UGC NET Questions (Paper – 1)

Statements A, B and C give Nyaya’s threefold division of causes with examples, and E is true about exam usage. D is false because Nyaya allows multiple kinds of causes to be involved in one effect. Thus A, B, C and E only is correct.

Option A:
Option A is incomplete because it omits E.

Option B:
Option B is correct because it includes all true statements and excludes D.

Option C:
Option C is incorrect because it omits A (full classification).

Option D:
Option D is incorrect because it omits B (samavāyi example), making it incomplete.

Inductive generalisation infers a probable conclusion about a population based on evidence from a sample. A large random sample in which 85% have internet access supports the claim that most households in the population likely have access. However, it does not justify an exact percentage or absolute statements about all households. The word “probably” reflects the probabilistic nature of the inference correctly.

Option A:
Option A overstates the precision by claiming that the population must have exactly the same percentage as the sample, ignoring sampling error.

Option B:
Option B cautiously states that most households have access, which aligns with the sample finding while acknowledging some uncertainty.

Option C:
Option C falsely claims that no household lacks internet, which directly conflicts with the 15% of sampled households without access.

Option D:
Option D attributes a legal or regulatory requirement for access, which goes far beyond the descriptive data.

Vāda is upheld as the ideal debate form where both parties sincerely seek truth. They use accepted pramāṇas like perception and inference and avoid dishonest tactics. The emphasis is on justification rather than mere victory. Because of this, vāda is closely linked with philosophical inquiry and rational clarification.

Option A:
Option A describes jalpa, which prioritises winning over truth and may involve questionable strategies.

Option B:
Option B correctly describes vāda as a truth oriented discussion guided by recognised means of knowledge and fair reasoning.

Option C:
Option C corresponds more closely to vitaṇḍā, where one only tries to refute the opponent without defending a positive thesis.

Option D:
Option D restricts debate to scriptural authority, but vāda allows all recognised pramāṇas, not only scripture.

The term “Pro Planet People” is used in Mission LiFE documents to recognise those who actively practice sustainable lifestyles. It includes choices such as saving energy and water, reducing single-use plastics and preferring public transport or non-motorised mobility. By celebrating such people, the initiative aims to create social norms that favour low-impact living and make green behaviour aspirational. (missionlife-moefcc.nic.in)

Option A:
This option is incorrect because LiFE explicitly extends the idea of Pro Planet People beyond government officials to all sections of society. Restricting it to officials would undermine the mass-movement character of the initiative.

Option B:
This option correctly reflects that any individual or community can become Pro Planet People through deliberate environment-friendly habits. It highlights the behavioural basis of the concept rather than institutional position or wealth.

Option C:
Companies investing in renewables contribute to mitigation, but the phrase is not limited to corporate investors; it is meant for lifestyle choices across society.

Option D:
Calling all citizens Pro Planet People irrespective of their actions removes the behavioural meaning of the term and weakens the incentive to change habits.

NEP 2020 views CPD as a continuous process that helps teachers stay updated, improve their practice, feel professionally valued and progress in their careers.

Option A:
Option A is incorrect because one-time induction training cannot meet evolving curricular and pedagogical demands.

Option B:
Option B is correct as it highlights CPD as ongoing learning that supports teacher motivation, quality improvement and possible career advancement.

Option C:
Option C is wrong since experienced teachers also need CPD to keep pace with changes in knowledge, technology and pedagogy.

Option D:
Option D is incorrect because limiting CPD to administrative briefings ignores its core purpose of deepening professional competence and classroom practice.

The three commonly cited pillars of sustainable development are economic,social and environmental. The environmental dimension focuses on conserving ecosystems and natural resources for present and future generations. The stem mentions balancing economic growth,social inclusion and a third type of protection,which clearly refers to environmental protection. Therefore Option B correctly completes the statement.

Option A:
Technological factors support sustainability but are not the standard “third pillar” alongside economic and social in this framework.

Option B:
Environmental protection is the established third pillar with economic and social dimensions,matching the stem’s wording.

Option C:
Military is not considered a pillar of sustainable development and does not fit the concept described.

Option D:
Purely political issues are important (governance) but the classic three-pillar framing is economic,social and environmental.

Population refers to the complete set of individuals, objects or events that possess certain specified characteristics and about which the researcher intends to draw conclusions. In many research texts, the word “universe” is used interchangeably with population to denote this full group. It is from this population or universe that the sample is drawn. Because the stem asks for a synonym of universe in methodology, population is the correct answer.

Option A:
A sample is a subset of the population selected for actual observation or measurement. It is necessarily smaller than the universe and is used to estimate population characteristics. Since universe refers to the whole group rather than a subset, sample cannot complete the stem correctly.

