UGC NET Questions (Paper – 1)

Statements A, B and C are correct because renewable energy use, efficiency improvements and recognition of fossil fuel lock-in are all central ideas in discussions of low-carbon transitions. Statement D is incorrect since sustainable energy policies usually promote diversification and resilience, not dependence on a single source. Therefore, the only option that includes all three true statements and excludes the false one is A, B and C only.

Option A:
Option A is incorrect because it lists only A and B, leaving out C which is also correct. Lock-in of fossil infrastructure is an important barrier to transitions recognised in energy studies, so ignoring it gives an incomplete picture of the challenges.

Option B:
Option B is correct because it includes all the true statements (A, B and C) and excludes D, which falsely claims sustainable energy policies discourage diversification. This option matches the accepted understanding of low-carbon transitions.

Option C:
Option C is incorrect since it groups C and D together and excludes A and B. Although C is correct, D is wrong because sustainable policies generally encourage a balanced energy mix. Selecting this combination misidentifies the overall set of correct statements.

Option D:
Option D is incorrect because it includes A, C and D but omits B. While A and C are true, D remains false, and excluding B ignores the key role of efficiency as the “first fuel”. A correct answer cannot contain D or leave out B.

Hearing is simply the physiological process of sound reception,whereas listening involves active attention and mental processing. The student in the stem not only hears but also takes notes and organises ideas,which are actions of effective listening. Therefore listening is the appropriate completion.

Option A:
Hearing may occur even when attention is low,but the behaviours described show high engagement,so hearing alone is insufficient.

Option B:
Listening is a crucial part of communication competence because it ensures accurate understanding of messages,making option C correct.

Option C:
Speaking is productive communication and is not the main activity here.

Option D:
Encoding describes message formulation by a sender,rather than reception by a student.

Statements A, B, C and E clarify major software licensing categories. Open-source offers access to source code, freeware is free to use but usually closed source, shareware involves trial with potential payment and “free” in free software is about freedoms rather than price. Statement D is false because proprietary licences typically restrict modification and redistribution, and F is false because no software model guarantees perfect security. Therefore A, B, C and E only are correct.

Option A:
Option A is correct because it includes all true statements while excluding misleading views about proprietary rights and absolute security. It accurately differentiates licensing models in a way that is relevant for ICT users in education.

Option B:
Option B is incomplete because it omits E and hence does not differentiate between “free” as in price and “free” as in freedom. Although A, B and C are correct, they do not fully explain the philosophy of free software.

Option C:
Option C is incorrect because it includes F, which overstates the security of open-source software. Even well-audited code can have bugs, so adding F makes the whole combination wrong.

Option D:
Option D is incorrect because it leaves out A and includes only B, C and E. Excluding A omits the central definition of open-source, and the set fails to contain all correct statements.

Statements A, B, C and D collectively describe the functioning of integrity offices. A is true because such offices investigate and process misconduct cases. B is true as integrity policies cover all academic actors. C is true since fairness requires proportionate penalties and clear procedures. D is true because training can prevent many inadvertent violations. E and F are false because integrity also covers theses and publications, and continuous education remains essential even where offices exist.

Option A:
Option A is incorrect because it omits D and therefore ignores the preventative role of training in promoting integrity.

Option B:
Option B is incorrect because it introduces E, which restricts integrity to examinations only, and omits D, so it underplays ethics education.

Option C:
Option C is incorrect because it includes only B, C and D and omits A, thus failing to mention that integrity offices directly handle cases.

Option D:
Option D is correct as it groups A, B, C and D, the four true statements on case handling, policy scope, penalties and training, while excluding E and F, which minimise the breadth and educational dimension of integrity.

Each term after the first is obtained by multiplying the previous term by 3 and adding 1. We have 1 × 3 + 1 = 4, 4 × 3 + 1 = 13, 13 × 3 + 1 = 40, 40 × 3 + 1 = 121 and 121 × 3 + 1 = 364. Applying the same rule to 364 gives 364 × 3 + 1 = 1092 + 1 = 1093. This keeps the recursion exact and transparent.

Option A:
Option A gives 1087, which cannot be expressed as 364 × 3 plus a constant of 1 and would force a different operation. This is not supported by previous steps in the series. Therefore, 1087 is not consistent with the rule.

Option B:
Option B offers 1089, which is 364 × 3, omitting the addition of 1 that has occurred at every step. This makes the pattern incomplete and inconsistent. Hence, 1089 cannot be accepted.

Option C:
Option C suggests 1091, which would correspond to adding −1 after multiplying and changes the sign of the constant term. This is not observed anywhere in the series. Thus, 1091 is not appropriate.

Option D:
Option D yields 1093, exactly equal to 364 × 3 + 1, and fully respects the recursive rule defining the sequence. The extended series remains governed by a single transformation. Therefore, 1093 is the correct next term.

