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

Calculation:

Assumes total number of clerk in SBI = x

Ratio between male and female clerks = 2 : 1

The number of female clerks in SBI = 360 = 1/3 x

Total number of clerks in SBI (x) = 360 × 3 = 1080

Total number of make clerks = 1080 - 360 = 720

The total number of male clerks in BOI = 4055 - (980 + 1275 + 720 + 640) = 440

Total number of clerks after the merger = 1080 + 640 = 1720

Total officer in each bank (BOI and SBI) before merger = 1080/27 + 640/32 = 40 + 20 = 60

Total officer in each bank after merger = 35

% difference = (40 - 35)/40 × 100

= 12.5%

The answer is 12.5%.

Calculation

Total number male clerks in Union = 2040 - 765 = 1275

The number of male clerks in SBI = 360/1 × 2 = 720

Total number of male clerks in SBI = 1080

The total number of clerks in ICICI = 6420 - (2040 + 1080 + 1120 + 640) = 1540

Total number clerks in ICICI = 7 + 4 = 11 units

11 units = 1540

1 unit = 140

The number of male clerks in ICICI = 980

The number of female clerks in ICICI = 560

Difference between the number of male clerks of Union Bank and the number of female clerks of ICICI Bank

⇒ 1275 - 560 = 715

The answer is 715.

The correct response is Open-ended questioning and prompts that encourage student inquiry and discussion.

Key Points

Higher-order thinking skills go beyond memorization and factual recall. They involve:

• Analysis: Breaking down information into its parts and understanding their relationships.
• Critical evaluation: Examining information and ideas from different perspectives to assess their validity and worth.
• Problem-solving: Identifying and applying solutions to complex situations.
• Creativity: Generating new ideas and approaches.

Open-ended questions and prompts create an environment where students are not simply fed information but actively engaged in the learning process. They are challenged to:

Think critically: Formulate their own opinions and justifications, not just parrot back facts.
Analyze information: Explore multiple perspectives, identify evidence, and draw connections between different concepts.
Ask questions: Seek clarification, challenge assumptions, and delve deeper into the topic.
Engage in discussion: Share their ideas, listen to others, and refine their thinking through dialogue.

This interactive process stimulates intellectual curiosity, encourages independent thinking, and helps students develop the necessary skills to become lifelong learners.

Additional Information

In contrast, the other options are less effective:

• Direct instruction: Students become passive recipients of information, hindering their ability to analyze and critique independently.
• Memorization: While rote learning may retain facts, it doesn't necessarily lead to deeper understanding or critical thinking.
• Pre-defined solutions: Students stop at finding the "right" answer, missing the opportunity to explore different approaches and evaluate their effectiveness.

The correct response is To facilitate the realization of the Self and attain liberation.

Key Points

• Adhishankara, a prominent figure in Advaita Vedanta philosophy, emphasized the importance of communication in spiritual growth and attaining self-realization. His focus wasn't on persuasion, social harmony, or intellectual prowess, but on guiding individuals towards understanding the true nature of reality and experiencing oneness with Brahman.
• This explains why option (3) is the most accurate reflection of his views. Communication, for Adhishankara, served as a tool for removing ignorance and unveiling the underlying unity of existence.

Additional Information

• Adhishankara, the 8th-century Indian philosopher, founded the influential Advaita Vedanta school. He traveled and debated, spreading his message of identity between the individual soul and ultimate reality (Brahman). His commentaries on Hindu texts like the Upanishads clarified and unified Hindu thought.

The correct response is to fund solar energy training programs for technicians and engineers.

Key Points

• This directly addresses both people development and environmental protection. By equipping local communities with the skills and knowledge necessary for solar energy installation and maintenance, the ISA empowers individuals and creates sustainable livelihoods.
• This, in turn, promotes clean energy adoption and reduces dependence on fossil fuels, contributing to environmental protection.

