UGCNET Questions

A viruddha hetu is one whose accepted vyāpti actually leads to a conclusion contrary to what the reasoner wants to prove. Instead of supporting the intended sādhya, the middle term supports its negation. This makes the inference self defeating, because if the hetu is accepted, the conclusion must be the opposite of the stated thesis. Such a reason is deeply defective, as it undermines the very claim it is meant to justify.

Option A:
Option A characterises an asiddha hetu, where the middle term is not established in the pakṣa; this is a different kind of fallacy.

Option B:
Option B mentions over narrowness but does not capture the central feature of viruddha, namely reversing the intended conclusion.

Option C:
Option C correctly identifies that a viruddha hetu proves the contrary of the thesis on the basis of its own vyāpti, making the argument logically self destructive.

Option D:
Option D focuses only on the source of evidence; dependence on scripture is not, by itself, what defines viruddha in technical classifications of hetvābhāsa.

Phishing is a social engineering technique in which attackers disguise themselves as trustworthy entities in electronic communication. They often use emails or websites that closely resemble genuine ones to lure users into entering sensitive information. Such data can then be misused for identity theft or financial fraud. The scenario in this option captures the deceptive and fraudulent nature of phishing.

Option A:
This option correctly emphasises that the email appears legitimate but is actually fraudulent. The attacker’s goal is to obtain confidential data such as login credentials, bank details or OTPs. Recognising such attempts is an important ICT security awareness outcome for students and staff.

Option B:
Legitimately updating a password on the official portal is a recommended security practice, not an example of fraud. The user interacts with a genuine site and improves account protection. Hence, this behaviour is the opposite of phishing.

Option C:
Regular backups contribute to data availability and disaster recovery, not to social engineering attacks. They are a positive security measure undertaken by administrators. Therefore, this action is unrelated to phishing.

Option D:
Downloading open-source software from verified sources can be safe if checksums and signatures are verified. This behaviour shows cautious ICT use rather than falling for deceptive schemes. Thus, it is not an example of phishing.

Ethical research practice requires acknowledging the intellectual contributions of others, regardless of whether material is accessed in print or online. Digital tools can help track references, check similarity and manage citations, but they do not replace the researcher’s responsibility. Quoted material must be clearly indicated and kept within reasonable limits, with the main argument reflecting original analysis. This approach respects copyright, academic norms and the integrity of the scholarly record.

Option A:
This option correctly integrates the use of ICT tools with human judgement. Plagiarism software can highlight overlaps, but researchers must decide what constitutes fair use and paraphrase appropriately. Transparent citation allows others to verify claims and trace ideas.

Option B:
Copying without acknowledgement is plagiarism, even if the source is open access or freely available. Ethical norms focus on honesty about authorship, not on the cost or accessibility of resources.

Option C:
Intentionally altering digital images or data to fit a hypothesis is scientific misconduct. ICT tools make such manipulation easier, which increases the responsibility to document methods and preserve raw data.

Option D:
Simultaneous submission violates many journals’ policies and can waste editorial resources. ICT makes it easier to submit to multiple venues, so researchers must be careful to follow ethical guidelines on exclusivity.

ICT tools support distance and online education by connecting learners and teachers who are not co-located. Through learning management systems, video conferencing and digital libraries, students can participate in courses from their homes or remote centres. Resources become accessible regardless of physical distance, reducing barriers for those in rural or marginalised areas. Therefore, overcoming geographical separation through networked communication is a central advantage of ICT.

Option A:
Increasing travel contradicts the very reason for using online courses and virtual classrooms. ICT aims to reduce unnecessary movement while still supporting interaction.

Option B:
Banning remote communication would eliminate many forms of distance education and digital collaboration. Such a ban runs counter to the goals of expanding access and flexibility.

Option C:
Requiring universal physical presence ignores the possibilities of open and remote learning. While some activities need labs or studios, many theoretical courses can be delivered effectively using ICT.

Option D:
This option correctly captures the essence of “anytime, anywhere” learning, where Internet connectivity allows retrieval of content and participation in discussions independent of location.

A set of statements is inconsistent if they cannot all be true at the same time. Saying “Some teachers are strict” asserts the existence of at least one strict teacher. Saying “No teacher is strict” denies that any teacher is strict. These two claims cannot both be true together; if one is true, the other must be false. Hence, this pair is logically inconsistent.

Option A:
Option A’s two statements are compatible, because if all poets are imaginative, then certainly some poets are imaginative, so both can be true together.

Option B:
Option B directly pits an existential claim against a universal negative about the same property, creating a clear contradiction.

