UGC NET Paper 1 Mock Test - 4 - UGC NET MCQ

The correct response is Both, A and R, are true and R is the correct explanation of A.

Key Points Meta-communication focuses on understanding the unspoken messages within communication, and nonverbal cues like tone, facial expressions, and posture play a crucial role in conveying these implicit meanings. Ignoring them can lead to misunderstandings and misinterpretations.

The assertion states that paying attention to nonverbal cues like tone of voice and body language is just as crucial as focusing on the literal meaning of the words spoken when engaging in meta-communication. This essentially means that effective communication goes beyond simply understanding the dictionary definition of the words being spoken.

Here's why:

• Nonverbal cues are a rich source of information
• They communicate emotional subtext
• They can significantly alter the meaning of words

Therefore, focusing solely on the literal meaning of words in meta-communication can lead to misinterpretations and missed opportunities to understand deeper intent and emotional undertones. Analyzing both the verbal and nonverbal cues provides a more holistic and accurate picture of the message being conveyed.

The reason provided supports the assertion by further explaining why analyzing nonverbal cues is vital. It states that nonverbal cues often convey emotional subtext and hidden messages that can significantly alter the intended meaning of the spoken word.

This further elaborates on the assertion by highlighting the specific function of nonverbal cues in revealing unspoken emotions and hidden messages. These hidden messages can significantly alter the meaning of the spoken word, potentially leading to misunderstandings if not properly interpreted.

Therefore, the reason provides a clear explanation for why addressing nonverbal cues is crucial in meta-communication and reinforces the importance of going beyond the literal meaning of words.

Additional Information

Meta-communication, in essence, is communication about communication. It refers to the subtle cues and underlying messages that go beyond the literal meaning of the words spoken. It's like a hidden layer of communication that provides context, clarifies intent, and reveals emotions that may not be directly expressed.

Here are some key points to understand meta-communication:

• Nonverbal cues
• Context and relationship
• Implicit messages
• Understanding unspoken intentions

Here are some examples of meta-communication in action:

• Saying "No problem" in a frustrated tone
• Asking "Are you okay?" with a concerned look
• Maintaining eye contact while listening attentively

Key Points

• Nyaya is one of the six Darshanas or philosophical systems in Hindu philosophy which is considered orthodox, meaning it accepts the authority of the Vedas. So Statement I, which says "Nyaya school of Indian philosophy is one of the six orthodox Darsanas," is true.
• Regarding Statement II ("Nyaya school denies the existence of Isvara (God) as the efficient cause of the universe"), it is false.
• The Nyaya school, particularly in its later developments, does in fact posit the existence of a God (Isvara) who is the efficient cause of the universe.
• According to this school, the empirical world is a creation of Isvara, who fashioned it with a specific purpose in mind.
• So the Nyaya philosophy doesn't deny God's existence or role in the creation and operation of the universe; rather, it argues for it. Thus, Statement II is false.

Thus, option 3) "Statement I is true but Statement II is false" is the correct answer.

The correct response is All of the Above.

Key Points

The Paris Agreement is a comprehensive international agreement aimed at addressing climate change and its impacts. It has three main objectives:

• Limiting global temperature rise: As stated in option (2), the Agreement seeks to hold the increase in global average temperature to well below 2°C above pre-industrial levels and pursue efforts to limit it to 1.5°C.
• Achieving carbon neutrality: Option (1) highlights the long-term goal of reaching net-zero carbon emissions in the second half of this century. This means balancing out emissions with carbon removal by natural and technological means.
• Supporting developing countries: Option (3) emphasizes the commitment to facilitate the transfer of clean technologies and knowledge to developing countries, assisting them in their transition to low-carbon economies and adaptation to climate change impacts.

Therefore, (d) All of the above is the correct answer, as the Paris Agreement encompasses all three objectives mentioned in the options.

Additional Information

The United Nations Framework Convention on Climate Change (UNFCCC) is an international environmental treaty adopted in 1992 to address climate change, its root causes, and its potential impacts. It serves as the foundational document for global climate action, providing a framework for countries to work together to stabilize greenhouse gas concentrations in the atmosphere at a level that would prevent "dangerous anthropogenic interference with the climate system."