Additional Information

• Option (1) primarily focuses on technological advancement, which may not directly impact people or the environment.
• Option (3) can generate economic benefits and electricity access, but the environmental impact can depend on land use and community involvement.
• Option (4) prioritizes future advancements, not immediate people development or environmental impact.

The correct answer is 'Students receive the same information from the teacher in a lecture or demonstration format.'

Key Points

• The Direct Instruction teaching method, as described in the passage, is a teacher-centric style.
• In this approach, the teacher provides explicit teaching of a skill or concept, generally in a lecture or demonstration format.
• This method ensures that all students receive the same information, which is particularly advantageous for communicating fundamental concepts and skills.

Therefore, the correct answer is Option 3.

The correct answer is 'Statement II and IV'.

Key Points

• The Flipped Classroom model represents an inversion of traditional teaching methods as it alters where and when instructional and application elements occur.
• This is captured accurately by Statement II, which states that "homework and lectures switch places in the Flipped Classroom model".
• The crux of the Flipped Classroom model lies in the pre-class exposure to new material at home through readings or lectures.
• Classroom meetings then apply this advanced knowledge in a guided, commonly group-based, interactive setting.
• This process is encapsulated in Statement IVl, reflecting the line from the passage — "students get exposed to new material at home via readings and lectures, and then spend class time discussing, applying, and deepening their understanding together."

Therefore, the correct answer is Option 2.

The correct answer is 'Statement II and IV'.

Key Points

• As per the passage, Inquiry-Based Learning is a method that centers around sparking students' curiosity via thought-provoking questions.
• These questions allow students to explore, investigate, and formulate their solutions on their own.
• This idea aligns perfectly with Statement II, which is a clear extract from the passage that says, "Tutors pose thought-provoking questions..."
• Inquiry-Based Learning seeks to make learning an active rather than passive process by fostering critical thinking and creativity.
• The passage clearly communicates this by saying, "This technique fosters critical thinking and creativity...".
• Thus, this idea aligns with Statement IV.

Therefore, the correct answer is Option 2.

The correct answer is 'No single teaching method is universally effective across all situations and learners.'

Key Points

• In the phrase "No single approach is a panacea", the term 'panacea' refers to a solution or remedy for all difficulties or diseases.
• As such, its use in the context of teaching methods implies the idea that there isn't one universally effective method to tackle all learning challenges and meet the diverse needs of all students.
• The passage discusses a range of different teaching methods—Direct Instruction, Inquiry-Based Learning, Flipped Classroom, and Cooperative Learning—indicating that different methods may be more or less suitable depending on the particular educational context, subject matter and learners' needs.
• Thus, the phrase reinforces the idea of the importance of versatility in teaching methods to cater to varying student needs, learning styles, and classroom dynamics.

Therefore, the correct answer is Option 4.

Educational thoughts of Mahatma Gandhi was influenced by the then social, political and economic circumstances of India. British education was being promoted and disseminated by the Britishers at that time. British education system affected the Indian minds directly and that affect the then education system of India. He suggested need-based education for India to make the child self-centred and not depend upon the British. Educational thought of Gandhi can be pointed out on the following lines:

• Gandhi accepted that the aim of education is the development of physical, mental, emotional and spiritual abilities of the child. Ultimate aim of education is realisation of the self.
• Learning should provide opportunities for children to become physically active.
• Children should have the freedom to create their own models of knowledge about the world.
• The main aim of education is also earning livelihood. Education of the child should be based on craft. The craft centred education should be based upon the locally available products like pottery, horticulture, agriculture, jute work etc. by which the child can be studied and becomes self-dependent.
• The medium of instruction should be Mother Tongue.
• From seven to fourteen years of age, education of each child should be free, compulsory and universal.
• School should be a place for activity where the child gets busy in various experiments and gains new experiences.
• Education should create useful, responsible and dynamic citizens.

Hence, we conclude that both the above statements are correct.