Statements A, B, C and E are correct because they describe well-known movements, their focus on displacement and sustainability and the use of PIL to advance environmental justice. Statement D is incorrect, since many movements demand alternatives and better assessment rather than rejecting all development. Statement F is incorrect because activism has influenced policies, judicial decisions and institutional reforms. Therefore, the combination A, B, C and E only is correct.

Option A:
Option A is correct as it combines historical examples, rights-based concerns and legal strategies that characterise Indian environmental movements. It excludes extreme claims that movements oppose all development or lack policy influence.

Option B:
Option B is incorrect because it includes D, which overgeneralises the stance of movements and ignores their constructive proposals. Although A, B and E are true, the presence of D makes the option unacceptable.

Option C:
Option C is incorrect since it includes F, which denies the impact of activism on policy and law. While B, C and E are correct, the inclusion of F and exclusion of A weakens the description.

Option D:
Option D is incorrect as it keeps F and leaves out B. Excluding B omits a key example of dam-related mobilisation, while accepting F denies the record of activism shaping law and policy.

The question asks for wrong statements about governance and leadership in higher education. Statement A is wrong because effective governance requires not just charismatic leaders but also participatory structures and shared decision-making. Statement C is wrong since efficiency in governance depends on transparency and accountability mechanisms, not their absence. Statement D is also wrong because academic leadership must engage with key stakeholders, including students, faculty and the community, for meaningful institutional development, whereas statement B correctly defines strategic planning.

Option A:
Option A is incorrect because it groups A and D as the only wrong statements and ignores C. The claim in C that governance can be efficient without transparency or accountability is clearly wrong and must also be included among the incorrect statements.

Option B:
Option B is incorrect because it pairs B and C as wrong statements. Statement B is actually correct, as strategic planning involves setting long-term goals and aligning resources. Misclassifying B undermines the accurate understanding of planning processes.

Option C:
Option C is incorrect because it treats A, B and C as wrong statements. While A and C are wrong, B correctly explains strategic planning and should not be included among incorrect statements. Therefore this combination is inconsistent.

Option D:
Option D is correct because it selects A, C and D, the three statements that misrepresent requirements for effective governance and leadership. It leaves out B, which provides a valid description of strategic planning. Thus this option best aligns with principles of participatory, transparent and stakeholder-engaged governance in higher education.

Central universities are created by Acts of Parliament and are funded and maintained mainly by the Union government. They often serve as national-level institutions with wider catchment areas and specific mandates. The stem explicitly points to universities established and funded through Acts of Parliament by the Union government, which corresponds to central universities. Hence, Option D is correct.

Option A:
State universities are set up by state legislatures and funded primarily by state governments, so they do not fit the description of institutions created by Acts of Parliament and maintained by the Union government. Therefore, Option A is not appropriate.

Option B:
Private universities are usually established through state legislation but are funded and maintained by private sponsoring bodies, not directly by the Union government, so Option B is not correct here.

Option C:
Deemed-to-be universities gain their status through a notification by the central government under the UGC Act, not necessarily by specific Acts of Parliament. They can be publicly or privately managed, so Option C does not exactly match the type of university described in the stem.

Option D:
Central universities have a distinct legal basis in separate parliamentary Acts and receive direct budgetary support from the Union Ministry of Education. This grants them a specific national status and responsibilities that align perfectly with the conditions mentioned, confirming that this option is the correct answer.

Statements A, B, C and E align with standard guidelines on authorship and publication ethics. Authorship should be based on substantial intellectual contributions, gift authorship describes inappropriate inclusion without contribution, and the corresponding author manages communication with the journal. All authors share responsibility for the accuracy and integrity of the work. Statement D is false because authorship order is often expected to reflect contribution, conventions or agreements rather than arbitrary listing.

Option A:
Option A includes only A, B and C and omits E, thereby failing to mention the shared responsibility of all authors for the published work. This shared accountability is a key ethical principle, so the omission makes the option incomplete.

Option B:
Option B includes B, C and E but leaves out A, ignoring the basic rule that authorship must be tied to substantial contributions. Without A, the foundation for ethical authorship decisions is missing.

Option C:
Option C is correct because it gathers all four true statements and excludes D, which misrepresents authorship ordering practices. It reflects both who should be named as author and how shared responsibility and communication roles are understood in scholarly publishing.

Option D:
Option D contains A, C and E but omits B, so it does not explain what gift authorship is, even though it is a major ethical issue. This omission prevents the option from presenting a complete set of correct statements.

Statements A and C correctly characterise key aspects of private higher education. Statement A is true because private institutions must observe regulatory norms on quality, fees and admissions laid down by statutory bodies and governments. Statement C is also true since private providers have significantly added to the number of seats and institutions. Statement B is false because private institutions are not exempt from national frameworks and regulations. Statement D is false as transparency and accountability are expected from all institutions, including private ones. Therefore, A and C only are correct.