Objectives:

• Stabilize greenhouse gas concentrations to prevent dangerous climate change.
• Promote sustainable development, especially in developing countries.
• Foster international cooperation in addressing climate change.

Key Features:

• Conference of the Parties (COP): annual meeting of Parties to the UNFCCC to negotiate and review progress on climate action.
• Kyoto Protocol: a treaty under the UNFCCC that set binding greenhouse gas emission targets for developed countries.
• Paris Agreement: another treaty under the UNFCCC that aims to limit global temperature rise to well below 2°C above pre-industrial levels and pursue efforts to limit it to 1.5°C.
• National Communication Reports: reports submitted by countries outlining their climate change strategies and actions.

Impacts:

• The UNFCCC has provided a platform for international cooperation and progress on climate change, leading to agreements like the Kyoto Protocol and the Paris Agreement.
• It has played a crucial role in raising awareness about climate change and its impacts, and in promoting mitigation and adaptation efforts.
• However, challenges remain in achieving the UNFCCC's objectives, such as ensuring adequate emission reductions from all countries and providing sufficient financial and technological support to developing countries.

The making of a principal is an intricate process of learning and reflection that requires socialization into a new community of practice and the assumption of new role identity.

• The transition requires a careful balance of knowledge development through classroom learning activities, and skill development through situated learning activities guided by qualified professionals.

Key Points

Hence, 3, 1, 2, and 4 is the correct sequence.

Mathematics anxiety is that students are having fear regarding learning numbers and their concepts.

• To learn mathematics literally as prescribed in the textbooks, the learning of mathematics becomes a burden and problematic as is being experienced in the majority of children.
• They develop anxiety to perform which in the long run creates phobia for mathematics, difficult to get rid of in a large number of cases. If, as teachers, we have a clear vision of how children learn mathematics in a joyful manner, we can be able to properly facilitate their learning mathematics from the beginning days of their school learning.

Important Points​Following are the ways to deal with mathematics anxiety in the classroom:-

• Promote an appropriate classroom culture.
• Make mathematics learning fun by introducing mathematical concepts to real life.
• Make sure your students do not believe any of the false statements they may have heard about math.
• Reward the success of the student.
• Practice and practice maths concepts.

Key Points There are some four key features, inherent in the ways the school, mathematics has been designed to be taught which create anxiety and fear among students:

• It is commonly devoid of any real, meaningful, or supporting context. In the words of one, often quoted, famous mathematician, the trouble with mathematics is that ‘it isn’t about anything.
• School mathematics commonly involves the use of abstract symbolism which puts the young learner in difficulty.
• School mathematics often requires children to use new ‘paper and pencil’ strategies which are not simply written versions of the mental strategies which they have already developed for themselves.
• School mathematics is often taught as a set of prescribed procedures, without helping children really understand numbers and the ways they behave. There is often more emphasis placed on ‘getting the right answer’ than on understanding the processes involved. And, above all, it is precision (accuracy) that makes mathematics more difficult.

Thus, it is concluded that making sure your students do not believe any of the false statements they may have heard about math is the best way to cater to the needs of a student who has mathematics anxiety in your classroom.

In logic, contrary propositions are statements that cannot both be true simultaneously, but can both be false.
Given 
Proposition 1: All birds can fly and Proposition 2: No birds can fly, if one proposition is true, the other must be false.
Therefore, the statement "The truth of one entails the falsity of the other" is true.

The correct answer is 1) A, B, and C only.

Key Points

• Experiential learning helps students broaden their worldview (A), develop problem-solving skills (B), and improve public speaking skills (C).
• Option D is incorrect because experiential learning does not aim to neglect the importance of traditional learning methods; instead, it complements and enriches those methods by adding practical, real-world experiences.
• Option E is also incorrect because, rather than inhibiting individual creativity, experiential learning often encourages and nurtures it, allowing students to apply their creative approaches in a practical setting.

Water pollution occurs when chemicals contaminate water sources, rendering the water unfit for drinking, cooking, cleaning, swimming, and other activities.