Effective classroom communication is the exchange of information and messages between the teacher and students, and among students, that supports learning and academic achievement. It is a key factor in creating a positive and productive learning environment
Important Points

1. Efficient teaching
2. Interest in learning
3. Interaction between teachers and students
4. Clarity and conciseness
5. Respect and inclusiveness
6. Feedback

Interest in learning
Interaction between teachers and students
Additional Information

Therefore, the correct answer is A,B and D.

Key Points

Assertion (A): Production of electricity from Renewable Energy sources is without adverse environmental impacts.

Renewable energy technologies

• They use resources straight from the environment to generate power.
• These energy sources include sunshine, wind, tides, and biomass,
• Renewable energy generation sources emit little to no greenhouse gases or pollutants into the air.
• But they have some adverse effects on the environment as well
• For example
  • for making solar panels Water is one of the raw materials required for silicon cell production.
  • The fabrication of silicon solar cells requires large volumes of high purity water for silicon wafer cleaning. Solar photovoltaic (PV) requires water for cleaning panels and thermal generation

Hence assertion A is False.

Reason (R): There is no net emission of carbon dioxide into the atmosphere from the exploitation of Renewable sources of energy.

• Renewable energy sources are the least expensive options for boosting electricity access, reducing air pollution, and cutting carbon dioxide emissions worldwide
• Renewable energy generation sources emit little to no greenhouse gases or pollutants into the air. This means a smaller carbon footprint and an overall positive impact on the natural environment.
• During the combustion process, fossil fuels emit high amounts of greenhouse gases, which have been proven to exacerbate the rise of global temperatures and the frequency of extreme weather events.

​Hence Reason R is True.

Therefore we conclude that the correct answer is (A) is false but (R) is true.

The best strategy for a teacher to enhance rapport and connection with students in the classroom is to assume a supportive, guiding role to assist student learning.

Key Points

• This means being someone who is approachable and supportive, and who is genuinely interested in helping students to succeed. It also means being respectful of students' opinions and ideas, and being willing to listen to them.
• When students feel that their teacher cares about them and is invested in their success, they are more likely to be motivated and engaged in their learning. They are also more likely to respect their teacher and to be more cooperative in the classroom.

Here are some specific things that a teacher can do to assume a supportive, guiding role:

• Get to know your students by asking them questions about themselves and their interests.
• Be approachable and supportive.
• Be respectful of students' opinions and ideas.
• Be willing to listen to students.
• Provide positive feedback and reinforcement.
• Be fair and consistent in your discipline.
• Show your students that you care about them and that you are invested in their success.

The other options are not as effective in enhancing rapport and connection with students in the classroom:

• Maintaining strict discipline and control at all times can create a tense and stressful learning environment, which can make it difficult for students to feel comfortable and engaged.
• Showcasing extensive knowledge and skills in subject matter can make students feel intimidated and less likely to ask for help.
• Attempting to blend in as one of the students in classroom interactions can blur the lines between student and teacher, and can make it difficult for the teacher to maintain discipline and authority.
• It is important to note that building rapport and connection with students takes time and effort. It is not something that can be done overnight. However, it is an investment that is well worth making, as it can lead to a more positive and productive learning environment for everyone involved.

The correct answer is consistency theory.

Key Points

• Value theory is a theory of motivation that states that people are motivated to behave in ways that are consistent with their values.
• Critical theory is a theory of social change that argues that people can be empowered to challenge the status quo and create a more just society.
• Learning theory is a theory of psychology that states that learning occurs through the association of stimuli and responses.

Important Points Cognitive dissonance theory is a consistency theory because it states that people are motivated to reduce inconsistencies between their thoughts, beliefs, and actions. When there is a discrepancy between these elements, it creates a state of discomfort called cognitive dissonance. This discomfort motivates people to change their thoughts, beliefs, or actions to reduce the dissonance.

