UGC NET Paper 1: Held on 18th Dec 2018 Shift 1 (Previous Year Paper)

DVD stands for Digital Video Disks or Digital Versatile Disks.

• A DVD stores much more data than a CD-ROM. Its capacities are 4.7GB, 8.5GB, and 20GB, etc.
• The capacity depends on whether it is a single layer, double layer; single-sided or double-sided disk.
• DVD uses a laser beam of shorter wavelength than CD-ROM uses and therefore more tracks are available. Working principles of DVD disks are the same as those of a CD-ROM, CD-R, or CD-RW.
• The Speed of  DVD, X=1.38 MB/s.

DVD-R: It is a recordable DVD, the same as a CD-R disk. The user can write data once on a DVD-R, then read the data as many times as required.

DVD-RAM: It is a rewritable DVD, the same as a CD-RW disk. DVD-RAM uses a phase change technology to write, read, and erase data.

 

A in S3 and S4 = 76 + 96 = 172

E in S3 and S4  = 68 + 72 = 140

Difference = 172 - 140 = 32

Thus, the difference in the total marks obtained by student A in the subjects S3 and S4 taken together and student E in the subjects S3 and S4 taken together is 32.

 

S6 total marks = 532.5

Total marks = 150 × 5 = 750

% = (532.5/750) × 100 = 71%

Thus, the average percentage of marks obtained by all the five students together in subject S6 is 71%.

 

Average of S1 = 240/5 = 48

Thus, the average marks obtained by all the five students together in subject S1 is 48.

 

Difference in S3 and S1 marks = 348 - 240 = 108

Thus, the difference in the marks obtained by all the five students together in the subjects S3 and S1 is 108.

 

Student A total score = 450

Total score = (450/650) × 100 = 69.23% ≈ 70%.

Thus, the approximate average percentage of marks obtained by student A found out to be 70%.

USB: Universal Serial (US) Bus

• It provides a serial bus standard for connecting devices, usually to computers such as personal computers.
• It has an asymmetric design, consisting of a host controller and multiple devices connected in a tree-like fashion using special hub devices, called USB hubs.

LCD: Liquid Crystal Display

• LCD stands for “Liquid Crystal Display”.
• It is a combination of two states of matter, the solid and the liquid. LCD uses a liquid crystal to produce a visible image.
• LCD’s technologies allow displays to be much thinner when compared to a cathode ray tube (CRT) technology.

GUI: Graphical User Interface

• This type of user interface permits its user to interact with electronic devices through the medium of graphical icons and visual indicators.
• GUIs are also used in mobile devices like MP3 players, media players (portable), gaming devices and smartphones.

Data Measurement Units

• 1 Kilobyte (1KB) = (1024) Bytes
• 1 Megabyte (1MB) = (1024) Kilobytes
• 1 GB = 1024 Megabytes = (1024) × (1024) KB = (1024) × (1024) × (1024) Bytes

Hence "LCD : Light Crystal Display" is incorrect.

There are many networks in the world, some are natural, and some are man-made. There is a network of veins and arteries in the body and there is a network of railroads. But these days when we say networks, we mean data communication networks. Data communication is the movement of computer data from one computer to another. The data may travel as an electrical or an optical signal on transmission systems. Such systems are called data communication networks or simply network. Networking helps us in getting the information fast.  there are various types of computer networks, which are not known to many adult learners and adult educators. According to Tanenbaum (2007), these networks include LAN, MAN, and WAN.

1. Local Area Network (LAN):

• A local area network connects computers that are in the same building.
• A network spread over a few kilometers also comes under LAN.
• The LAN is usually realized using Ethernet technology or token ring technology. Fiber Distributed Data Interface (FDDI) is also becoming popular. The transmission rate varies from 10 Million bits per second to 1-gigabits per second (10Mbps-1Gbps).
• A computer has a network interface card such as an Ethernet card that connects it to the network circuit.
• Usually, LAN is under the control of a single organization.
• The prime objective of LAN is to facilitate information and resource sharing within an organization. For instance, application software which is used by many people in the organization can be installed on a computer. This computer is connected to another computer by LAN and everybody can use the same software.