Key Points

• Some examples of water pollutants are chemicals, waste, bacteria, and parasites.
• Point-source pollutants in surface water and groundwater are typically found in a plume with the highest pollutant concentrations closest to the source and diminishing concentrations further away.
• The different forms of point-source contaminants present in water are as diverse as the businesses, industries, agricultural, and urban sources that produce them.
• Examples of point sources are sewage treatment plants, oil refineries, paper and pulp mills, chemical, vehicle, and electronics manufacturers, power plants, underground coal mines and factories.
• Point Sources such as wastes, soils, rocks, chemicals, microorganisms, suspended solids, heavy metals and pesticides are mixed with water.

Thus, Point sources of water pollution are underground coal mines, sewage treatment plants and power plants.

Additional Information

• ​Nonpoint-source pollution occurs when water flows across land or through the earth, picking up natural and man-made contaminants that end up in lakes, rivers, wetlands, coastal waterways, and even groundwater.
• Nonpoint-source pollutants are sediments, fertilizers, microbes, and toxins.

Calculation
Total number of girls who like vanilla in school A = 3200 × 7/16 = 1400
Total number of girls who like chocolate in school A = 2000 × 2/5 = 800
Sum = 1400 + 800 = 2200
Total number of boys who like vanilla in school A = 1800 × 4/9 = 800
Total number of boys who like chocolate in school A = 2600 × 5/13 = 1000
Sum = 800 + 1000 = 1800
The ratio = 2200:1800 = 11:9

Calculation
Total number of children who like vanilla in school D = 4000
Total number of boys who like vanilla and caught the fever in school D = 4000 × 6/10 × 25/100 = 600
Total number of girls who like vanilla and caught the fever in school D = 4000 × 4/10 × 20/100 = 320
Total = 600 + 320 = 920
Total number of students who like chocolate and caught the fever in school D = 2000 × 40/100 = 800"
The percent = (920 - 800)/800 × 100 = 15%
The answer is 15%.

Calculation
Total number of children who like chocolate in school A = 2000
Total number of boys who like chocolate in school A = 2000 × 3/5 = 1200
Total number of children who like chocolate in school B = 3600
Total number of boys who like chocolate in school B = 3600 × 7/12 = 2100
Total number of children who like chocolate in school C = 2800
Total number of boys who like chocolate in school C = 2800 × 11/14 = 2200
Total number of children who like chocolate in school D = 2000
Total number of boys who like chocolate in school D = 2000 × 5/10 = 1000
Total number of children who like chocolate in school E = 2600
Total number of boys who like chocolate in school E = 2600 × 5/13 = 1000
Average = (1200 + 2100 + 2200 + 1000 + 1000)/5 = 1500
The answer is 1500.

The correct response is option 3 Deductive inference.

Explanation:

• Anumana in Indian philosophy is typically understood to mean inference or reasoning. It is one of the six pramanas (methods of gaining knowledge) outlined in classical Indian texts, and it specifically refers to logical deduction.
• Though it may be used in a broad sense to indicate reasoning in general, within specific philosophical systems like Nyaya, it is more narrowly defined as a cognition that relies on the relationship between a general rule and its particular instance.

Key PointsThere are six pramanas (sources of knowledge) in Indian logic:

• Pratyaksha (Direct perception)
• Anumana (Inference)
• Upamana (Analogy)
• Arthapaatti (Postulation)
• Anupalabdhi (Non-perception)
• Sabda (Testimony)

Additional Information

• The text of holy scriptures: This refers to Śabda pramāṇa, or "word" pramāṇa, often interpreted as sacred text or authority. In Hindu and other Indic philosophies, Śabda is a valid means of knowledge or evidence, which encompasses both verbal testimony from a reliable source and scriptural testimony by authoritative religious texts. It is separate from inferential reasoning represented by Anumana.
• Repetition of verbal information: This isn't specifically represented as a standalone pramāṇa across Indian philosophical systems. However, it may be loosely connected to Śabda pramāṇa, which includes verbal testimony. Still, it doesn't represent the concept of inferential reasoning characterized by Anumana.
• Non-cognitive apprehension: This can be connected to various concepts in Indian philosophy like intuition (Pratibha). In Yogic philosophy, for example, knowledge gained without the aid of the intellect or the senses is known as Ritambhara Pragna, a kind of divine, absolute cognition. However, these are distinct from Anumana as they don't involve logic or deductive reasoning. Rather, they refer to a form of knowledge gained beyond ordinary cognitive processes.