For example, if someone believes that smoking is bad for their health, but they continue to smoke, they will experience cognitive dissonance. This discomfort may motivate them to change their beliefs about smoking, or to stop smoking altogether.

Cognitive dissonance theory has been used to explain a variety of phenomena, including attitude change, persuasion, and decision making. It is a powerful theory that can help us to understand how people think and behave.

In Indian logic, a fallacy is technically called hetvabhasa, a word that means hetu or reason that appears as a valid reason but is not. Since the fallacies of inference are due to such fallacious reasons, the Naiyayikas consider these only as ones that may infect the constituent propositions of the syllogism.

According to Naiyayikas, there are five kinds of fallacies:

1. Savyabhicara (the irregular middle):
   • ​​It leads to no one single conclusion, but different opposite conclusions. This fallacy occurs when the middle term violates the general rule of inference, that it must be universally related to the major term or that the major term must be present in all cases in which the middle is present.
2. Viruddha (the contradictory middle):

• It is the one which disproves the very proposition which it is meant to prove. This happens when the ostensible middle term, instead of proving the existence of the major in the minor, which is intended by it, proves its nonexistence therein.
• For example, if one argues, “Sound is eternal because it is caused,”, we have a viruddha fallacy.
• The middle term ‘caused’ does not prove the eternality of sound, but its non-eternality, because whatever is caused is non-eternal.
• The distinction between the savyabhicara and the viruddha is that while the former only fails to prove the conclusion, the latter disproves it or proves the contradictory proposition.

3. Satpratipaksa (the inferentially contradicted middle):
   • ​​This fallacy arises when the middle term of inference is validly contradicted by some other middle term which proves the non-existence of the major term of the first inference.
4. Asiddha (the unproved middle):
   • ​​It is one which is not yet proved but requires to be proved. This fallacy occurs when the middle term is wrongly assumed in any of the premises and so cannot be taken to prove the truth of the conclusion.
5. Badhita (the non- inferentially contradicted middle):
   • ​​It is the ostensible middle term of inference, the non-existence of whose major is ascertained through some other source of knowledge.

Hence, it can be concluded that Viruddha is involved in the argument. "Sound is eternal because it is caused".

"A is correct, but R is not correct," it means you believe Assertion (A) is accurate, but Reason (R) is incorrect.

Important Points

Assertion (A) is indeed correct. With global warming, organisms that were once restricted to warmer regions are becoming more common towards the poles. This is a well-established phenomenon driven by rising temperatures.

Reason (R) is considered incorrect in this context.

• While the geographic distribution of organisms can be significantly altered by climate change,
• Reason (R) suggests the opposite, that climate change couldn't significantly alter distribution.
• This contradicts scientific consensus and observations regarding the impact of climate change on species' ranges.

So, "A is correct, but R is not correct,"

The correct response is Metacognition.
Key Points
Metacognition is the ability to monitor and regulate one's own cognitive processes. It is the ability to think about one's own thinking. In the context of teaching, metacognition is essential for effective planning, organizing, and executing instructional activities.
Key aspects of metacognition in teaching include:

• Planning and organizing instruction: Setting clear learning goals, selecting appropriate strategies, and anticipating potential difficulties.
• Monitoring student learning: Actively observing engagement, assessing understanding, and providing timely feedback.
• Evaluating instructional effectiveness: Reflecting on practices, analyzing data, seeking feedback, and making adjustments.
• Promoting metacognition in students: Fostering self-awareness, planning, monitoring, and evaluation of their learning processes.
• Adapting to diverse needs: Recognizing unique learning needs and adapting instruction accordingly.
• Promoting self-regulated learning: Encouraging students to take ownership of their learning processes.
• Building relationships with students: Establishing positive relationships and creating a supportive environment.
• Reflecting on professional growth: Committing to continuous development, seeking new knowledge, and collaborating with colleagues.

