UGC NET Questions (Paper – 1)

The digital divide highlights unequal access to devices, connectivity and digital skills, which can lead to broader social and economic inequalities. It is a major concern for policy makers seeking inclusive development. The phrase captures both physical access and the ability to use ICT effectively. Therefore, the gap described is known as the digital divide.

Option A:
Option A, digital bridge, would imply a mechanism to connect groups rather than the gap itself.

Option B:
Option B is correct because digital divide is the widely used term in ICT and development studies for describing disparities in access to technology.

Option C:
Option C, digital inclusion, refers to efforts and policies aimed at closing the divide rather than the inequality itself.

Option D:
Option D, digital surplus, would indicate an excess of digital resources, which is unrelated to inequitable access.

The digital divide highlights disparities in access to devices, connectivity and digital skills across social groups or regions. These differences can reinforce existing inequalities in education, employment and civic participation. Policymakers emphasise closing the digital divide as part of inclusive development strategies. Therefore, the inequality described in the stem is termed the digital divide.

Option A:
Option A is correct because the phrase digital divide is widely used in ICT and social policy discourse to describe unequal access and use, distinguishing information-rich and information-poor groups.

Option B:
Option B, euphoria gap, is not a recognised concept in ICT studies and does not capture structural disparities in access.

Option C:
Option C, software loop, suggests a programming construct rather than a social phenomenon.

Option D:
Option D, bandwidth ring, could refer to a network topology or capacity but does not describe the broader socio-economic gap mentioned in the question.

Cultural sensitivity involves awareness of and respect for diverse cultural perspectives,values and practices in communication. By deliberately including examples from different cultural backgrounds,the teacher ensures that no group feels ignored or stereotyped. This behaviour is a clear expression of cultural sensitivity.

Option A:
Mechanical aspects of communication focus on channels or devices rather than cultural implications and cannot capture the concern for bias mentioned here.

Option B:
Psychological sensitivity would emphasise individual emotions and personality traits,not shared cultural backgrounds.

Option C:
Semantic sensitivity relates to precise use of word meanings but does not necessarily address representation of various cultures in examples.

Option D:
Culturally sensitive communication recognises that meanings of symbols,stories and norms vary across communities. Adapting teaching materials accordingly helps create an inclusive classroom climate and reduces ethnocentrism,which aligns with this option.

A gender perspective examines how environmental issues affect women,men and other gender groups differently and seeks to address inequalities. Using gender disaggregated indicators is a direct application of this perspective. The stem mentions such data use,so “gender” perspective is the correct term. Therefore Option A is appropriate.

Option A:
Gender analysis improves the effectiveness and fairness of environment projects by ensuring that benefits and burdens are not skewed. This aligns directly with the intention described in the question.

Option B:
A purely technical perspective may focus on engineering or biophysical aspects without considering social differences. It would miss the gender dimension identified in the stem.

Option C:
A market only perspective gives priority to prices and profits and may overlook equity concerns,including gender inequalities. Thus Option C does not match the question.

Option D:
Military perspectives relate to security strategy and defence,which are not the focus when integrating gender indicators into environmental planning,so Option D is incorrect.