The correct answer is 'The goal of resource distribution in a communist society'.
Key Points

• The phrase "from each according to his ability, to each according to his need" is a fundamental ideology of communism.
• It envisions a society where each individual contributes according to their abilities and receives according to their needs, effectively equalling the distribution of resources and de-emphasizing the disparities between social classes.
• The passage specifically mentions this phrase in the context of describing the ultimate aim of communism; making it clear that it encapsulates the goal of resource distribution in a communist society rather than representing the basis of capitalism, emphasizing individual wealth accumulation, or depicting class disparities.

Therefore, the correct answer is 'Option 4'.

The correct answer is 'By championing social equality'.
Key Points

• As indicated in the passage, communism has played a constructive role in global economic and political discourses, particularly by advocating social equality.
• Consequently, this has spurred a range of socioeconomic reforms across various parts of the world.
• Let's refer to the line from the passage -
  • ''Constructively, communism stirred a significant shift in economic and political discourses, championing for social equality and inspiring a range of socio-economic reforms globally,thereby emphasizing the role of communism in promoting social equality and influencing reforms.''

Therefore, the correct answer is 'Option 4'.

The correct answer is 'The philosophical foundation of communism places the collective over the individual'.
Key Points

• The passage states that the philosophical basis of communism centers around the collective over the individual.
• This is a key premise in the way communism envisions society where the collective welfare is prioritized.
• The first two options are incorrect based on the passage.
• The implementation of communism hasn't always strictly followed theoretical ideals, largely due to varying sociopolitical contexts.
• Its ultimate aim is not to create a hierarchical society, but rather a classless and stateless one.
• The last option is also incorrect. as the passage suggests that communism has contributed constructively to global economic and political discourses.

Therefore, the correct answer is 'Option 3'.

The correct answer is 'A perfectly ideal or idealized society'.
Key Points

• The term "utopian" is derived from the word "Utopia," which originally means an ideal place or state.
  • Example - "The author's utopian vision entailed a world without war, where each community cooperates for the greater good."
• In the context of the passage, "a utopian vision of society" refers to the envisioned perfectly ideal society that the ideology of communism aims to create.

Therefore, the correct answer is Option 2.

• Adolescence is the transformational phase of human development and growth.
• It transforms the growth and maturity from childhood to adulthood.
• Adolescence is a difficult journey of self-exploration and interaction with the world.
• It is characterized by contradictions, fantasies, surprises, and uncertainties while posing immense possibilities and threats.
• As per the WHO adolescent stage of any person ranges between the age of 10-19.

Key Points

Thus, external rewards and punishment is the best way to motivate the adolescent learner.
Important Points
Motivation in adult learners:

• Motivation by internal incentives: recognition, a better quality of life, self-confidence self-actualization.
• The need to know, in order to perform more effectively in some aspect of one’s life is important.

The connotational aspect of a message in communication is Expressive.

Key Points

• Connotation is the emotional or associative meaning of a word or phrase. It is the meaning that goes beyond the literal or dictionary meaning of the word. For example, the word "home" may literally mean a house or apartment, but it can also connote feelings of warmth, comfort, and security.
• Expressive messages are those that convey the sender's emotions, attitudes, or beliefs. They are typically more subjective and ambiguous than denotational messages. For example, the sentence "I'm so happy to see you!" is an expressive message that conveys the sender's feelings of happiness.
• The other options are incorrect:
  • Literal messages are those that are taken at face value. They are objective and unambiguous.
  • Unambiguous messages have only one possible meaning. They are clear and easy to understand.
  • Numerical messages are those that are expressed using numbers. They are typically objective and unambiguous.
• Here are some examples of connotational messages:
  • "You're looking radiant today!"
  • "That was a delicious meal."
  • "I can't wait to see you again."
  • "That's a very thoughtful gift."
  • "Congratulations on your promotion!"
• Connotational messages are important for building relationships and creating rapport. They can also be used to persuade or influence others. However, it is important to be aware of the connotative meanings of the words and phrases you use, as they can be misinterpreted if not used carefully.

