UGC NET Questions (Paper – 1)

Statement C is the only wrong statement because Extended Producer Responsibility and deposit-return schemes are in fact widely used policy tools in plastic waste management. Statements A and B correctly describe the contribution of single-use plastics and microplastics to pollution and health risks. Statement D is also correct as behaviour change and alternatives are essential to reducing plastic usage. Thus, identifying C alone as wrong is the correct answer.

Option A:
Option A is correct because it isolates C as the incorrect statement and treats A, B and D as accurate. It reflects current policy practice where producer responsibility and deposit schemes are part of plastic waste strategies.

Option B:
Option B is incorrect since it labels both B and C as wrong. Statement B aligns with scientific concern about microplastics in food chains, so grouping it with C is not justified.

Option C:
Option C is incorrect because it includes A, C and D as wrong. A and D are true statements about pollution sources and strategies, so this combination misclassifies them.

Option D:
Option D is incorrect as it groups C and D together as wrong. While C is wrong, D is correct, and treating D as wrong would deny the importance of behavioural and lifestyle changes in tackling plastic pollution.

Teaching is commonly defined as a deliberate, purposeful activity through which a more experienced person facilitates desirable changes in the behaviour and understanding of learners. It is carried out in a structured context like a classroom and is guided by educational objectives. Teaching goes beyond mere practice; it includes planning, interaction and evaluation. Therefore, the description in the stem corresponds most accurately to teaching.

Option A:
Teaching involves organised activities such as planning lessons, presenting content, asking questions and providing feedback, all aimed at promoting meaningful changes in learners. It is intentional, goal-directed and value-laden. Because the stem highlights deliberate effort to bring about desirable behavioural change in a structured setting, teaching is the correct term.

Option B:
Training usually focuses on developing specific skills, often in vocational or job-related contexts, and may not encompass the wider aims of education such as intellectual and moral development. The stem refers to broader desirable changes in learner behaviour, not just skill training.

Option C:
Conditioning emphasises forming habits through stimulus–response associations, often without conscious understanding. While conditioning can occur in classrooms, it does not capture the full intentional, reflective nature of teaching.

Option D:
Drilling refers to repetitive practice of particular items such as tables or vocabulary. It is a technique used within teaching but cannot be equated with the overall deliberate, structured educational process described in the stem.

The campaign aims to make durable cloth bags easily accessible and affordable so that people do not rely on disposable plastic bags. By installing vending machines at public places, it reduces convenience barriers and normalises carrying reusable bags. This supports state and national efforts to curb single-use plastics and fosters a culture of reuse and waste prevention.

Option A:
This option correctly reflects the core objective of the initiative, which is to change everyday consumer behaviour away from plastic carry bags.

Option B:
This option is incorrect; the programme is explicitly against unnecessary plastic purchases.

Option C:
The campaign does not oppose waste segregation; reducing single-use plastics complements better waste management.

Option D:
While tourists may also use the bags, the initiative is primarily about habitual local shopping behaviour, not souvenirs.

The Meendum Manjappai campaign encourages citizens to shift from disposable plastic carry bags to durable cloth bags. By making cloth bags easily available at subsidised rates through vending machines, the initiative reduces both cost and convenience barriers. This supports state and national efforts to curb single-use plastics and fosters a culture of reuse. The campaign thus links local behavioural change with broader environmental regulations.

Option A:
This option correctly reflects the core objective of the campaign, which is to popularise reusable bags as an alternative to single-use plastics. It recognises the behavioural and accessibility aspects of the policy.

Option B:
This option is incorrect because the campaign does not discourage waste segregation; in fact, reducing single-use plastics can complement better waste management, including segregation and recycling.

Option C:
The vending machines dispense cloth bags, not plastic products. The idea is to replace plastics, not promote their sale.

Option D:
While tourists might also use the bags, the campaign is aimed at the general public’s daily shopping habits, not just decorative souvenirs. Focusing only on tourism would miss its main behavioural goal.

Mission LiFE is designed as a people-centric movement that nudges individuals and communities towards sustainable everyday choices. It emphasises reducing wasteful consumption of energy, water and materials, and encourages habits such as reuse, repair and sharing. By framing citizens as “Pro Planet People”, it links climate and environmental goals directly with development and well-being. (MyGov.in)

Option A:
This option correctly captures LiFE’s focus on lifestyle and behaviour change as a tool for climate action and sustainable development. It recognises that reducing wasteful consumption lowers environmental footprints without denying people a good quality of life.

Option B:
This option is incorrect because LiFE does not advocate expanding coal; instead, it seeks to reduce carbon-intensive consumption patterns that drive fossil fuel demand.

