UGC NET Questions (Paper – 1)

Tutorials are designed for intensive engagement with content in smaller groups. A dialogic pattern encourages students to articulate their thinking, question assumptions and respond to peers while the teacher guides exploration through probing questions and feedback. This interactive mode supports higher-order learning and critical thinking.

Option A:
Option A keeps the lecture style with minimal participation, which underuses the potential of small-group settings for dialogue and personalised attention.

Option B:
Option B is correct because it emphasises joint exploration and discussion, matching the purpose of tutorials to deepen conceptual understanding rather than merely repeat lectures.

Option C:
Option C turns tutorials into solitary tasks, missing the benefits of immediate feedback and collaborative meaning-making.

Option D:
Option D, simply reading from the textbook, is a low-level strategy and does not leverage the opportunity for interactive clarification and debate.

A is correct because each element of the domain must be assigned exactly one image. B is true as many-one mappings allow different domain elements to share a common image. C correctly describes surjective functions where every codomain element is hit by at least one domain element, and D is correct that a mapping both one-one and onto is a bijection. E is false because that condition describes surjectivity; a function in general does not require every codomain element to have a pre-image. Hence A, B, C and D only are correct.

Option A:
Option A omits D and so fails to name bijection explicitly, even though the other statements are true. Because it does not list all correct statements, it is incomplete.

Option B:
Option B leaves out A and therefore does not include the basic definition of a function as a mapping with single-valued images. This omission makes the combination insufficient.

Option C:
Option C drops B and thus ignores the many-one possibility, which is an important non-injective behaviour, even though A, C and D are true. The set is therefore not fully representative.

Option D:
Option D is correct in collecting all accurate statements about functions, surjections and bijections, while excluding E, which confuses general functions with onto functions. It matches the functional concepts tested in NET.

Statements A, B and C correctly present the need to align evaluation with objectives and to assess higher-order thinking when such objectives are set. E is also true because alignment clarifies expectations and guides learner preparation. D is false since assessing only recall for higher-order objectives provides a misleading picture of learning. Thus, A, B, C and E only is the correct combination of statements.

Option A:
Option A includes A, B, C and E, giving a complete description of why alignment is essential for valid evaluation and meaningful interpretation of achievement. It correctly excludes D, which tolerates clear misalignment. Hence this option is correct.

Option B:
Option B lists A, B and C but omits E, failing to mention the role of alignment in helping learners prepare effectively. Because E is also true, A, B and C only is incomplete.

Option C:
Option C contains B, C and E but leaves out A, which explicitly states that evaluation should be aligned with objectives. Without this core statement, B, C and E only cannot be accepted.

Option D:
Option D groups A, C, D and E while incorrectly including D, which allows recall-only tests for higher-order objectives. This contradicts principles of constructive alignment, so A, C, D and E only is not valid.

Viruddha hetu is one whose presence implies the negation of the sadhya rather than its affirmation. Instead of supporting the intended conclusion, it logically entails the contrary. Using such a reason undermines the very claim one seeks to establish. Therefore the fallacy described in the stem is viruddha hetvabhasa.

Option A:
Option A is correct because viruddha means “opposed” and aptly labels a reason opposed to the conclusion it is supposed to prove. It highlights a deep inconsistency in the argument.

Option B:
Option B, savyabhicara, denotes a reason that is irregularly related to the sadhya and does not consistently support it, which is different from actively proving the opposite.

Option C:
Option C, asiddha, targets cases where the reason is not established in the paksha and may be non-existent or doubtful there.

Option D:
Option D, satpratipaksha, concerns reasons that are counterbalanced by equally strong reasons for the opposite conclusion, not a single reason that itself implies the contrary.

Statements A, B and C accurately distinguish inference for oneself from inference for others and describe the role of vyāpti illustration. E is also true, since UGC NET includes questions on these modes. D is false because Nyaya clearly accepts svārthānumāna as genuine internal inference. F is false because the canonical parārthānumāna has five members, not merely three. Therefore A, B, C and E only is the correct combination.

Option A:
Option A is incomplete as it omits E, failing to mention that exams explicitly test this distinction. While A, B and C are true, they do not cover the full scope of the question.

Option B:
Option B is incorrect because it adds D, which misrepresents Nyaya’s position on svārthānumāna as if it were denied. This contradicts the standard account and makes the combination false.

Option C:
Option C is wrong since it includes F, which claims that parārthānumāna always has exactly three members, and it omits A, losing the definition of svārthānumāna. This mix of omission and error prevents the option from being correct.

Option D:
Option D is correct because it gathers all the true statements and excludes the two false claims about Nyaya’s denial of internal inference and the three-member limitation. It matches the syllabus level treatment of Indian inference.

The National Council for Teacher Education is the statutory body responsible for regulating teacher education programmes in India. Any institution wishing to start a B.Ed course must obtain recognition from NCTE to ensure that prescribed norms regarding curriculum, infrastructure, and faculty are met. The stem refers exactly to recognition needed for starting a B.Ed programme, for which NCTE is the competent authority. Therefore, Option A is correct.