The correct answer is ​Persistent Organic Pollutants(POP’s).
Key Points
In News -

• Union Cabinet, chaired by the Prime Minister, in October 2020 ratified the ban of seven Persistent Organic Pollutants(POP’s) listed under the Stockholm Convention.
• Considering its commitment towards providing a safe environment and addressing human health risks, the Ministry of Environment, Forest and Climate Change (MoEFCC) had notified the Regulation of Persistent Organic Pollutants Rules, on March 5, 2018, under the provisions of the Environment (Protection) Act, 1986.
• The regulation inter alia prohibited the manufacture, trade, use, import and export of seven chemicals namely -
  • Chlordecone
  • Hexabromobiphenyl
  • Hexabromodiphenyl ether and Heptabromodiphenylether (Commercial octa-BDE)
  • Tetrabromodiphenyl ether and Pentabromodiphenyl ether (Commercial Penta-BDE)
  • Pentachlorobenzene
  • Hexabromocyclododecane, and
  • Hexachlorobutadiene,
• These were already listed as POPs under Stockholm Convention. Hence statement 3 is correct.

Important Points

• The Stockholm Convention -
  • The Stockholm Convention is a global treaty to protect human health and the environment from POPs, which are identified chemical substances that persist in the environment, bio-accumulate in living organisms, adversely affect human health/ environment and have the property of long-range environmental transport (LRET).
  • India had ratified the Stockholm Convention on January 13, 2006

Communication involves sharing of an idea, thought, feeling or information with others, which includes thinking, dreaming, speaking, arguing and so on. For communication to be complete and effective it has to achieve the desired objectives as intended by the communicator.

• A barrier is a term used to express any interference in communication between source and receiver.
• Successful communication is the one in which the message is conveyed undiminished with kart distortion. However, it is not always possible as a number of barriers make the process of communication complex.

Key Points
Overcoming Communication Barriers involves:

• Focused Listening: Listening to messages carefully implies an active process. Half-heard attention to communication is often the cause of misunderstanding and confusion. A listener has to be patient, mentally composed, and avoid distractions while receiving the message. He should be in a position to concentrate' on the message and seek clarification, if necessary.
• Avoiding Semantic Noise: This is one of the most critical problems in communication. Words can be interpreted in different ways by different people because they denote several things and also carry certain connotations. To solve this the receiver should perceive meanings of words in the message as intended by the sender. Sarcasm, insinuations and indirect remarks, most frequently encountered barriers must be avoided.
• Favouring Bottom-Up Command Structure: Following the traditional concepts of organisation and communication, many organisations insist on the flow of communication strictly following the hierarchy (top-down) which can lead to delay and distortions result from this constraint.
• Avoiding the use of cliched idioms: A cliche is a hackneyed, repetitive expression or phrase, deviating somewhat from ordinary usage. An idiom used correctly, idioms can amplify messages in a way that draws readers attention and helps to awake their senses towards the communication going on.

Hence, it can be concluded that communication barriers can be overcome with the help of focused listening.

As per Indian Logic, Pramana ("sources of knowledge," “measure”) is an epistemological term in Indian and Buddhist philosophies referring to the means by which a person obtains accurate and valid knowledge (Prama, pramiti) of the world. Pramana is a valid means of knowledge. Knowledge can be valid or invalid, valid knowledge is called prama and non-valid knowledge is known as aprama and its important four means include:

1. Pratyaksa (Perception)
2. Anumana (Inference)
3. Upamana (Comparison)
4. Shabda (Verbal testimony)

Anumana (Inference)

• Inference (anumana) is based on perception but is able to arrive at conclusions that may not be directly open to perception. Anumana (“measuring along with some other thing,” or “inference”), the knowledge gained by means of inference.
• udaharana which the universal concomitance together with example Whatever has smoke has fire e.g. an oven (udaharana).

Universal proposition: If the proposition refers to all members of the subject class, it is universal. If the proposition does not employ all members of the subject class, it is particular. For example, 'All cats are animals', It is inclusion and 'No fish are birds' is a universal negative.

Hence, Universal proposition along with an instance is signified by Udaharana of Anumana (Inference) in Indian Logic. Because here, the word anumana means making conclusions and udharana means citing instances or examples for the same conclusion which happens in the universal proposition as well.

Note:

• statement of reasons is to explain an applicant or a consulted third party how the decision was made.
• The proposition to be proved is an idea accepted allover as a demonstrable truth.
• The conclusion proved refers to proving the end result of something.