Benefits of metacognition in teaching:

• Improved student learning outcomes
• Enhanced teacher effectiveness
• Positive classroom environment
• Teacher self-awareness and growth
• Adaptability and resilience

Additional Information
Crystallized intelligence is the ability to access and apply information that has been learned over time. It is important for teachers to have crystallized intelligence so that they can draw on their knowledge and experience to plan and deliver effective lessons. However, crystallized intelligence is not directly related to the ability to plan, organize, and execute instructional activities.
Fluid intelligence is the ability to think abstractly, solve problems, and adapt to new situations. It is also important for teachers to have fluid intelligence so that they can be flexible in their teaching and adapt to the needs of their students. However, fluid intelligence is not directly related to the ability to plan, organize, and execute instructional activities.
Divergent thinking is the ability to generate multiple ideas or solutions to a problem. It is important for teachers to have divergent thinking so that they can come up with creative and innovative ways to teach their students. However, divergent thinking is not directly related to the ability to plan, organize, and execute instructional activities.

The correct answer is: Both Statement I and Statement II are correct.

Important Points

Statement I: Much of non-verbal communication is indeed based on the arbitrary use of symbols by different cultures.

• Gestures, facial expressions, and other forms of non-verbal communication can carry different meanings in different cultural contexts.
• What is considered polite or rude, for instance, can vary significantly between cultures.

Statement II: A great amount of non-verbal communication is also iconic and possibly understood universally.

• Certain non-verbal cues, like facial expressions of basic emotions (such as happiness, sadness, anger, surprise, fear, and disgust), tend to be recognized across various cultures.
• Similarly, body language conveying simple messages, like pointing or waving, can also have fairly universal interpretations.

In summary, both statements correctly capture aspects of non-verbal communication: the arbitrary cultural symbols and the iconic, potentially universal elements.

The correct response is option 3 ​Mimamsa.

Buddhism: While Buddhism has its own systems of logic and inference, it doesn't typically employ the concept of Arthapatti as a pramana.

Jainism: While Jainism uses Pramana theory, it primarily recognizes perception (Pratyakṣa), inference (Anumāna), and testimony (Sabda) as the main sources of knowledge. Arthapatti doesn't play as extensive a role within Jain philosophical thought.

Mimamsa: The Mimamsa school of philosophy, indeed, acknowledges Arthapatti as a separate and independent pramana. It is described as the knowledge obtained on the basis of circumstances or the knowledge that is inferred based on situations.

Lokayata: Lokayata/Charvaka recognizes only one reliable source of knowledge, which is perceptual experience (Pratyaksha). Therefore, the concept of Arthapatti is not widely recognized in this school of thought.

Key PointsArthapatti (also spelled arthapakshi) is a Sanskrit term meaning "postulation" or "presumption." It is one of the six pramanas (sources of knowledge) in Indian logic. Arthapatti is knowledge that is arrived at by postulating a certain fact in order to explain an otherwise unexplained fact.

For example, if we see a man who is very thin, we can postulate that he must not be eating enough food. This is because we know that the human body needs food to survive and thrive. If the man were eating enough food, he would not be thin.

Here are some other examples of arthapatti:

• If we see a tree that is burnt down, we can postulate that there must have been a fire.
• If we see a man who is very wealthy, we can postulate that he must have worked hard and/or been intelligent.
• If we see a student who is failing all of his classes, we can postulate that he must not be studying hard enough.

Arthapatti is an important pramana in Indian logic because it allows us to acquire knowledge about things that we cannot know directly. For example, we cannot directly know the reasons why someone is thin or wealthy or failing in school. However, by using arthapatti, we can postulate possible explanations for these facts.

Children come to the classroom with a lot of exposure to the environment. They learn by imitation, observing, and questioning, knowingly or unknowingly at each moment of life. Whether it is at home or the playground they use different types of knowledge.

Key Points Teachers should-

• Use the previous knowledge of whatever students know from their environment by connecting it with the topic of teaching.
• Make linkages between children’s experiential informal knowledge
• Connecting concepts with the objects around the students.
• Every moment in their life children are experiencing many things, and as a result of that, they are learning.