Option A:
NCTE issues regulations specifying minimum standards and periodically publishes lists of recognised teacher education institutions. This ensures that teacher preparation meets quality benchmarks necessary for school education systems. These functions align precisely with the situation described in the question.

Option B:
The University Grants Commission oversees universities in general but does not directly grant recognition for individual B.Ed programmes, which is a specialised teacher education domain. Hence, Option B does not adequately answer the stem.

Option C:
AICTE regulates technical and management education and has no mandate over teacher education programmes such as B.Ed. Therefore, Option C is clearly inappropriate in this context.

Option D:
The National Testing Agency conducts entrance examinations but does not regulate or recognise degree programmes. It is unrelated to the recognition of B.Ed courses, making Option D incorrect.

NEP 2020 encourages HEIs to cultivate a culture of participation and responsiveness. It suggests including students appropriately in committees and using structured feedback on courses and services. This helps align institutional decisions with learners’ needs and enhances accountability.

Option A:
Excluding students entirely from governance discussions ignores the policy’s emphasis on responsiveness to learner experience, so this option is incorrect.

Option B:
This option explains that students should have a formal voice in governance while still recognising the roles of faculty and administrators. It reflects NEP’s call for feedback rich, participatory environments, so it is correct.

Option C:
Handing full control to student unions alone is not proposed and would upset necessary balance with academic and administrative leadership.

Option D:
Relying only on informal gossip for student views lacks reliability and structure. NEP expects formal mechanisms for feedback and representation, so this option is inaccurate.

In hexadecimal, 9 corresponds to 1001₂ and C corresponds to 1100₂. Combining these 4-bit groups yields 1001 1100₂. Therefore, the binary equivalent of 9C₁₆ is 10011100₂.

Option A:
Option A, 10011010₂, would correspond to hex 9A₁₆, not 9C₁₆, because the last four bits represent 1010₂.

Option B:
Option B, 10010110₂, maps to hex 96₁₆, as the last group 0110₂ equals 6. It does not match C, which is 1100₂.

Option C:
Option C, 10011000₂, corresponds to hex 98₁₆, where the last group 1000₂ equals 8. This again differs from C.

Option D:
Option D is correct because 1001₂ for 9 and 1100₂ for C concatenate to 10011100₂. This is the standard grouping method for hex to binary conversion.

The map scale 4 cm : 10 km means 1 cm represents 10/4 = 2.5 km. If the towns are 7.5 cm apart on the map, the actual distance is 7.5 × 2.5 km. Multiplying gives 18.75 km, so the real distance between the two towns is 18.75 kilometres.

Option A:
Option A is correct because it applies the direct proportion between map distance and real distance consistently. Converting 4 cm to 10 km first and then scaling linearly to 7.5 cm uses a single constant factor of 2.5 km per centimetre, yielding 18.75 km.

Option B:
Option B, 16.5 km, would correspond to using an incorrect scale factor or rounding at an intermediate stage. If 7.5 cm represented 16.5 km, the implied scale would not match 4 cm : 10 km, and the two ratios would conflict. Hence 16.5 km is not accurate.

Option C:
Option C, 20 km, might be guessed by assuming that 8 cm represent 20 km and then approximating 7.5 cm as 8 cm, but such estimation ignores the exact proportional relationship. When we calculate precisely using 2.5 km per centimetre, 20 km is too large.

Option D:
Option D, 22.5 km, would correspond to treating 3 cm as 10 km or some other incorrect mapping. It implies a scale factor different from 2.5 km per centimetre and cannot be derived from 4 cm : 10 km. Therefore, 22.5 km is not consistent with the given scale.

Basic research, also called fundamental or pure research, seeks to extend theoretical understanding and generate new concepts or principles. It is driven by curiosity about underlying mechanisms and relationships rather than by a specific practical problem. Although its findings may later have applications, that is not its primary goal. Because the stem highlights developing or refining theory without immediate practical concern, basic research is the correct term.

Option A:
Basic research often takes place in controlled or simplified settings that allow precise testing of theories. It lays the groundwork on which applied and evaluative studies can build, making it central to the progress of science. This theoretical orientation fits the description in the stem very well.

Option B:
Applied research focuses on solving concrete, practical problems and informing decisions in real-world contexts. While it may use theories generated by basic research, its main orientation is towards application, not theory building. Hence, applied research is not the appropriate completion here.

Option C:
Action research is conducted by practitioners to improve their own practice through cycles of planning, acting, observing and reflecting. It is heavily practice-oriented and context-specific, differing from the more abstract, theory-focused orientation of basic research described in the stem.

Option D:
Evaluative research assesses the effectiveness or impact of programmes, policies or interventions, aiming to provide judgments or recommendations. It is strongly application-oriented and therefore does not match the definition of basic research given in the question.