2. Metropolitan Area Network (MAN): 

• a Metropolitan Area Network (MAN) is basically a bigger version of LAN and normally uses similar technology.
• It might cover a group of nearby corporate offices or it can be in a city.
• It can be a private or public network.

3. Wide Area Network (WAN):

• A wide area network connects computers in different cities or countries.
• The network to connect computers that are thousands of miles apart is not built by an organization. Instead, the organization uses leased telephone lines.
• It is owned and managed collectively by many cooperating organizations.

Hence, WAN covers the largest area and LAN covers the smallest area.

Peripheral devices: A peripheral device is any device that can be connected to a computer. This term includes monitors, keyboards, mouse, webcams, drawing pads, joystick, modems, printers, scanners, interactive whiteboards, drive wheel, and so on.

Input devices: Any device that is capable of inputting information into a computer system, for example, keyboard, microphone, mouse, scanner, webcam, and so on are known as input devices.

Output devices: The output devices are basically meant for anything that comes out of a computer after being processed. It includes the monitor, headphones, printers, speakers, projectors, plotters, and VDUs (visual display units).

Storage devices: Computer data storage, often known as memory refers to the computer components and recording media which retain the digital data. Memory refers to the temporary internal storage areas within a computer. The term memory is usually used as a shorthand for physical memory and it refers to the actual chips capable of holding data. Some computers also use virtual memory, which expands physical memory onto a hard drive.

Therefore, when we give input through scanners, trackballs, microphones, touch screens we can see/access those input data over the screen of the computer, hence these devices can be put under the category of input peripheral devices.

Given, B2= A2+B1

Now According to given equation,

B2= A2+B1 ⇒  36 = 20 + 16

B3= A3+B2 ⇒  44 = 36 + 8

B4= A4+B3 ⇒   56 = 44 + 12

B5= A5+B4 ⇒  56 = 56 + 0

Hence, If the given equation is B2= A2+B1... copied and pasted to cells B3, B4, B5, the value of B5 would be 56.

Human beings, by excessive use of energy and similar other activities, have created conditions that may threaten the fragile environment and ecology of the earth and in turn trigger global changes resulting in disturbing the present radiative and chemical balance in the atmosphere.

• One of the important threats, which have been highlighted during the last three decades is the depletion of the protective ozone shield in the stratosphere. This may allow more ultraviolet light (UV) to reach the earth's surface and cause damage to human and animal health; disturb terrestrial ecosystems and adversely affect crops and vegetation. Thus ozone depletion is a serious hazard that may lead to an increase in climate-related disasters.
• Man-made chemicals (like chlorofluorocarbons -CFCs) inject chlorine (CI) in the stratosphere and it also destroys ozone in the same manner. Thus CFCs, which are used in the refrigeration industry is used in household cans of aerosol deodorants etc., are also agents of destroying ozone because they release chlorine (Cl) atom and free radical C10 into the stratosphere which destroys ozone.
• The CFCs emitted at the ground are carried into the stratosphere where they get broken into chlorine atoms, which in turn destroy molecules of ozone thus depleting ozone in the stratosphere.
• Ozone destruction in the Antarctic spring of 1993 had surpassed all previous records. Very low temperatures in Antarctica accelerate ozone destruction in the presence of chlorine atoms.

Tsunami is a series of large waves of extremely long wavelength and period usually generated by a violent, impulsive undersea disturbance or activity near the coast or in the ocean.

• When a sudden displacement of a large volume of water occurs, or if the seafloor is suddenly raised or dropped by an earthquake, big tsunami waves can be formed.
• The waves travel out of the area of origin and can be extremely dangerous and damaging when they reach the shore.
• Tsunami waves often look like walls of water and can attack the shoreline and be dangerous for hours, with waves coming every 5 to 60 minutes.
• The expected heights for these larger tsunamis are around 30 − 70 feet.
• Tsunamis are most often caused by earthquakes and landslides. Volcanic eruptions can also cause tsunamis.
• Tsunamis are among the most terrifying natural hazards known to man and have been responsible for the tremendous loss of life and property. Because of its destructiveness, the tsunami has an important impact on the human, social and economic sectors of our societies. In the Pacific Ocean where the majority of these waves have been generated, the historical record shows tremendous destruction.