Therefore, we can conclude that a teacher should try to make linkages between children’s experiential informal knowledge of students to introduce new concepts.

The answer is B and C only.

Key Points

• A flipped classroom approach is a pedagogical model in which the traditional lecture and homework elements of a course are reversed. Students watch video lectures, read assigned readings, or otherwise engage with new material outside of class, and then use class time to engage in more active learning activities, such as discussions, problem-solving, or projects.
• The main characteristics of a flipped classroom approach are:
  • Learners engage with new material for homework to prepare for the next class.
  • In-class time is predominantly used for exercises, discussions, or projects.

The other options are not correct:

• Lessons are not primarily delivered via direct instruction from the teacher in class. In a flipped classroom, students are expected to come to class prepared to discuss and apply the material they have learned outside of class.
• A flipped classroom does not negate the need for homework. However, the type of homework that students do in a flipped classroom is typically different from the type of homework they would do in a traditional classroom. In a flipped classroom, homework is typically used to prepare students for in-class activities, rather than simply to review material that has already been covered in class.

The intelligence test is the theory and practice of measuring the performance of people in various forms.
Key Points
There are some important points related to intelligence tests.

• Through the intelligence test, we can know about the IQ of the child.
• An intelligence test is designed to understandability of a child.
• Through the intelligence test, we can know about the level of thinking of a child.
• The scholastic test is the intelligence test.
• Thomas' General Intelligence Assessment is made for measuring individual intelligence.
• Stanford-Binet Intelligence Test and the Wechsler test are two main intelligence tests.
• Individual intelligence tests need serial guidance.

Thus we can say that the Scholastic test is the intelligence test.
Hint

• The personality test is for checking personality only not intelligence.
• The teacher-made test is checking for teaching eligibility, not for intelligence.
• Aptitude test is for checking Apptitude.

Additional Information

• Intelligence tests can be categorized into three parts.

1. Individual Tests-
2. Group test- These tests are conducted on a group of people.
3. Performance- It is based on performance only.

As an established classroom technology, projectors are popular for their relative simplicity, low cost to purchase, and their ability to project to very large screens. With the advent of lamp-free projectors, there is less maintenance and fewer calibration issues than older models.

Key Points

Assertion (A) : For an effective classroom communication at times it is desirable to use the projection technology.

Explanation:

• The projection method is a method where three-dimensional mapping or video mapping techniques are used to make students understand the topic.
• For effective classroom communication, it is desirable that the teacher uses projection technology so that students actively participate in class and understand the concept.

​Thus, (A) is true.
Reason (R): Using the projection technology facilitates extensive coverage of course contents.

Explanation:

• Projectors help in fast and easy coverage of course.
• Projection technology helps a teacher in the classroom to cover the course content easily with minimal time but it is not the sole reason to use projection technology for effective classroom communication.
• It also makes classroom communication effective by drawing the students attention.
• However, projectors cannot be solely responsible for extensive coverage of course.
• For extensive course coverage, a mix of multiple techniques is used like lecturing, project work, group discussion, projectors and many more.

Thus, R is true, but it is not the correct explanation of A.

Hence, both Assertion and Reason are correct but Reason is not the correct explanation of the assertion.

Inference/ Anumana:
“ Anumâna (inference) is the process of ascertaining, not by perception or direct observation, but through the instrumentality or medium of a mark, that a thing possesses a certain character.”

• Based on causation, inference can be classified into pûrvavat and seavat inferences, the last is based on non-causal uniformity.
• A cause is the invariable and unconditional antecedent of an effect and an effect is the invariable and unconditional consequent of a cause.

