


I III II I.


I. III III


41. Arrange the communication process in order of best sequence

Sending message


Coding


Receiving
Decoding

Codes


II I IIII.


I III II I.


I II III I.


I. III III



42. The schemes for the universalization of elementary education have been introduced by Government of India. Arrange them in order in which they appeared

District Primary Education Programme


Social Education


Non-Formal Education
Sarva Shiksha Abhiyan
Codesy



I III II I.


II IIIII.


I. III III


II I IIII.



43. Developing a Training Programme should be viewed as a curriculum development process. Arrange the phases of process in order.

Pre-Planning


Recycling


Planning
Implementation


Codes


IIII III.


I. IIII II


IIII. III


I III I. II


44. Arrange the roles and Tasks of grassroot level functionaries engaged in literacy work in order to

carry out evaluation


mobilise community support


impart functional literacy skills
create favourable environment

Codes


I. II IIII


III. IIII


III IIII.


II IIIII.



39. 'wm i ii cn mmw
vcn i i iw icn i v 1i mcn m tRi, 3w i cnnii c c fwR cni:

imti wm i


cnR vm mu


3 cnc ciu
wm i i

y



III IIII.


I. III III


I I. II III


II III I IV

40. mi imcn cn mc cmc vRqi, w "c i mc w i mci mc'n cnniiccfwR cn1mm
1 ti
w mm
mc w i

msim v1 cn tcnni cn 3

y




II IIIII.


III IIII.


I III II I.


I. III III



41. w i i vmcnn cn wc i3 cnnii c cfwR cn1mm

w i


cn'si i3 i cn i I


w v cniI

cn i c cn i(msicn'wsim) I

y




II I IIII.


I III II I.


I II III I.


I. III III


42. i i1 wicn i .ii3 ifiicn mm w c ti Rmicn1cn iu m cn t wcn1i cn1 m t ti I v iiiti' cnnii ti c cfwR cn1mm

mm v Rmicn mm cn tcnni


wi mmcn m m


mR i-3R m icn m m

w c t m m 3mi

y




I III II I.


II IIIII.


I. III III


II I IIII.


43. vmmu cntcnni R i cn i cn oi t
R i cn cn1 vmcnn wi. mti I vmcnn iu cn cnnii c cfwR cn1mm

c tc m


cnn1cn iu


m

mcnn c

y




IIII III.


I. IIII II


IIII. III


I III I. II


44. wm i cn t icn t i ui w i cntcnt3 cn1 imicn33Ri cn T cn cnni i c cfwR cni:

i icn cni I


wi i cn1 wti mi I


cnticn wm i cnR vi cn iI

3cn c ciuw mm cn iI

y




I. II IIII


III. IIII


III IIII.


II IIIII.



45. Arrange in order of steps, the method of conducting 'Social Survey'

Data gathering


Data analysis and Tabulation


Data Processing
Report Writing
Codesy



I. III III


II IIIII.


I III II I.


III III. I



Read the passage below and answer the questions (Q. 46 50) that follow based on your understanding of the passage
Paulo Freire's theory of human knowing and consciousness was based on the belief that "the human person is unfinished and always in the process of becoming." According to him thinking and knowing are dependent upon history, culture and social reality that shapes our ideas and thinking. Knowledge is therefore, the process through which individuals become aware of objective reality and their own knowledge of reality. Freire classified states of human and social consciousness into four states. The first state is intransitive state in which individuals are pre-occupied with basic elementary needs and cannot comprehend the forces that have shaped their lives. The second level is called semi-intransitivity or magical consciousness. In this state individuals experience excessive emotional dependency and internalize negative values that the dominant culture ascribes to them. The third level of consciousness according to Freire is naïve
transitiveness. It is transitive because people begin to experience reality as a problem. Though individuals operating at this level are emerging from the culture of silence and begin to apply pressure on dominant groups but still are susceptible to populist manipulation. The fourth and highest level of consciousness is what Freire called critical consciousness. At this stage individuals have developed self-confidence and receptivity. Individuals begin to have a radical denunciation of the dehumanizing structures in the society and engage in rational critique of ideology. It is important to state critical consciousness is brought about not through intellectual efforts but through reflective activity, that is, authentic union of action and reflection.
46. Paulo Freire's theory is focussed on