On 26th December 2004, the Indian coastline experienced the most devastating tsunami in recorded history.

• The tsunami was triggered by an earthquake of magnitude 9.0 on the Richter scale at 3.4° N, 95.7° E off the coast of Sumatra in the Indonesian Archipelago at 06:29 hrs IST (00:59 hrs GMT).

The 2004 Indian Ocean earthquake devastated the shores of Indonesia, Sri Lanka, India, Thailand, and other countries with waves of up to 15 m (50 feet) high, even reaching the east coast of Africa, 4500 km (2,800 miles) west of the epicentre.

• At least 79,900 people were killed by the earthquake and tsunami in Indonesia.
• Tsunamis killed at least 41,000 people in Sri Lanka, 10,000 in India, 4,000 in Thailand, 120 in Somalia, 90 in Myanmar, 66 in Malaysia, 46 in the Maldives, 10 in Tanzania, 2 in Bangladesh, 1 in Seychelles and 1 in Kenya and the count is still taking place.
• Tsunamis caused damage in Madagascar and Mauritius and also occurred on Cocos Island and Reunion.
• The tsunami crossed into the Pacific Ocean and was recorded in New Zealand and along the west coast of South and North America.
• The earthquake was felt (VIII) at Banda Aceh and (V) at Medan, Sumatra and (II-IV) in parts of Bangladesh, India, Malaysia, Maldives, Myanmar, Singapore, Sri Lanka and Thailand.
• This is the fourth largest earthquake in the world since 1900 and is the largest since the 1964 Prince William Sound, Alaska Earthquake.

​Hence, earthquake was the major cause of the tsunami that occurred in the south and south-east Asia in December 2004.

Lead exposure poses a major environmental health problem in India.

• Lead is a potent poison and is harmful in even very small amounts.
• Once absorbed into the body, lead combines with and inhibits the functioning of certain enzymes – often with severe physiological or neurological consequences.
• The global burden of disease estimates that lead accounts for 0.9% of the total disease burden.
• No direct studies have yet been performed in India to investigate the impact of lead exposure on the neurobehavioral development of children.
• The greatest improvements in estimating the disease burden of lead will come from characterizing the exposure-response relationships for health effects.

Based on numerous landmark epidemiological investigations, some of the major interventions that were adopted worldwide as a result of the global burden of disease exercise were: 

• Industrial emissions
• Worker exposure to lead in formals and cottage industries;
• The lead content of lead-glazed pottery used for cooking, eating or drinking;
• Lead in school materials, such as crayons;
• The use of leaded solder in food cans;
• The use of leaded paints;
• Lead levels in other environmental media

Once absorbed, lead is distributed in essentially the same manner regardless of the route of entry and can become the cause of the followings:

• Inhalation
• Indigestion
• Skin infection
• Increase in blood pressure
• It affects the overall metabolism
• increasing blood lead level,
• Mental illness
• Impact the nervous system
• Joints pain
• Headache
• Fatigue
• Anemia

Demographic transition is a model used to represent the transition from high birth and death rates to low birth and death rates as a country or a region. Demography is the study of how human population changes. The changes occur due to births, deaths, immigration, emigration, and natural ageing.

Mortality means death. The UN principles of the Vital Statistical System, 1950 defined death as the permanent disappearance of all evidence of life at any time after birth has taken place. Death does not include abortion and stillbirth. 