Additional Information:

​​Pratyaksha (Perception)

• It is basically which is before one’s eyes, ‘aksa’ means sense organ, and ‘prati’ means the function of each sense organ.
• A perception is a valid form of knowledge produced by the contact of an object with a sense organ.
• It is the first of the five means of knowledge or pramanas, that enable a person to have correct cognitions of the world.
• Pratyaksha is of two kinds,

1. Anubhava: Direct perception
2. Smriti: Remembered perception

• The knowledge arises by contact of sense organs (indriya) with an object. Such contact is not the sole condition of perception, but it is its distinctive feature or extraordinary cause (karana) of perception. The actual process is given below:
  • The self comes into contact with the mind (manas)
  • The manas with the senses
  • The senses with the object
• The modern school of Nyaya gives a new definition of perception as it is direct or immediate cognition that is not derived through the instrumentality of any other cognition. It applies to all cases of perception, human or divine. Even God’s omniscience has the highest degree of immediacy conceivable. It excludes inference, analogy and verbal testimony. It excludes ‘memory’ as well.
• Perception is divided into the following two categories.
  1. Ordinary (Laukika)
  2. Extraordinary (Alaukika)
• According to later logicians, there are two kinds of verbal testimony as given below.

1. Vaidika or Alukika: It is also known as divine or scripture.
2. Laukika or secular

• The former relates to the words of God. The Vedas are created by God and therefore, valid perfectly. The latter relates to the words of trustworthy people.
• According to Nyayikas, since human beings are not perfect, only the words of trustworthy people can be considered as Laukika Shabda.

Anumana (Inference)

• Etymologically the word ‘Anumana’ indicates after knowledge (anu—after, mana—knowledge).
• It is the second source of valid knowledge.
• The term anumana literally means ‘after-knowledge’, i.e., the knowledge that follows other knowledge.
• Inference is defined as the knowledge of an object (lingi) due to previous knowledge of some sign or mark (linga).
• Gautama defines it as a specific form of knowledge preceded by perception.
• The perception of the invariable relation between the proban (linga) and the probandum (lingi) is a previous perception of such a relation somewhere else. Again, there is a perception of the proban as invariably related to probandum as it exists in the locus.
• There are two main groups of inference and they are as follows:

1. Vyapti: It is when universal relation such as between fire and smoke is known.
2. Paksadharmata: Fire is inferred on the hill, where smoke is perceived in it.

The inference is mediate and indirect. That is arranged through the medium of some mark which is called ‘hetu’. For example, the presence of fire on the perception of smoke. When one sees smoke on distant hill one remembers one’s experience of the universal concomitance (Vyapti) between smoke and fire and concludes that there is fire on the distant hill. Thus, we can say that

• This hill has fire (pratijna)
• Because it has smoke (hetu)
• Whatever has smoke has fire, for example, an oven (udaharana)
• This hill has smoke which is invariably associated with fire (upanaya)
• Therefore, this hill has fire (nigamana)

Upamana ("comparison"),

• A means of having knowledge of something, in which observance of its similarities to another object provides knowledge of the relationship between the two.

Sabda (verbal testimony) the knowledge gained by means of texts.

Air pollutants can be natural and man-made which are present in the environment at a level where they can have quantifiable effects on people, animals, plants, or construction materials.
Key Points

Thus, 1 - b, 2 - a, 3 - d, 4 - c are correct matching.

The correct answer is A-IV, B-I, C-II, D-III.
Key Points
Teacher as a facilitator:

• The Teacher-Facilitator is an educational visionary who explores and invests in innovative practices and coaches learners through challenges.
• The Teacher-Facilitator provides an educational atmosphere where students have the opportunity to fulfill their potential for intellectual, emotional, physical and psychological growth/
• He/she evaluates the needs and abilities of students and determines methods and techniques to best present and provide instruction to students within assigned subject areas/
• He/she ensures students show continuous improvement in learning basics and essential skills/
• He/she embraces technology and looks for purposeful ways to engage students; welcomes the challenge of creating an engaging and rigorous curriculum that makes connection to important concepts and ideas within and across disciplines.

Teacher as an instructional expert:

• As a teacher, we have to constantly make decisions about teaching materials and methods.
• These decisions should be based on a number of factors which include the subject matter to be covered, the needs of the students and the overall goals to be achieved.