Key-Points
Pûrvavat inference:

• When we infer an unperceived effect from a perceived cause we have pûrvavat inference.
• For example, we see the dark clouds in the sky in the morning and infer future rain from the dark clouds.
• A pûrvavat inference is based on previous experience of universal concomitance between two things

Hence, option 1 is the correct answer.
Additional Information
Seavat inference :

• When we infer an unperceived cause from a perceived effect we have seavat inference
• For example, when we infer previous rain from the swift muddy current of the river.
• A seavat is inference by elimination

Sâmânyatodta inference :

• When an inference is based not on causation but on uniformity of co-existence, it is called sâmânyatodta.
• For example, when we infer the cloven hoofs of an animal by its horns.
• A sâmânyatodta is inference by analogy.

• Pramana term is commonly found in various Hinduism schools and it means "proof" and "means of knowledge".
• In Indian philosophies, pramana is the means which can lead to knowledge, and serve as one of the core concepts in Indian epistemology.
• The focus of pramana is how correct knowledge can be acquired, what one already knows, what one doesn't know etc.
• ​There are six types of pramana:

​
Key-Points
Anumana (Inference):

• It is an important concept of the Nyaya School of Indian Philosophy.
• Here, the prefix ‘anu’ means ‘after’ and ‘māna’ means ‘knowledge’.
• It is a way of drawing inference from prior or existing knowledge.
• It is a means of arriving at truth not directly but through previous knowledge of concomitance (vyapti) between the major term (sadhya) and the middle term (sadhana).
• For example, if there is smoke on a hill, our ‘anumana’ would be that there is some fire on the hill. This process of making an Anumana is through ‘vyapti’.
• This inference technique is used in our homes in smoke detectors because it is inferred that if there is smoke there would be fire.
• It can not be a variable relationship because it will be difficult to draw inference from it.
• For example, the presence of rain invariably means the presence of clouds - vyapti. But the presence of the cloud has a variable relationship with the presence of rain because it can not be determined whether clouds will lead to rain.
• Anumana is an accepted means of knowledge by most school of knowledge.
• It is accepted in Buddhism, Vaisesika, Samkhya, Yoga and Mimamsa philosophy.

Thus, statements a, c and d are correct.
Additional Information
Sabda (Relying on word):

• ​​Testimony of past or present reliable experts.
• It is based on verbal testimony.
• This means of gaining proper knowledge is either spoken or written, but through Sabda (words).
• The reliability of the source is important, and legitimate knowledge can only come from the Sabda of reliable sources.

Correct Answer: ​(B), (A), (E), (D), (C)
Important Points

• A natural disaster is a major adverse event resulting from natural processes of the Earth; examples include firestorms, dust storms, floods, hurricanes, tornadoes, volcanic eruptions, earthquakes, tsunamis, storms, and other geologic processes.
• Natural disasters are the result of a hazard overwhelming a highly vulnerable community, often resulting in mortality and morbidity.
• India is vulnerable to extreme weather events.
• Over the decade of the 1990s, both the number and severity of such events have increased.
• Weather events can be classified as extreme on the basis of various factors such as the impact, socio-economic losses, environmental degradation, long-term damages, etc.
• With more than 70 percent of India’s population relying on agriculture directly or indirectly, the impact of extreme weather on human life and other living beings. is critical.
• In the state of Orissa, 49 years have experienced floods, 30 have had droughts, and 11 faced cyclones.
• These analyses have yielded a 30-year cyclicity of the Indian monsoons.
• Droughts were more common in the 1960s. Of the 14 major drought years in the 85-year record, eight occurred in the first 30-year period (1891-1920) whereas there was only one in the second 30-year period (1921-1950).
• According to the World Meteorological Organization (WMO), data of major natural disasters/ extremes that occurred around the world during the period 1963- to 2002, indicates that floods and droughts cause maximum damage.
  

Hence, the correct sequence of the given years in descending order on the basis of the number of people affected by natural disasters in India is (B), (A), (E), (D), (C).