• The death rate has declined over the decades. Various factors, like the increasing level of literacy, urbanization, eradication of epidemics, besides the improved provision of healthcare facilities in urban, as well as rural areas in India, have resulted in a decline in death rates over a period of time.
• With the spread of education in general and health education in particular, people are becoming health conscious. Moreover, advertisement of health messages on TV and radio has promoted education among people. All these have brought down death rates.
• The status of women in society has been improving. It is the women who take care of the health of their children and family. As women’s education is scaling up day by day, it has helped to reduce the death rate

• Birth Rate: The ratio of live births in an area to the population of that area; expressed per 1000 population per year.
• Death rate: The ratio of deaths in an area to the population of that area; expressed per 1000 population per year
• Life expectancy: Life expectancy at birth reflects the overall mortality level of a population. It summarizes the mortality pattern that prevails across all age groups in a given year – children and adolescents, adults and the elderly
• Level of education: levels of education are an ordered set of categories, intended to group educational programmes in relation to gradations of learning experiences and the knowledge, skills and competencies which each programme is designed to impart.

Assertion and reasoning-type questions have one assertion (A) and one reason (R). We must first determine whether the statement is true. If the statement is true, we must next determine whether the reason correctly explains the assertion. 

The example of a fish in a stream makes it quite clear that if we want to understand the living things and their place in nature properly, we must not consider them alone, but rather as a part of an interacting system. Such an interacting system, e.g., a stream is called ecosystem. You must have seen a lake, a pond; a grassland, or a forest at one time or another. All these are some more examples of the ecosystem.

While there are direct impacts on environment-related with the construction of the dam, for example, dust, erosion, borrow, and disposal problems. The greatest impacts result from the impoundment of water, flooding of land to form the dam, and alteration of water flow downstream. It affects the ecosystem as a whole.

The assertion is true.

Effects of dam:

• Dams can displace a large number of people. .
• Reservoirs behind a dam can lead to greenhouse gas emissions. ...
• This technology hampers local ecosystems.
• Some river sediment is useful
• Dams create a risk of the flood if they experience a failure.
• It provides water storage facility
• The whole area gets overwhelmed with water
• It helps farmers in irrigation
• Electricity generation.

​The reason is true.

By referring to the above explanation we came to know that both the assertion and reason are true but Reason was not the correct explanation of the assertion.

Hands on Experience: Knowldege or skills that someone gets by doing 

something instead of merely reading or looking at it.

Seminar:

• The word seminar is derived from the Latin word seminarium, meaning seed plot.
• It is a formal presentation by one or more experts to a small group of audience. It can be conducted on a recurring or regular basis, monthly or even weekly, there is an invited speaker, and the audience is much more technically versed or specific in nature.
• The motive behind the seminar system is to familiarize the students extensively with vital aspects of their study and also to allow them to interact with examples of practical problems that always occur during study or research work.
• Thus, a seminar is a form of academic instruction either at an academic institution or offered by a commercial or professional organization.

Conference:

• A conference is a meeting of people who confer about a topic.
• It is a meeting where people come for discussion.
• It features keynotes and presentations delivered to all attendees, as well as multiple break-out sessions.
• Attendees expect to receive information about industry trends and developments.
• It can be an academic conference (a formal event where researchers present results), a business conference (organized to discuss business-related matters), or a parent-teacher conference (meeting with a child’s teacher to discuss grades and school performance), a peace conference (a diplomatic meeting to end conflict) and so on.

Workshops:

• Workshops tend to be smaller and more intense than seminars.
• This format involves students practicing their new skills during the event under the watchful eye of an instructor.
• Hands-on workshops typically involve participants doing work on a particular issue during the program. The promise is that when they leave, they will have at least a rough plan or tools in place to address the challenge.

Symposium:

• It is usually a formal meeting at which specialists deliver short addresses on a topic or on related topics and then answer the questions relating to these topics.
• It is especially one in which the participants form an audience and make presentations.
• The symposium is also defined as a collection of writings on a particular topic, as in a magazine.

 

Hence, Workshop provides greater opportunities for the students to gain wide experiences about the issues. The workshop provides a larger scope for the possibility of hands-on experience.

The sharing of knowledge between learners and the teacher during the teaching-learning process is knowledge dissemination.

• Seminar, Classroom, and Journal are highly oriented towards knowledge dissemination.
• The major goal of all these three is to channelize the knowledge towards the students.
• But Field Work is rather more oriented towards first-hand experience provider.
• Field Work provides the first-hand experience about the work/issue to the student. It provides practical knowledge (experience) to the students whereas seminar, classrooms, and journals are more inclined towards providing theoretical and basic knowledge about the issue/subject/work.