Option C:
Option C is consistent because if all birds can fly and penguins are birds, it follows that penguins can fly within that system, even if this conflicts with real world facts.

Option D:
Option D is also consistent, allowing for a mixed group of scientists, some honest and some not, which poses no logical problem.

Analogical reasoning draws a conclusion about one domain by comparing it to another domain that is better understood. In the brain–computer example, we use the known structure and function of computers as an analogy to reason about how the brain might work. The inference depends on perceived similarities rather than strict deductive necessity. This is a classic case of analogical reasoning used in science and philosophy.

Option A:
Option A explicitly sets up a comparison and then transfers insights from the analogue (computer) to the target (brain), which is the essence of argument by analogy.

Option B:
Option B is a deductive argument using class inclusion and does not rely on similarity between different domains.

Option C:
Option C is a standard conditional inference, “if p then q; p, so q,” which exemplifies deduction, not analogy.

Option D:
Option D simply states a definition without comparing it to anything else, so no analogical structure is present.

Domain names such as “jrfnet.com” are human-friendly labels, while IP addresses are numerical identifiers used by routers and hosts. The Domain Name System (DNS) maps each domain name to its corresponding IP address so that when users type the name, the network can route packets to the correct server.

Option A:
This option correctly explains that DNS translates readable domain names into numerical IP addresses. Users work with names, but machines rely on the mapped IP numbers for routing packets on the Internet.

Option B:
This statement is false because domain names and IP addresses have different formats and purposes. A domain like “jrfnet.com” is not the same string as its numeric address, and the two are not interchangeable.

Option C:
Domain names are specifically designed to identify online resources such as websites, mail servers and other services. They are not labels for offline printed books, so this option misunderstands their role.

Option D:
IP addresses are stored in devices and routing tables and are actively used in communication. They are not just written on paper, so claiming they exist only on paper is incorrect.

Cloud computing provides scalable computing resources over networks without requiring users to manage physical servers. In education, this often appears as web based learning systems and storage services that can be reached from any connected device. The scenario described shows both applications and data residing on remote infrastructure. This is a clear example of academic cloud use.

Option A:
This option correctly reflects the on demand, network based access characteristic of cloud computing. It implies central management, easier collaboration and reduced local maintenance, which are key motivations for universities to adopt cloud services.

Option B:
Storing all data on a personal pen drive is a local and fragile solution. It lacks redundancy, collaboration features and remote accessibility that cloud services offer.

Option C:
Typewriters and filing cabinets represent purely manual processes and do not use shared virtual resources. They are the opposite of cloud based systems.

Option D:
Writing only on chalkboards creates no digital trail and cannot be accessed remotely. It does not exhibit any properties of cloud computing.

Negation in propositional logic is often represented by the symbol ¬ placed before a proposition. It expresses the logical opposite of the statement’s truth value: if the original proposition is true, its negation is false, and vice versa. This operator is fundamental in constructing complex statements and in defining other connectives using truth tables.

Option A:
Option A, ¬, is the standard modern symbol for “not,” used widely in logic texts and formal reasoning. It unambiguously marks the negation of whatever proposition follows it.

Option B:
Option B, ∧, denotes conjunction and is used for “and,” not for negation.

Option C:
Option C, ∨, is the symbol for disjunction, corresponding to “or,” and has a different truth function.

Option D:
Option D, ↔, stands for biconditional, “if and only if,” which expresses equivalence rather than negation.

Green computing seeks to minimise the environmental impact of ICT through energy-efficient use, responsible procurement and safe disposal. Using power-saving features like sleep mode reduces electricity consumption, while certified e-waste recycling prevents toxic substances from entering the environment. Together, these actions contribute to sustainability without sacrificing functionality.

Option A:
Keeping devices powered on unnecessarily wastes energy and contributes to higher carbon emissions and electricity costs. It contradicts the goals of efficiency and conservation.

Option B:
Printing every document increases paper consumption and may lead to storage and disposal problems. Digital archiving and selective printing are more sustainable approaches.

Option C:
This option correctly combines energy management with environmentally sound end-of-life handling. It reflects an institutional commitment to both operational and ecological responsibility in ICT use.

Option D:
Rapidly discarding gadgets in regular waste streams increases e-waste and exposes workers and ecosystems to hazardous materials. It is the opposite of green computing.

Equal real roots occur when the discriminant of a quadratic equation is zero. For the equation 2x² − kx + 8 = 0, the discriminant is b² − 4ac, which becomes k² − 4(2)(8). Setting this equal to zero gives k² − 64 = 0. Solving, we get k² = 64 and hence k = ±8, but the given options only include 8 as a valid choice. Therefore, k = 8 satisfies the equal roots condition using the standard discriminant rule.