Option B:
Population encompasses all units that meet the criteria established by the researcher, such as all teachers in a university or all households in a district. When researchers say “the universe of study,” they usually mean this same full collection. Thus, population is the appropriate concept that matches the term universe in the question.

Option C:
Parameter is a numerical characteristic of a population, such as the true mean or proportion, not the entire group itself. Although related, parameter describes a value about the population rather than serving as a synonym for the population. Therefore, parameter is not the right choice.

Option D:
Statistic is a numerical characteristic computed from sample data, such as the sample mean, used to estimate parameters. It does not denote the entire set of units being studied and so cannot serve as a synonym for universe in this context. Hence, statistic is not the suitable completion.

Dividing 2024 repeatedly by 8 yields remainders that form the octal digits 3, 7, 5 and 0, leading to 3750₈. Expanding 3750₈ as 3×8³ + 7×8² + 5×8¹ + 0×8⁰ equals 1536 + 448 + 40 + 0 = 2024. Hence 3750 is the correct octal representation of 2024.

Option A:
3750₈ corresponds exactly to 3×512 + 7×64 + 5×8 + 0 = 2024. This confirms it as the correct octal form of the given decimal number. Its digits reflect the sequence of remainders from the division process.

Option B:
3740₈ represents 3×512 + 7×64 + 4×8 + 0 = 1536 + 448 + 32 = 2016. Since 2016 is less than 2024, this option is not correct.

Option C:
3570₈ equals 3×512 + 5×64 + 7×8 + 0 = 1536 + 320 + 56 = 1912. This decimal value is far from 2024, so the digit pattern is not appropriate.

Option D:
3650₈ gives 3×512 + 6×64 + 5×8 + 0 = 1536 + 384 + 40 = 1960. As 1960 is below 2024, this cannot be the correct conversion.

Teaching aptitude combines both inherent tendencies and systematically developed skills required for effective teaching. It includes planning lessons, selecting methods and communicating ideas clearly. It also involves understanding learners, motivating them and evaluating their progress appropriately. Thus, teaching aptitude is about overall suitability and preparedness for the teaching profession.

Option A:
This option restricts aptitude to the ability to memorise content, which is only one small part of a teacher’s work. Knowing content is necessary but not sufficient for teaching aptitude. Without pedagogical skills, mere memory of facts will not lead to effective teaching.

Option B:
This option rightly emphasises both natural ability and acquired skills needed for effective teaching. It shows that aptitude is not only a matter of talent but also of training, reflection and practice. By referring to planning, organisation and delivery, it captures major components of successful teaching behaviour.

Option C:
This option reduces aptitude to administrative efficiency, which is again only a peripheral aspect. While paperwork is part of institutional responsibilities, teaching aptitude primarily concerns instructional and relational skills with learners.

Option D:
This option confuses aptitude with authoritarian behaviour. Constant punishment usually harms learners’ motivation and does not demonstrate sound professional suitability for teaching.

Statements A and B correctly indicate that microteaching is a simulated practice of specific skills with a clear cycle of planning, teaching, feedback and reteaching. Statement D is also true because microteaching deliberately narrows focus to one or a few skills for concentrated practice. Statement E is correct since feedback can be provided by peers, supervisors and through self-analysis of video or audio recordings. Statement C is false because micro-lessons are shorter, not longer, than regular classroom periods, and F is false because microteaching complements rather than replaces real classroom experience. Hence the correct set of statements is A, B, D and E only, making option A the right answer.

Option A:
Option A includes A, B, D and E, all of which accurately characterise microteaching as short, focused practice with multiple sources of feedback. It excludes C and F, which incorrectly suggest longer lessons and no need for real classroom practice. Since it contains only true statements, A, B, D and E only is the correct option.

Option B:
Option B adds C to A, B and D, but C misrepresents the typical length of microteaching sessions. Because micro-lessons are brief and sharply focused, including C leads to a contradiction. Therefore A, B, C and D only cannot be accepted as correct.

Option C:
Option C groups A, B, E and F and omits D, while F wrongly claims that real classroom practice is unnecessary. By treating F as correct and dropping D, this option fails to capture the essential nature of microteaching. Hence A, B, E and F only is not valid.

Option D:
Option D contains B, C, D, E and F and thus includes both C and F, which misrepresent duration and the need for real classroom experience. Even though B, D and E are true, the presence of two false statements makes the set unacceptable. Consequently B, C, D, E and F only is not the correct answer.

Option E lists A, D, E and F but accepts F as though microteaching alone suffices for teacher preparation. This contradicts the understanding that classroom teaching skills must also be practised with real learners. Thus A, D, E and F only cannot be considered correct.

Option F groups C, D, E and F, but C and F are both false whereas D and E are true. Omitting A and B makes the combination incomplete and incorrect. Therefore C, D, E and F only is not the right option.