 

Universities in India fall broadly into two categories the Unitary and the Affiliating. There is a third category that is deemed universities, but they are too few in number. The administration of both unitary and affiliating types is almost similar and is carried out through a hierarchy of authorities and functionaries,

the Chancellor  ⇒ the Pro-Chancellor ⇒ the Vice-Chancellor ⇒  Pro-Vice-Chancellor ⇒ the court or the Senate ⇒  Syndicate or the executive council the academic council ⇒  the faculties and the Boards of Studies ⇒ the Finance Committee and such other bodies as may be declared by the statutes to be authorities of the university. 

Syndicate / Executive Council:

• The syndicate/executive council is the principal organ of management in the university.
• Being the highest executive authority of the university, it should be a compact body capable of functioning with the unity of purpose.
• The prime concern in determining its size and composition is that it should be an instrument to run the university effectively and to see that the larger objectives and purposes for which the university is supported by public funds are fulfilled. That is why it is suggested that the syndicate/executive council should be a compact, rather than the too large body and that it should be a homogenous rather than & broadly representative body, enabling it to make and implement well-considered decisions promptly and to handle the crisis effectively
• "In keeping with present socio-economic and Political trends the syndicates should take necessary steps to globalize their teaching and research Programmes." "They will need to have greater interactions with foreign universities and inter University collaboration at international level need to be encouraged." The syndicate should take policy decisions in consultation with teachers and, whenever necessary, with non-teaching employees. But, in routine matters, power should be delegated to different officers, with clear rules provided to take appropriate decisions and to be responsible for the same.
• The Syndicate should have a fixed calendar of meetings. No meeting should be convened at short notice and it should work as a business-like body in every sense of the term. The effective functioning of the Syndicate largely decides the efficient functioning of the university.

Hence, Syndicate being the principal management organ for the university;  is empowered with the role of appointment and approval of teachers in a University System in India.

University Court/Senate:

• The British rulers of India established The senate (colonial relic) at a time when there was no responsible government in this country.
• They wanted to give an opportunity to educated Indians to learn the first lessons of parliamentary democracy. That is why even the 'question hour' which would surprise any observer of the higher education scene anywhere outside the British Common Wealth, was included in the senate's procedure.
• We do not have a full-fledged parliamentary system of government in India. When there is provision for the annual report and the audited accounts of the University are laid before the state legislature and discussed and when the entire deficit of a university is met by the state government, what is the purpose served by the senate which is supposed to approve the budget and the audited accounts? In some of the leading universities of India, the senate/court never meets for years. But, that has not adversely affected their functioning.
• Theoretically, there is the view that the senate is a link between society and the university. But, in the present circumstances, what better link could there be than popularly elected legislature itself scrutinizing the report and the audited accounts of the university and discussing the same and taking appropriate decisions? That is one of the ways in which accountability is ensured. In fact, the Senate has no place, whatsoever in the present context. Wherever, it exists, it should be abolished. And, no new university or new university legislation should provide for it.

Academic Council:

• The academic council is the principal academic organ of the university and is expected to coordinate and exercise general supervision over the academic policies of the university.
• It should provide leadership with regard to raising the standards and quality of teaching and research and strengthening their links with regional and national development. For this purpose, the council may prescribe methods of instruction and evaluation and other academic norms.
• The academic council should be responsible for bringing about interdepartmental and inter-faculty coordination in both teaching and research."
• The Academic Council should explore new avenues to lead students in large numbers to words self-employment and entrepreneurship."

Faculties and Boards of Studies:

• The constitution of faculties and Boards of Studies should also reflect the same principles and considerations as in the case of the Academic Council.
• It may not be desirable to have direct participation of students in the faculties and Boards of Studies as these authorities would be discussing not only specific course contents but it is desirable to establish a mechanism for consultation with them in regard to the general improvement of courses, laboratories, teaching methods, fieldwork, project work etc, and also to elicit their views on extension work and coordination between departments in respect of teaching and research. For this purpose, it is advisable to have a Faculty Advisory or Consultative Committee consisting of a representative of all the departments, including senior students, presided over by the Dean of the faculty.

