UGC NET Questions (Paper – 1)

Statements A, B, D, E and F correctly describe standard conditional argument forms, whereas C is false. Modus ponens and modus tollens are canonical valid patterns used widely in logical reasoning. Affirming the consequent and denying the antecedent match the invalid forms described and are classified as formal fallacies. Recognising these contrasts is exactly what many UGC NET items on conditionals are testing. Option A therefore includes all and only the correct statements.

Option A:
Option A is correct because it collects the two valid forms, identifies the two formal fallacies and notes their exam relevance while excluding the mistaken claim in C. It captures how conditional reasoning is structured in formal logic. By omitting C, it avoids treating the invalid pattern affirming the consequent as valid. Thus this option aligns perfectly with textbook accounts of conditional argument forms.

Option B:
Option B is incorrect because it includes C, which wrongly calls affirming the consequent a valid argument form. Once q is known, we cannot simply infer p on that basis without additional information. Including this invalid form among correct ones means the combination cannot be accepted.

Option C:
Option C is wrong since it omits A and adds C, treating the invalid pattern as correct while losing the explicit description of modus ponens. This distorts the central distinction between valid and fallacious reasoning with conditionals. As a result, the option fails to represent the set of true statements.

Option D:
Option D is incorrect because it leaves out F, ignoring the practical point about how exam questions use these forms, and it still includes only a subset of the true statements. Without F, the role of these patterns in UGC NET reasoning is not fully reflected. Hence this option is incomplete.

To solve the inequality 2x − 5 > 7, we first add 5 to both sides, giving 2x > 12. Then we divide both sides by 2, which is positive, so the inequality direction remains the same, yielding x > 6. Thus, the solution set consists of all real numbers greater than 6, and this is the equivalent inequality in terms of x.

Option A:
Option A captures the full result of correctly isolating x. It incorporates both the addition and division steps and expresses the final constraint directly as x > 6.

Option B:
Option B, x > 5, would follow only if the inequality were 2x − 5 > 5, not 2x − 5 > 7. It represents a weaker condition than required.

Option C:
Option C, x > 4, ignores more of the numerical shift and significantly broadens the solution set beyond what the original inequality allows.

Option D:
Option D, x > 3, is even looser and does not align with the operations needed to isolate x in the given inequality.

Privatisation in higher education involves greater participation of private providers, growth of self-financing programmes and a shift of some costs from the state to students and families. This may include private universities, self-financed courses in public institutions and encouragement of philanthropic or corporate investment. The stem mentions self-financing institutions, cost sharing and private investment, which are hallmark features of privatisation policies. Thus, Option C is the correct answer.

Option A:
Privatisation is often justified on grounds of expanding capacity and reducing the fiscal burden on the state, but it can raise concerns about equity and quality. These debates are central to the theme of higher education policy reform and match the context of the question.

Option B:
Statism would imply increased state control and funding, which is the opposite of relying more on private actors and cost sharing. Hence, this option does not fit the description.

Option C:
Democratisation focuses on greater participation and representation in governance and decision-making, not specifically on funding patterns or ownership. While democratisation can accompany privatisation, it is conceptually distinct from the phenomena described in the stem.

Option D:
Reservation is an affirmative action policy designed to promote inclusion of marginalised groups. It relates to equity of access rather than the ownership and financing structure of institutions, so this option is not appropriate.

The number of permutations of n distinct objects taken r at a time is given by nPr = n!/(n−r)!. Here n = 5 and r = 3, so 5P3 = 5!/(5−3)! = 5!/2! = (5×4×3×2×1)/(2×1) = 5×4×3 = 60. Thus, there are 60 different ordered arrangements of 3 objects chosen from 5.

Option A:
A value of 10 corresponds to the combination 5C2 or 5C3, which counts unordered selections, not ordered arrangements. Since permutations consider order, 10 is too small and does not account for all possible orderings of 3 objects. Therefore, this option is incorrect.

Option B:
60 is correct because it counts each distinct ordering separately. For example, selecting A, B and C yields six permutations: ABC, ACB, BAC, BCA, CAB and CBA, and similar counts apply for other triplets. Multiplying the number of choices for each position, 5×4×3, naturally arrives at 60.

