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

The correct response is to design collaborative group activities where students solve problems and explain their reasoning to each other.

Key Points

• Option 3 aligns best with the desired active engagement and diverse learners approach.
• Collaborative activities cater to different learning styles, promote communication and problem-solving skills, and allow students to learn from each other while clarifying their understanding.
• The other options focus on passive information delivery or individual work, potentially limiting engagement for some students.

Additional Information

1, 2, and 4 are not the Best Solutions for Active Engagement in a Diverse Classroom:

• Option 1: Traditional Lecture:

Passivity: Lectures typically involve the teacher passively delivering information, leaving students in a receiving mode. This can be disengaging for many learners, especially in a diverse classroom with varied attention spans and learning styles.
Lack of Differentiation: A single lecture pace and level of detail may not cater to all students' understanding levels. Some might find it too fast or complex, while others might get bored with repetitive explanations.

• Option 2: PowerPoint Slideshow:

Limited Interactivity: Static visuals and text lack the dynamic engagement of collaborative activities. Students might passively view the slides without actively processing or applying the information.
Visual Dominance: Visual learners might benefit, but students with other learning styles may struggle to grasp the concepts solely through visual presentations.

• Option 4: Individual Worksheets:

Limited Collaboration: Independent work misses the valuable learning opportunities offered by collaboration. Students don't benefit from explaining their reasoning, hearing different perspectives, or working towards shared goals.
Limited Support: Struggling students might encounter difficulties without immediate peer support or teacher guidance during individual work.

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.

The square of opposition is a diagram used in categorical logic to depict the logical relationship that exists between particular propositions based on their form.
Key Points
Diagram of Aristotelian Square of Opposition.

The four corners of this diagram represent the four basic forms of propositions.

Contrary:

• A and E propositions are contrary.
• It's always Between Universal.
• Both statements cannot be true at the same time but both can be False.
• If One is True the other will be False definitely.
• If One is False the other will be Doubtful.

Now applying the rule of the Square of Opposition.
Additional Information

Thus, The truth of one entails the falsity of the other is correct.

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.

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 B = 2800
Total number of boys who like vanilla in school B = 2800 × 4/7 = 1600
Total number of children who like vanilla in school D = 4000
Total number of boys who like vanilla in school D = 4000 × 6/10 = 2400
Sum = 2400 + 1600 = 4000
Total number of girls who like chocolate in school D = 2000 × 5/10 = 1000
Total number of girls who like chocolate in school C = 2800 × 3/14 = 600
Sum = 1000 + 600 = 1600
The percentage = 4000/1600 × 100 = 250%

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 × 2/5 = 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.

Calculation
Total number of children who like vanilla in school B = 2800
Total number of boys who like vanilla in school B = 2800 × 4/7 = 1600
Total number of children who like chocolate in school A = 2000
Total number of girls who like chocolate in school A = 2000 × 2/5 = 800
The percentage = 1600/800 × 100 = 200%
The answer is 200%.

The correct response is Perennialism.

Key Points

• Perennialism: Perennialists think that the primary purpose of education is to develop students' intellectual and moral qualities. They believe that knowledge and disciplines are constant, translatable into daily life, and therefore should guide educational experiences. They often advocate for a curriculum based on timeless subjects, such as philosophy, religion, and mathematics, which can help students engage in critical and moral thinking.

Additional Information

• Constructivism: This is an educational philosophy that suggests that learners construct knowledge based on their experiences. It advocates that learning is an active, contextualized process of constructing knowledge, rather than acquiring it. It's not about transmitting information from teachers to students but facilitating the students' own learning process.
• Behaviorism: This theory focuses on observable behaviors, which can be directly measured and quantified. Instead of focusing on critical or moral thinking (like perennialism) or self-directed learning (like constructivism), behaviorists believe that learning is a process of forming connections between stimuli and responses. Rewards and punishments play key roles in this theory, with the goal of molding specific behaviors through a step-by-step, repetitive approach.
• Essentialism: Essentialism in education places a strong emphasis on traditional basic subjects such as math, science, history, and language. The goal is to instill students with the essential knowledge required to thrive in society. However, it emphasizes cultural literacy and core content rather than developing moral or intellectual qualities like Perennialism.

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.

Courtesy is being respectful, open, and friendly with other persons. and Consistency is being stable and common while sharing information with other people.

• Development, growth, and intelligence are related to the within-individual progress from infancy to adulthood. these are based on principles of maturation.
• Communication is a two way process of sharing information, ideas, thoughts, and attitudes among two or more people. this is a psychosocial process, where social factors like being friendly, polite, open, and empathetic are considered important.

Key Points

• The basic principles of communication or 7 c's of communication include:

1. Principle of clarity
2. Principle of correctness
3. Principle of completeness
4. Principle of concreteness
5. Principle of being concise
6. Principle of courtesy and consistency: being courteous, open, genuine, and empathetic, creates a good environment to communicate with other people effectively.
7. Principle of being considerate and coherent.

Hence, it can be concluded that the principle of courtesy and consistency is related to communication.