Option A:
Option A, 4√2, when squared gives 32, and substituting into the discriminant k² − 64 yields 32 − 64 = −32, which is negative. A negative discriminant would produce complex, not equal real, roots.

Option B:
Option B leads to k² = 64, so the discriminant becomes 64 − 64 = 0. This matches the precise condition for equal real roots in a quadratic and is consistent with the formula b² − 4ac = 0.

Option C:
Option C, 16, gives k² = 256 and a discriminant of 256 − 64 = 192, which is positive and corresponds to two distinct real roots rather than equal ones.

Option D:
Option D, 16√2, squares to 512, making the discriminant 512 − 64 = 448. This again yields unequal real roots, not the required equal roots.

NMEICT supports the creation of high quality digital learning materials, training of teachers and provision of broadband connectivity. Its aim is to democratise education by reaching learners in remote and disadvantaged regions. By emphasising access, equity and quality, the mission aligns with national policy goals. This option summarises that vision.

Option A:
This option correctly points to both infrastructure and content as focus areas. It recognises that ICT integration is not just about hardware but also about pedagogy and resource development. Such a holistic view is central to understanding the mission.

Option B:
Closing computer labs would reduce ICT access and contradict the mission’s purpose. NMEICT advocates more, not less, use of digital tools.

Option C:
Restricting resources to private companies would undermine public educational institutions and equity goals. NMEICT targets universities, colleges and students widely.

Option D:
Using ICT only for entertainment ignores its potential for academic transformation. NMEICT is explicitly about education, not just recreation.

In CAI, the computer delivers instructional material in a structured, programmed form. It can present explanations, ask questions, check responses and show hints or feedback immediately. This allows learners to work at their own pace and get individual practice that might be difficult in large classes. Thus, the computer functions mainly as an automated teaching and practice device, not as an administrator or builder.

Option A:
This option correctly identifies that CAI uses software to emulate some aspects of a tutor. It organises content into small frames, provides drill and practice and can adapt the sequence based on learner performance. The focus is on supporting learning activities rather than on institutional management.

Option B:
Admission policies and administrative decisions are made by human authorities, often with the help of management information systems. CAI is concerned with instructional delivery, not with macro-level governance.

Option C:
Construction of buildings is a civil engineering task and unrelated to the instructional role of computers. While ICT tools may help in design, CAI specifically refers to teaching applications.

Option D:
High-stakes examinations may use computers for delivery, but that is more closely related to computer-based testing than to CAI. CAI emphasises interactive learning modules, not mass examination administration without human oversight.

When partners invest for the same duration, their profit shares are proportional to their invested amounts. The ratio of A’s investment to B’s investment is 20,000 : 30,000, which simplifies to 2 : 3. The total ratio sum is 2 + 3 = 5 parts. Since the total profit is ₹25,000, each part equals 25,000 ÷ 5 = 5,000. B is entitled to 3 parts, so B’s share is 3 × 5,000 = ₹15,000.

Option A:
Option A, ₹10,000, represents 2 parts of 5,000 and would actually correspond to A’s share under the 2 : 3 ratio. Assigning it to B would reverse the intended proportions of investment.

Option B:
Option B, ₹12,000, does not fit an integer multiple of 5,000 and would imply a non-integer division in the underlying ratio. It is not compatible with the simple 2 : 3 relationship.

Option C:
Option C respects the proportional rule by matching B’s three parts in the 2 : 3 split. It ensures that A’s share is ₹10,000 and B’s share is ₹15,000, together adding up to the total profit of ₹25,000.

Option D:
Option D, ₹18,000, would leave only ₹7,000 for A, which would not maintain the 2 : 3 ratio. It distorts the relative contributions of the partners.

Every time users browse websites, send emails or post on social media, they generate logs, cookies and content that may be stored by various systems. Together, these traces form a digital footprint that can be analysed to infer behaviour, preferences or identity. Awareness of this concept helps learners behave responsibly and protect their privacy in ICT environments.

Option A:
This option correctly explains that a digital footprint is made up of data traces left by online and device-based activities. Understanding this helps users recognise that their actions may be recorded and encourages responsible, privacy-aware behaviour.

Option B:
This option describes literal physical footprints in a room and has nothing to do with stored data or online behaviour.

Option C:
This option confuses ownership of hardware with recorded online activity. A person may have a large digital footprint even when using shared devices or public computers.

Option D:
This option again focuses on physical marks unrelated to ICT systems. Chalk traces on a floor are not part of a user’s digital identity or history.