Teacher as a leader:

• An effective teacher is an effective leader, using the power of the group to promote individual growth.
• In the role of group leader, it is expected a teacher to be a referee, detective, limiter of anxiety, target of hostile feelings and frustrations, friend and confidant, substitute parent, object of affection and an ego supporter.
• The role as a leader does not end in the classroom. A teacher can serve on school and community committees and participate in community activities to bring about change.

Teacher as a reflective professional:

• Reflective teachers try to understand why particular actions have certain effects in their classes.
• They analyse their teaching from a number of different perspectives or theoretical orientations. Their analysis is guided by a rich store of knowledge about children, classrooms, schools, teaching, learning and the subject matter being taught. 'They enjoy teaching but are never completely satisfied with their current level of expertise and are always trying to improve.
• This may mean assuming,the role of a student again through in-service education or research.
• The ideal teacher is described as being deliberate, collaborative as well as reflective. Good teachers are not content simply to reflect, analyze and study. They kc1 in deliberate ways on their reflections. They plan and experiment with various methods of teaching.
• They are collaborative in that they prized the support and suggestions of their colleagues and freely give the same in return. They are researchers on their own teaching effectiveness.

Hence, the correct answer is A-IV, B-I, C-II, D-III.

The correct answer is 1 only.

Key Points

• Nyaya philosophy -
  • It is one of the six systems of the orthodox school of Indian philosophy.
  • Its principal text is the Nyaya-sutras, ascribed to Gautama. Thus Gautama is said to be the founder of this school. Hence statement 1 is correct.
  • It is based on the technique of logical thinking to achieve salvation. Hence statement 2 is incorrect.
  • This philosophy constantly stressed systematic reasoning and thinking.
  • It argues for the logical techniques of perception (pratyaksha), inference (anumana), comparison (upamana), and sound, or testimony (shabda).

Additional Information

• Orthodox Schools of philosophy -
  • ​They believe in Vedas as supreme scriptures.
  • There are six major sub-schools of the orthodox school.
• Heterodox Schools of philosophy -
  • They do not believe in Vedas and question the existence of God.
  • They are divided into three major sub-schools.

The correct answer is Bhutan.

Key Points

• India and Bhutan today inked an MoU for developing cooperation between two countries in the area of environment.
• The MoU was signed virtually by Minister of Environment, Forest and Climate Change Prakash Javadekar from the Indian side and Minister of Foreign Affairs and Chairperson of the National Environment Commission Lyonpo Dr. Tandi Dorji from the Bhutanese side.
• This MoU strengthen scientific, technological, and management capabilities.

Additional Information

• Prime Minister of Bhutan is Lotay Tshering.
• Capital of Bhutan is Thimpu.
• Currency of Bhutan is ngultrum.

The correct Answer is (A) - (II), (B) - (III), (C) - (IV), (D) - (I)

The correct answer is Central Pollution Control Board.
The National Ambient Air Quality Monitoring (NAAQM) program in India was initiated by the Central Pollution Control Board (CPCB).
Important Points

• The CPCB is a statutory organization established under the Water (Prevention and Control of Pollution) Act, of 1974.
• It is responsible for preventing and controlling pollution in the country, including air pollution.

The NAAQM program

• was launched by the CPCB with the aim of monitoring and assessing the ambient air quality in different parts of the country on a regular basis.
• Under this program, air quality monitoring stations are set up in different cities and towns across India, where air quality data is collected and analyzed.
• The data collected through this program helps in understanding the levels of various air pollutants in the atmosphere and in identifying sources of pollution.
• This information is then used to formulate policies and strategies for controlling air pollution in the country.

• Pollutants covered:

  • Sulfur Dioxide (SO2)
  • Nitrogen Dioxide (NO2),
  • Particulate Matter (size less than 10 µm) or PM 10
  • Particulate Matter (size less than 2.5 µm) or PM2.5
  • Ozone (O3)
  • Carbon Monoxide (CO)
  • Ammonia (NH3)

Additional Information
Air Quality Index (AQI)

• AQI measures how safe the air around you is for breathing.
• Organizations that report AQI to measure the density of various pollutants in the air (such as PM2.5, PM10, nitrogen dioxide, ozone, etc) at different monitoring stations.
• The widely-used National Air Quality Index (NAQI) given by the Central Pollution Control Board is a 24-hour average.
• Its unit is micrograms per cubic meter.
• A particular amount of one pollutant may not be as harmful as the same amount of another pollutant.
• So, each pollutant’s quantity in the air is adjusted to a common scale (say, 0 to 500) that works for all pollutants.
• Finally, the pollutant with the worst sub-index determines the AQI for that time and location.