Organisational barriers are linked to the structure and rules of an institution. When messages pass through many levels of hierarchy,they may be delayed,distorted or filtered. The stem describes exactly this situation,so the barrier is organisational.

Option A:
Semantic barriers occur when the meaning of words is unclear,which is different from distortion caused by multiple levels of authority.

Option B:
Physical barriers involve distance or environmental obstacles,not the number of hierarchical layers.

Option C:
Psychological barriers are internal to individuals,such as fear or prejudice,and do not directly explain the structural delay described.

Option D:
Organisational barriers remind administrators that excessive hierarchy can reduce communication efficiency,making option D correct.

Statements A, B, C, E and F are correct, while D is false. A states the three-term rule, and B correctly links negative premises to a negative conclusion. C expresses the rule that two particular premises yield no valid conclusion, and E notes the prohibition on illicitly distributing a term in the conclusion. Venn diagrams are indeed useful in UGC NET to visualise these constraints. D is wrong because many valid moods, such as Barbara, have two universal premises and a valid universal conclusion. Therefore A, B, C, E and F only is the correct combination.

Option A:
Option A is incomplete because it omits E and F, ignoring both the rule about illicit distribution and the exam technique for testing syllogisms. While A, B and C are correct, leaving out these two elements makes the account less complete. Hence A, B and C only cannot be accepted.

Option B:
Option B is also incomplete, since it includes E but omits F, failing to mention the practical Venn diagram method. Although A, B, C and E are true, they do not fully address how validity is tested in UGC NET contexts. Therefore A, B, C and E only is not the best answer.

Option C:
Option C is wrong because it omits A and includes only B, C, E and F. Without A, the crucial three-term rule is not mentioned, which is essential for understanding many fallacies. This omission prevents the option from reflecting all the true statements given.

Option D:
Option D is correct because it gathers A, B, C, E and F, giving a comprehensive summary of structural rules and testing methods, while excluding D, which incorrectly claims that universal premises cannot yield a valid conclusion. This option therefore matches established syllogistic theory.

In implementing the Kunming–Montreal Framework, parties have converged on the need to mobilise about USD 200 billion annually for biodiversity by 2030. A part of this is to come from international flows to developing countries, with commitments to scale support from roughly USD 20 billion a year by 2025 to around USD 30 billion by 2030. This level of finance is considered necessary to meet targets such as the “30×30” goal and restoration of degraded ecosystems. The figure also reflects efforts to integrate biodiversity into broader public and private financial systems. (AP News)

Option A:
This amount is too low and does not reflect the scale of ambition in the current biodiversity finance discussions. It understates what is considered necessary for implementing global targets, especially in developing countries.

Option B:
This option exaggerates the focus on high-income countries as recipients and misstates the scale of funding. In reality, a substantial share of new resources is intended for developing countries where biodiversity is richest and capacity gaps are larger.

Option C:
Linking a figure of USD 100 billion solely to climate projects confuses biodiversity finance with climate finance under the UNFCCC. Although there are overlaps, the Kunming–Montreal Framework requires dedicated biodiversity resources, not just climate-labelled funding.

Option D:
This option is correct because it matches the order of magnitude and structure of the finance package discussed in recent COP16-related negotiations. It notes both the overall annual target (around USD 200 billion) and the specific rising commitments to developing countries, which are central for equity.

University teaching aims to move students from rote learning to higher-order thinking. The main objective is to develop independent and critical thinkers who can analyse, evaluate and create ideas. Option B expresses this broader academic goal.

Option A:
Option A stresses memorization, which is a lower-level outcome. Some memory is necessary, but higher education cannot be reduced to cramming facts for exams.

Option B:
Option B emphasizes critical and independent thinking, encouraging learners to question, reason and form their own conclusions. This is central to the mission of higher education.

Option C:
Option C discourages students from questioning the teacher. This goes against the spirit of inquiry, debate and academic freedom expected at universities.

Option D:
Option D makes success in terms of pass percentage the main goal. Examination results are only indicators; they do not guarantee deep understanding or genuine learning.

Statements A, B and C correctly describe what databases and DBMSs do in ICT systems. They highlight that databases store structured data, DBMSs manage and control access to it and relational models use tables with rows and columns. Statement D is clearly false because a DBMS is software, not a hardware cupboard for printed documents. Thus the combination A, B and C only is correct.

Option A:
Option A is incorrect because it includes only A and B and omits C. While A and B are true, statement C is also correct in describing relational storage structures. Leaving out C means the option does not capture all the valid statements.

Option B:
Option B is incorrect because it groups A, B and D as correct, thereby accepting D. Statement D completely misrepresents a DBMS, so any combination that treats it as true is invalid.

Option C:
Option C is incorrect because it lists B and C only and leaves out A. Statement A is fundamental in defining a database as an organised collection of data. Excluding this definition makes the combination incomplete.

Option D:
Option D is correct because it selects A, B and C, all of which align with standard database concepts. It correctly excludes D, which confuses software with physical storage and printed documents.