Culture of Silence


Dominant Groups


Knowledge Society


States of Consciousness


47. Freire has classified states of human and social consciousness into

Two levels


Three levels


Four levels


Many levels


48. According to Paulo Freire thinking and knowing are dependent on

Culture


Culture and social reality


Social reality


History, culture and social reality


49. Critical consciousness is brought through

Intellectual efforts


Self confidence and receptivity


Reflective activity


Social consciousness


50. The process through which individuals become aware of objective reality is called

Learning


Reflection


Knowledge


All three above



45. wi mmcn wcmucn i w cnnicn c cfwR cn1mm

3cnsqi "cnm cni I


3cnsqi cn mc u "c i w iu1 I


3cnsq' wiwm cn i I

vmc m I

y




I. III III


II IIIII.


I III II I.


III III. I



mimm iiucn qicn i .w i 3 mi v
..

50

cn i 3 1 wi.c'n 3 i i i1mm
i c1 R "c i w wif n'vn cn mw i w iu i 3 mitRi mcn "ic3 i ti'tRi 3R i c tii' cnniw mccnmw cn1 vmcnn i tRi I" .wc'n 3w w 3R i R mtiw, w iwcnm 3Ri wi mmcn cwmccn i 3m ti m mcn tii mc i3R i w cn 3cn i ti I
w m R "cn vmcnn tRi mmwc'n m m i c f c w icn cwmccn 3Ri cw mc cn i 3 R w mm cn m ti I i c1 3Ri wi mmcn cn1 3c wR3 cn i cm T i c mcn mcn tRi I ti 1 3cwR iifwm ic (3cnitcn) 3c wRtRi, mmwicf ii vifiicn 3c cn 3c'n wRti1 1 iti ti 3Ri
f cn tim wi. ti, m mcn m 1c cn m qi1 ti I iwiw i 3ti-iifwmc i1 mit cnti tRi I w3cwR cf 3 m cn ic icn im 3ic cn i ti 3R i
cniicn i cn3ii1cn iucn i ti m mcn vic 1 w iwcnm i 3 1 tRi I 3w i cn 1w iw i wi iimwm ic 'wtRi I ti iimwm ic(wcnitcn) tRi, mcn cwmc cn cn wiw i3ic cn i m m ti I
m ww i i m cf iRwiwcnm ii ti 3Ri vi c 1 witi i i ccn v cn i m ti, i 3i1 i1 m ci1 m vm3m wic ti I cn RR3R i i w i c tRi mmw nv'n cnn f cn cnti ti I
w 3cwR c f 3i-mc cw 3R i mvtiu1 mccnmw cni ti I cf wi mi 3i c1cn iuc'n i cn1 mv iwt cn i m ti 3R i mc iicn1 mcc'cnut 3 cn i m ti I
ti 3c cn tRi mcn cnn f cn wi Rmicn vwc'n m m i tim 3 1 tRi, fcn ti mc i 1 mcnn 3R t mcnn 3Ri mti m RRt w fii mm i 3 1 tRi I
46. cnmw i mimm i c'nf i tRi:

iR wiwcnm


vi c 1 witi


R 1 wi m


cn1 3c wR "


47. nv'n i c 1 "c i wi mm cn cn mcn wiicmcn mcn tRi?

wi 1w i


i w i cnt w i


48. 3w w 3Ri R mimm i 3m tRi:

w iwcnm


w iwcnm 3Ri wi mmcn cw mccn


wi mmcn cw mccn


mtiw, wiwcnm 3R i wi mmcn c w mccn


49. cnnf cn wi mimm mm i 3 1 tRi:

Rmicn v w


3i-mc cw "c i mvtiu 1


mc i 1mcnn


wi mmcn


50. cf mm vmcnn3 mm i cw icn c wmccn vm mm cn m ti, c cnti 1 ti

3 m ti m


R t1



Space For Rough Work