Option C:
Cash transfers are not the core instrument of LiFE; the initiative focuses on awareness, nudges and enabling green choices rather than general income support.

Option D:
Replacing environmental laws with voluntary corporate codes would weaken regulation, whereas LiFE is meant to complement, not substitute, formal environmental governance.

Teaching in the formal sense is an educational process because it is organised to promote learning and holistic development. The primary purpose is not treatment or repair,but systematic growth in knowledge,skills and attitudes. Educational processes follow clear aims,content and methods framed by curriculum and objectives. Therefore,describing planned behaviour change in learners as an educational process is most accurate.

Option A:
Educational process emphasises purposeful interaction between teacher,learner and content to achieve specified outcomes. It includes cognitive,affective and psychomotor development in a structured environment. Since the stem speaks of planned desirable changes in behaviour,this option directly matches that intention.

Option B:
Therapeutic process focuses on psychological healing or clinical treatment,typically handled by counsellors or therapists rather than classroom teachers. Although teaching can support well-being,its central aim is not therapy. Hence it does not fully capture the meaning of the stem.

Option C:
Random process would imply that changes in behaviour occur by chance without planning or objectives,which contradicts the notion of deliberate teaching. Teaching always involves some design of activities and materials,so this option is unsuitable.

Option D:
Mechanical process suggests rigid,machine-like operations without concern for meaning or growth. Effective teaching instead requires reflection,adaptation and human interaction,so calling it mechanical does not fit the description.

Statements A, B and D are correct because they highlight curriculum integration, experiential activities and community involvement, all of which are emphasised in environmental education policies. Statement C is incorrect since restricting learning to textbooks and exams undermines the attitudinal and behavioural goals of environmental education. Therefore, the combination A, B and D only is correct.

Option A:
Option A is incomplete as it includes only A and B and omits D. Without recognising the role of parents and communities, the answer leaves out an important avenue for reinforcing learning beyond school.

Option B:
Option B is correct because it includes all three accurate statements and excludes C, which misrepresents effective environmental education practice. It reflects the holistic, participatory and experiential approach expected at school level.

Option C:
Option C is incorrect since it accepts C along with B and D. Including C would endorse a narrow focus on textbooks and exams, contrary to the objectives of environmental education.

Option D:
Option D is incorrect because it groups A with C and D and treats C as correct. While A and D are valid, including C makes the overall combination inconsistent with accepted approaches.

Environmental education seeks to build a broad base of understanding about ecological processes and human impacts. It encourages positive attitudes and values towards nature and equips learners with practical skills to analyse issues, make informed decisions and take action. By empowering people at different levels of society, it supports the transition towards more sustainable patterns of living and governance.

Option A:
Option A is incorrect because mere memorisation of treaty names without context or critical engagement does not lead to meaningful environmental responsibility or action.

Option B:
Option B is correct as it integrates awareness, knowledge, attitudes and skills aimed at real problem solving and participation, which reflects widely accepted objectives of environmental education.

Option C:
Option C is incorrect since restricting education to a narrow group of professionals contradicts the principle that everyone affects and is affected by environmental conditions.

Option D:
Option D is incorrect because environmental education encourages critical thinking about development projects and their environmental consequences, not blind acceptance.

Educational objectives are framed to describe the kinds of changes that should occur in learners as a result of teaching. These changes include gains in knowledge, development of skills and formation of positive attitudes and values. The focus is on changes that are desirable from the standpoint of individual growth and social welfare. Hence, bringing about desirable behavioural changes is widely accepted as the fundamental objective of classroom teaching.

Option A:
Temporary excitement in the classroom may create a lively atmosphere but does not necessarily lead to meaningful or lasting learning. Excitement without clear objectives and structured experiences can remain superficial. Therefore, it cannot be considered the fundamental objective of teaching.

Option B:
Desirable behavioural changes capture the planned, purposeful and value-oriented nature of education. This option includes cognitive, affective and psychomotor growth that teaching seeks to promote. It directly reflects how educational objectives are defined in terms of observable and assessable learner outcomes.

Option C:
Examination anxiety is actually an undesirable emotional state that can hamper performance and well-being. Good teaching aims to reduce unnecessary anxiety by promoting confidence and preparedness. Hence, it cannot be regarded as an objective of teaching.

Option D:
Competition among classmates may sometimes stimulate effort but can also create stress and unhealthy comparisons. Formal education today emphasizes cooperation, inclusion and holistic development rather than mere competition. Therefore, competition is not the fundamental goal of classroom teaching.