Key Points

• Enhance Understanding of Surroundings: Foster a deeper understanding of the environment, promoting awareness and connection to the natural world.
• Raise Awareness of Environmental Issues: Cultivate consciousness about global environmental challenges, inspiring informed and responsible citizenship.
• Encourage Caring for the Environment: Instill a sense of responsibility and interest in actively caring for and improving the well-being of the environment.
• Holistic Learning Beyond Specific Subjects: Expand ecological knowledge beyond isolated subjects, embracing a comprehensive understanding of interconnected environmental issues.

Hence, the correct answer is To confine their ecological knowledge to subjects such as energy and wildlife.

Communication can be defined as the two-way process through which two and more persons exchange ideas and develop understanding. It is not completed unless the receiver of the message has understood the message and his reaction or response is known to the sender of the message.

It is of two types Formal and informal. Some of the most important types of direction in formal communication are Vertical, Horizontal or Lateral, and Diagonal or Cross-wise.

Vertical communication is of two types Upward and Downward communication

Important Points

Upward communication

• When the subordinate initiates communication to the superior, the flow is upward hence it is called the upward communication
• It always follows the chain of command in the hierarchy.
• The upward communication can take the form of progress reports, budget reports, profit and loss statements, requests for grants, etc
• it also sends information, suggestions, complaints, and grievances of the lower-level workers to the managers above
• Communication between the HR manager and the Finance manager is an example of Horizontal communication. ​

Hence, ​Statement I is correct but Statement II is incorrect.

Additional Information

Downward Communication:

• When Formal communication takes place between a superior and subordinate in the form of instructions and directions. Such a flow takes place in the downward direction hence it is called downward communication
• For example, Sending emails, Writing newsletters and memos, Highlighting information in manuals or handbooks, Holding staff meetings, and Creating policy changes.

Important elements in site selection for nuclear power plants, in general, are economic, sociological, engineering and technical feasibility, infrastructure, and general safety.
Key Points
Some of the factors are the in the site selection for a nuclear power plant are the following:

• ​Weather-related events: Extreme values of meteorological variables such as wind, precipitation, snow, temperature, storm surges, and unusual meteorological phenomena such as lightning, tornadoes, and tropical cyclones are calculated using meteorological and climatological features of the site region.
• Flooding: the site is analyzed for flooding risk owing to natural factors such as precipitation run-off.
• Geotechnical hazards: The site seismicity and seismotectonics of the region as well as unique site characteristics are used to estimate the hazards of earthquake-induced ground motion.
• Chemical explosions: Plants in the site region that handle the process or store chemicals that have the potential to explode or produce gas clouds capable of deflagration/detonation.
• Location: A site survey is a process of finding candidate sites for a nuclear installation, If the site falls within the screening distance value for different types of airfields, a probabilistic study of aircraft crashing on the facility is conducted using flight frequencies at the nearest airfield.​

​Therefore, the Absence of earthquake-prone zone in nearby areas is the most important factors in the site selection for a nuclear power plant.
Additional Information
Nuclear disaster around the world:

Concept:

• A landslide is defined as the movement of a mass of rock, debris, or earth down a slope.
• Landslides are a type of "mass wasting," which denotes any down-slope movement of soil and rock under the direct influence of gravity.
• The term "landslide" encompasses five modes of slope movement: falls, topples, slides, spreads, and flows.​
• Landslides cause the destruction of slopes and ground surfaces, initiating the change of uncontrolled erosion in the mountain terrains.
• Himalayan mountain ranges are prone to landslides.

Explanation:

Factors that cause landslides are:

• High intensity of rainfall
• Steep slopes
• Highly weathered rock layers
• Seismic activity
• Soil layers formed under gravity
• Poor drainage
• Deforestation leading to soil erosion
• Mining and quarrying
• Land use pattern, ex: road cutting, soil cutting.
• Extreme construction activity and urbanisation.
• Volcanic eruptions.

​Landslide hazards in the Himalayan region are a consequence of, road cutting, seismic activity, deforestation and urbanization.