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 'Varying sociopolitical contexts'.
Key Points

• The passage outlines that societies and nations with elements of communist ideals follow a form of communism that often diverges from Marx's original theory.
• These adaptations and deviations in implementation are influenced by their own unique sociopolitical contexts.
• This can be referred back to the part of the passage that reads, "...nations followed a form of communism influenced by their own interpretations and specific sociopolitical contexts..." indicating that the specific contexts of societies can guide the practical implementation of communism, resulting in potential divergencies from the theoretical ideals.

Therefore, the correct answer is 'Option 2'.

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'.

• 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 correct answer is Inference.

Key Points

• Inference uses facts and observation to determine a conclusion.
• It is based on facts and goes beyond the facts.
• We expect that our inferences will be correct, but they may prove incorrect due to some unpredicted probability.
• It involves a certain amount of risk, but in every imaginable context, we can't avoid them.
• When it is drawn by a specialist then it is more reliable, but when it is made by a non-expert then it is accepted after receiving more feedback.
• For instance, when we travel on a bus, we infer that we may reach safely, but this inference may not prove correct if the bus is caught in some accident.

Additional Information

• According to Roger and Roethlisberger -
  • "The communication effectiveness is influenced by our very natural tendency to judge, to evaluate, to approve or disapprove the statement of the other person or other groups".
• This tendency of evaluation will alter the meaning of communication.
• So the organization must try not only to eliminate all external barriers but also try to understand the perception and attitude of the receiver.
• Following are the barriers to effective communication:
  • Semantic Barrier
  • Cultural Barrier
  • Noise Barrier
  • Organizational Barrier
  • Perception Barrier
  • Feedback Barrier

The correct answer is A. Fallacy known as Hetvabhasa.

Key Points

• In Indian Logic, the middle term (Hetu) plays a crucial role in deductive reasoning. It acts as a bridge between the minor term (Paksha) and the major term (Sadhya), establishing why the major term applies to the minor term. Therefore, the absence of the middle term entirely would render the reasoning invalid.

Here's a breakdown of the other options:

• B. Understanding Purva Mimamsa: Purva Mimamsa is a school of Indian philosophy focused on interpreting Vedic rituals and sacrifices. While Hetu can be used in arguments related to rituals, its absence wouldn't necessarily prevent understanding Purva Mimamsa as a whole.
• C. Understanding of Ayurveda: Ayurveda is a traditional Indian system of medicine. Like Purva Mimamsa, Ayurveda may utilize reasoning, but the absence of Hetu wouldn't directly impede its understanding.
• D. Fallacy known as Tikalp: Tikalp is a specific fallacy in Indian logic where the reason (Hetu) is contradicted by another piece of evidence. While it involves the middle term, its absence wouldn't be the defining characteristic of this fallacy.

Therefore, only the absence of the middle term (Hetu) would necessarily lead to a fallacy known as Hetvabhasa, making it the most relevant consequence in the context of Indian Logic.

The correct answer is Pollutants

Key Points

Primary pollutants

• Pollutants which are emitted directly from identifiable sources, emitted from natural hazardous events like dust storms, volcanoes, etc or from human activities like burning of wood, coal, and oil in homes or industries or automobiles, etc.
• The following five primary pollutants contribute to about 90% of the global air pollution:
• The important primary air pollutants are:
  • Oxides of sulphur, particularly the sulphur dioxide (SO2);
  • Oxides of carbon like carbon monoxide (CO) and carbon dioxide (CO2), particularly the carbon monoxide (CO);
  • Oxides of nitrogen, like NO, NO2, NO3 (expressed as NOx);
  • Volatile organic compounds, mostly hydrocarbons; and
  • Suspended particulate matter (SPM).

Secondary pollutants.

• The primary pollutants often react with one another or with water vapour, aided and abetted by the sunlight, to form entirely a new set of pollutants, called the secondary pollutants.
• These are the chemical substances, which are produced from the chemical reactions of natural or anthropogenic pollutants or due to their oxidation, etc., caused by the energy of the sun.
• The important secondary pollutants are:
  • Sulphuric acid (H2SO4);
  • Ozone (O3);
  • Formaldehyde; and
  • Peroxy-acyl-nitrate (PAN) etc

Additional Information

• Primary Pollutants: Co, CO2, SOX, NOX, Aerosols, Bacteria, Pollens, Suspended particulates, Fly ash, Mist, Dew, Mist, Soot, Volcanoes, etc.
• Secondary Pollutants: Chlorofluorocarbon, Ozone, Smog, Acid rain (H2SO4, HNO3, H2CO3), PAN (Peroxyacetyl Nitrate), PBN (Peroxybutyl Nitrate), PPN (Peroxypropyl Nitrate)

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.

In Indian Philosophy, Anumana means the knowledge (mana) which we get after other knowledge. From the knowledge of the sign, we get a knowledge of the object possessing it. Therefore, Anumana means the knowledge which is preceded by Pratyaksa (highest of all Pramanas).