Option A:
Option A is correct because it combines the facts that private institutions are regulated and that they expanded system capacity, while excluding B and D, which incorrectly claim absence of obligations and irrelevance of accountability.

Option B:
Option B is incorrect because it adds B to the true statements, accepting the false idea that private institutions can ignore national frameworks, which contradicts regulatory practice.

Option C:
Option C is incorrect because it selects only C and omits A, thereby acknowledging expansion but ignoring the regulatory context that governs private providers.

Option D:
Option D is incorrect because it treats all four statements as correct, endorsing the mistaken view that regulation and accountability do not apply to private institutions.

Statements A, B and E state standard facts about central tendency. A is correct because mean can lie left or right of the median in skewed distributions or coincide in symmetric cases. B is correct for perfectly symmetric unimodal distributions such as the normal distribution. E is correct since the median position splits an ordered data set into two halves with equal counts. C is false because mean and median need not always be equal, and D is false because mode may be non-unique or even absent, so A, B and E only is the correct combination.

Option A:
Option A is correct since it includes all and only the true statements: A about relative positions of mean and median, B about equality in symmetric unimodal distributions and E about the median’s partition property. It excludes C and D, both of which overstate what must always happen.

Option B:
Option B is incorrect because it adds C, which wrongly claims that median always equals mean for any data set. Including C introduces a false universal statement about equality of mean and median.

Option C:
Option C is wrong as it includes C again, making the set A, B, C, E contain one false member. A correct combination must consist entirely of true statements, so this option cannot be chosen.

Option D:
Option D is incorrect because it includes D, which asserts that the mode must always be unique. In reality, a distribution may be bimodal, multimodal or have no mode, so adding D makes this option incorrect.

Green accounting attempts to integrate environmental factors into national income accounts. It recognises that GDP can rise while natural capital is depleted or environmental quality declines, giving a misleading picture of true wealth. By subtracting costs of pollution and resource depletion and adding the value of environmental services, green GDP provides a more realistic measure of sustainable economic performance. Thus, the main idea is to adjust income measures for environmental losses, as described in Option C.

Option A:
Option A is incorrect because simply calculating physical output volumes does not address environmental externalities. Green accounting is specifically concerned with valuing environmental gains and losses.

Option B:
Option B is incorrect as it suggests excluding environmental assets, which is the opposite of what green accounting advocates. Ignoring these assets perpetuates the shortcomings of conventional GDP.

Option C:
Option C is correct since it points to the need for incorporating the depreciation of natural capital alongside produced capital. This adjustment helps policymakers see whether growth is being achieved at the cost of long-term environmental health.

Option D:
Option D is incorrect because green accounting does not demand the abolition of all traditional measures. Instead, it complements and refines them by adding an environmental dimension.

The series lists prime numbers in ascending order: 2, 3, 5, 7, 11, 13 and 17. The next prime after 17 is 19. Therefore, 19 is the correct next term in the sequence.

Option A:
Option A is 18, which is composite because it has divisors 1, 2, 3, 6, 9 and 18. It does not fit into a list of primes. Hence, it cannot be chosen.

Option B:
Option B equals 19, a prime number that follows 17 in the natural order of primes. Extending the series to 2, 3, 5, 7, 11, 13, 17, 19 keeps the property of primality throughout. This makes 19 the appropriate continuation.

Option C:
Option C is 21, another composite number divisible by 3 and 7. As the sequence is restricted to primes, introducing 21 would break the rule. Therefore, it is not correct.

Option D:
Option D is 23, which is prime but does not come immediately after 17. Since 19 is the first prime after 17, skipping it would not match the natural prime progression. Thus, 23 is not the correct next term here.

Physical context refers to the tangible surroundings in which communication occurs,such as room size,lighting and furniture. These factors shape how easily participants can see,hear and interact. The elements mentioned in the stem all belong to this physical environment. Therefore,they form part of the physical context of communication.

Option A:
This option is correct because the arrangement of space and resources affects attention and participation. For example,a cramped room or poor lighting can hinder communication even if the message is clear.

Option B:
Semantic code relates to the system of meanings in language,not to seating or lighting.

Option C:
The channel is the medium that carries the message,such as sound waves or printed text,and is distinct from the broader environment.

Option D:
Feedback is the receiver's response and is not part of the physical setting itself.

NEP 2020 recognises that many children cannot attend regular schools for various reasons. It therefore recommends expanding and improving open schooling through NIOS and state open schools. These systems provide second-chance opportunities with flexible schedules and modes. Strengthening them is vital for universalisation.

Option A:
Abolishing open schooling would close important avenues for re-engagement in education.

Option B:
This option clearly states the supportive role NEP assigns to open schooling as a complement to regular schools.

Option C:
Limiting open schooling to foreign students ignores its primary purpose of serving Indian learners.

Option D:
Replacing all regular schools with open schooling is not suggested; both systems must coexist.