Option C:
A value of 20 does not match any standard permutation or combination formula for the given n and r. It likely arises from a miscalculation or misunderstanding of order versus selection. Hence, this option cannot be supported.

Option D:
120 equals 5!, which counts permutations of all 5 objects taken at a time, not just 3 out of 5. The question restricts us to arrangements of length 3, so 120 overcounts and is not correct here.

Statements A, B and C correctly describe major Indian ICT initiatives in higher education, while D is incorrect. SWAYAM and NPTEL widen access to quality online courses, and NDLI serves as a digital repository for diverse learning materials. These platforms are intended for broad use by students, teachers and self-learners, not exclusively for teachers. Hence, the combination A, B and C only is correct.

Option A:
Option A is incomplete because it includes A and B but leaves out C. Recognising NDLI is important in portraying the ecosystem of national digital resources, so excluding it gives an incomplete picture.

Option B:
Option B is incorrect because it lists B and C only and omits A. SWAYAM is a flagship MOOC initiative and must be included when discussing key national platforms. Without A, the answer underrepresents the scope of Indian digital initiatives.

Option C:
Option C is correct because it gathers all three true statements and excludes D, which wrongly limits access to teachers. It reflects the inclusive design of these initiatives meant to benefit a wide range of learners.

Option D:
Option D is incorrect because it combines A and C with D and implicitly accepts D as correct. Since students are central beneficiaries of these platforms, this option mischaracterises their intended audience.

Agroforestry systems integrate woody perennials with agricultural crops and sometimes livestock in spatial or temporal arrangements. This approach enhances biodiversity,improves soil fertility and provides multiple products for farmers. The stem defines exactly this combination of trees with crops or animals,making agroforestry the correct term.

Option A:
Monocropping means growing a single crop species on the same land year after year,often reducing biodiversity and resilience. It is the opposite of the diversified systems described in the question,so it is not appropriate here.

Option B:
Agroforestry can include practices like alley cropping,home gardens and silvopasture. These systems embody the integrated land use concept highlighted in the stem and show why Option B is the best match.

Option C:
Strip mining is a surface mining technique used to extract minerals and is unrelated to agricultural combinations of trees and crops. It generally leads to land degradation rather than ecological enhancement.

Option D:
Hydroponics is a method of growing plants without soil using nutrient solutions. Although innovative,it does not inherently involve trees or livestock on the same unit in the way agroforestry does.

Nyāya requires that a sound hetu meet three conditions: it must be present in the pakṣa (pakṣadharmatā), present in all sapakṣa where the sādhya is known to be present, and absent from all vipakṣa where the sādhya is known to be absent. Together these ensure relevance, positive support and lack of counter examples.

Option A:
Option A inverts the pattern by demanding absence in sapakṣa and presence in vipakṣa, which would make the hetu useless for proving the sādhya.

Option B:
Option B correctly states the trairūpya pattern: presence in pakṣa and sapakṣa, absence in vipakṣa.

Option C:
Option C starts by saying the hetu is absent in the pakṣa, which already violates pakṣadharmatā and makes it an asiddha hetu.

Option D:
Option D imposes an irrelevant restriction to scriptural examples and excludes empirical instances, which has nothing to do with the formal threefold requirement.

Teaching in the academic sense focuses on development of concepts,principles and higher-order thinking. It seeks to broaden understanding beyond routine performance of tasks. When the major aim is cognitive growth rather than mechanical skill alone,the activity is properly called teaching. Thus,this option fits the emphasis on understanding in the stem.

Option A:
Training usually stresses acquisition of specific skills and routines,often for job performance,with less emphasis on conceptual understanding or critical thinking. Because the question highlights higher mental abilities,training is not the best descriptor.

Option B:
Teaching seeks to integrate knowledge,reasoning and values so that learners can apply what they know in varied situations. This broader orientation goes beyond repetitive practice,making teaching the correct completion here.

Option C:
Drilling refers to repetitive practice of the same response until it becomes automatic,which can be part of training but does not capture the focus on understanding. Therefore,this option is too narrow for the described purpose.

Option D:
Conditioning emphasises behaviour change through reinforcement or association without necessarily involving conscious understanding. The stem clearly values comprehension,so conditioning does not match the intended meaning.