• Initiatives are taken by India to Controlling Air Pollution

  • System of Air Quality and Weather Forecasting and Research (SAFAR) Portal
  • Air Quality Index: AQI has been developed for eight pollutants viz. PM2.5, PM10, Ammonia, Lead, nitrogen oxides, sulfur dioxide, ozone, and carbon monoxide.
  • Graded Response Action Plan
  • For Reducing Vehicular Pollution: BS-VI Vehicles, Push for Electric Vehicles (EVs), Odd-Even Policy as an emergency measure
  • New Commission for Air Quality Management
  • Subsidy to farmers for buying Turbo Happy Seeder (THS) Machine

The correct response is Cultural differences.

Key Points

Cultural differences are a significant barrier to effective intercultural communication. Different cultures have their own norms, values, expectations, and communication styles. These differences can lead to misunderstandings, misinterpretations, and even conflict. For example, in some cultures, it is considered polite to make direct eye contact during a conversation, while in other cultures, it is considered disrespectful. Similarly, some cultures value silence and reflection, while others value expressiveness and assertiveness. Without an understanding of these cultural differences, it can be difficult to communicate effectively across cultures.

Additional Information

• Language differences: While language differences can certainly pose a challenge to intercultural communication, they are not necessarily the most difficult barrier to overcome. With the help of translators, interpreters, and language learning tools, it is often possible to bridge language gaps and achieve basic understanding.
• Physical distance: Physical distance can make it more difficult to communicate face-to-face, but it does not necessarily prevent effective communication. In today's world, there are many ways to communicate with people across long distances, such as videoconferencing, email, and social media.
• Technological limitations: Technological limitations can sometimes hinder communication, but they are not typically the most significant barrier in intercultural communication. Most people have access to basic communication technologies, such as smartphones and the Internet, which can be used to communicate across cultures.

The correct answer is Argument ad Hominem.

Important Points

The fallacy of Argument ad Hominem (Attacking the person):.

• This fallacy occurs when, instead of addressing someone's argument or position, one irrelevantly attacks the person or some aspect of the person who is making the argument.
• Typically this term refers to a rhetorical strategy where the speaker attacks the character, motive, or some other attribute of the person making an argument rather than attacking the substance of the argument itself.
• So a person telling someone “ "Since you are yourself a meat-eater, you have no right to object to my hunting animals for sport" is irrelevantly attacking the second person on the basis of being a meat-eating aspect of the person who is making the argument. The second person in might be a meat eater but not necessarily not be a hunter.

Additional Information

Argument from Ignorance

• It asserts that a proposition is true because it has not yet been proven false or a proposition is false because it has not yet been proven true.
• For example, "Andrew can't prove he didn't eat the last jellybean, therefore he ate it.

Argument ad Populum ((appeal) to the public (or community)):

• It is a fallacious argument that is based on claiming truth or affirming something is good because the majority thinks so.
• Example: commercials like "the most widely sold..." or "America's favorite.

Appeal to Pity :

• It is a fallacy in which someone tries to win support for an argument or idea by exploiting one's opponent's feelings of pity or guilt.
• It is a specific kind of appeal to emotion.

The correct answer is 3-6 kHz.

Key Points

• The human ear reacts to various frequencies in different ways. The frequency range between 3 and 6 kHz is the most sensitive.
• Generally, high and low tones are perceived as mid-range sounds. The intensity of the sound also affects the hearing curve. With the increase in the volume of the signal, the hearing curve reaches an equilibrium value.
• The "normal" hearing frequency range is between 20 Hz and 20,000 Hz. This range of hearing is influenced by age, occupation, and gender. As we age, hearing sensitivity at high frequencies decreases by about 12 kHz. Sounds that are above the threshold of hearing are called ultrasound, those below infrasound.
• Young people can also perceive some kHz in the ultrasound band.

Hence, the correct frequency range which is sensitive to the human ear is 3-6 kHz.