The Nyaya believes in a five-membered inference (of a syllogism):

1. Pratijna (Thesis): It is the thesis to be established, which makes a statement. It means that through which something is proved. For example, ‘the hill is fiery’.
2. Hetu (Reason): It states the reason for the statement. For example, ‘Because there is smoke on the hill’.
3. Udaharana (Exemplification): It is the universal proposition which shows the invariable concomitance between the reason and the inferable predicate supported by an example. For example, ‘whenever there is smoke, there is fire, e.g. the kitchen’.
4. Upanaya (Application): It is the application of the universal proposition to a particular instance. For example, ‘the hill is smoky’.
5. Nigamana (Conclusion): It is the conclusion drawn from the preceding members. For example, ‘therefore, the hill is fiery’.

All five members are categorical propositions.

Hence, the correct sequence of steps involved in Anumana (inference) is Pratijna, Hetu, Udaharana, Upanaya, Nigamana.

Assessment is done to determine the outcomes (what students have learned), process (the way they learned), and their approach to the learning before, during, or after the program or course.

• During instruction, the assessment can be used to determine what students are learning so that if there a need, the teacher can adjust their teacher.
• It is a process-oriented approach that is used to identify the areas for improvement in the learning process.

Key Points
Assessment

1. It is the process of collecting information with regard to the abilities, interests, aptitude, personality, and attitudes of learners.
2. It is a process-oriented approach that is used to identify the areas for improvement in the learning process.
3. It is used to determine the outcomes (what students have learned), process (the way they learned), and the learning approaches of the learners.
4. It also helps the teachers to analyze their teaching approach to learning before, during, or after the program or course which gives an idea to them whether they should continue with their present teaching techniques and approaches or should change them.
5. It is a narrower concept than evaluation and it is included in the process of evaluation.
6. During instruction, the assessment can be used to determine what students are learning so that if there a need, the teacher can adjust their teacher.

So, It is concluded that the assessment helps teachers to decide whether to continue with their teaching methodology or to change it.
Confusion Points

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.

The correct response is Curiosity.

Key Points

• Curiosity is typically not a barrier to communication. On the contrary, curiosity often acts as a facilitator of communication.
• When individuals are curious, they are actively interested in understanding the other person's perspective, asking questions, and seeking clarity.
• This fosters better engagement and deeper comprehension, which enhances the quality of communication rather than hinders it.

Additional Information

• The intended message will frequently be disrupted and misinterpreted, resulting in misunderstanding and communication failure.
• There are five categories of barriers to effective communication:
  • Attitudinal Barriers
  • Cultural Barriers
  • Emotional Barriers
  • Language Barriers
  • Environment Barriers
• Language Barriers: language barrier is the lack of a common language that hinders two or more individuals from communicating verbally with each other.
• Emotional Barriers: The ease and comfort with which a person can speak are determined by their emotional IQ.
• Attitudinal Barriers: Attitudinal Barriers are discriminatory behaviors, perceptions, and assumptions that people with disabilities face.
• Cultural Barriers: A cultural barrier is a problem that arises from a misinterpretation of meaning due to cultural differences between the sender and the receiver.
• Environment Barriers: Environmental barriers frequently hinder or prevent a disabled person from fully participating in social, occupational, or recreational activities.

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 Option 1.
Microteaching:
A microteaching cycle is a controlled process that comprises a small unit of content (usually a single topic) being taught to a small group of students (usually peers playing the role of students) in a short period of time (usually 5-7 minutes)..
Key Points

• Microteaching is a training technique to develop and elevate teaching skills.
• By employing the concept of micro-teaching, a teacher can identify the deficiencies and inadequacies in their teaching and improve upon them.
• Microteaching also facilitates the development of new skills by focusing on strengthening one skill at a time.
• This allows a teacher to fully develop one skill before moving onto the next. In this manner, teaching skills become definable, observable and measurable.

Cycle of Microteaching:
Plan-

• The first step in microteaching is to plan.
• This step involves the preparation of the topic to be taught and relevant materials required to prepare the content. a properly sequenced plan is prepared.
• This sequence is prepared following the concepts of skills to be applied in microteaching.

Teach-

• The next step is to teach according to the plans prepared in the first step itself.
• The teacher trainee utilises the skills of teaching for a full 6 minutes time.
• The teacher trainee tries to modify their behaviour according to the situation they have been placed.

Feedback-

• The next step involves the feedback session of the things taught by the teacher trainee.
• All the strengths and weaknesses of the teacher is pointed out.
• It is expected that the teacher trainee implements the feedback in the next step.

Replan-

• The teacher trainee tries to plan again keeping in mind the feedback provided to them.
• All the weaknesses are tried to be overcome in the next session of teaching.
• The trainee teacher tries to make the lesson more interesting as the same topics to taught.

Reteach-

• The final step in microteaching is to again teach the students.
• This time the teacher trainee tries to teach in a better way so as to make sure all the relevant information is passed along with new plans drawn out in the previous step.

Hence, the correct answer is Option 1.

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.