The Bar Council of India:

• It is a statutory body created by Parliament to regulate and represent the Indian bar.
• It performs the regulatory function by prescribing standards of professional conduct and etiquette and by exercising disciplinary jurisdiction over the bar.
• It also sets standards for legal education and grants recognition to Universities whose degree in law will serve as qualification for enrollment as an advocate.

Association of Indian Universities:

• The formation of the Inter-University Board (IUB) of India as an Apex Inter-University Organization on March 23, 1925, in a meeting of Vice-Chancellors/their representatives at Bombay University, was the culmination of the need to bring together all the universities in India on a common platform through a coordinating body, to protect the interest of the students as well as the universities.
• The objective was to promote university activities, especially by way of sharing information and increasing co-operation in the field of education, culture, sports and allied areas. Prior to this, having such an organization in India was recommended by the Sadler Commission in 1919 followed by a resolution, made in the Conference of Vice-Chancellors of the Indian Universities convened at Shimla in 1924.
• The Inter-University Board acquired a legal status with its registration as a Society under the Societies Registration Act, 1860, on September 29, 1967, and was renamed as Association of  Indian  Universities  (AIU)  in  1973.
• AIU  is actively engaged in the growth and development of  Higher Education.
• The membership of AIU includes all types of universities e.g. Conventional Universities, Open Universities, Deemed to be Universities, State Universities, Central Universities, Private Universities and Institutes of National Importance. In addition to Indian Universities, 13 Universities/Institutes from Bangladesh, Bhutan, Republic of Kazakhstan, Malaysia, Mauritius, Nepal, Thailand, United Arab Emirates and the United Kingdom are its Associate Members.

University Grant Commission:

• The Sargeant Report recommended the formation of a University Grants Committee, which was formed in 1945 to oversee the work of the three Central Universities of Aligarh, Banaras and Delhi. In 1947, the Committee was entrusted with the responsibility of dealing with all the then existing Universities.
• The University Education Commission was set up in 1948 under the Chairmanship of Dr S Radhakrishnan "to report on Indian university education and suggest improvements and extensions that might be desirable to suit the present and future needs and aspirations of the country". It recommended that the University Grants Committee be reconstituted on the general model of the University Grants Commission of the United Kingdom with a full-time Chairman and other members to be appointed from amongst educationists of repute.
• In 1952, the Union Government decided that all cases pertaining to the allocation of grants-in-aid from public funds to the Central Universities and other Universities and Institutions of higher learning might be referred to the University Grants Commission. Consequently, the University Grants Commission (UGC) was formally inaugurated by late Shri Maulana Abul Kalam Azad, the then Minister of Education, Natural Resources and Scientific Research on 28 December 1953.
• The UGC, however, was formally established only in November 1956 as a statutory body of the Government of India through an Act of Parliament for the coordination, determination and maintenance of standards of university education in India. In order to ensure effective region-wise coverage throughout the country, the UGC has decentralised its operations by setting up six regional centres at Pune, Hyderabad, Kolkata, Bhopal, Guwahati and Bangalore. The head office of the UGC is located at Bahadur Shah Zafar Marg in New Delhi, with two additional bureaus operating from 35, Feroze Shah Road and the South Campus of University of Delhi as well.

NITI Aayog:

• The National Institution for Transforming India, also called NITI Aayog, was formed via a resolution of the Union Cabinet on January 1, 2015.
• NITI Aayog is the premier policy ‘Think Tank’ of the Government of India, providing both directional and policy inputs. While designing strategic and long term policies and programmes for the Government of India,
• NITI Aayog also provides relevant technical advice to the Centre and States.

Therefore, UGC is entrusted with the responsibility for coordination and quality of higher education in India.

The people who manage the universities are**:**

1. The Visitor/Chancellor:

• ​​Appoints the Vice-Chancellor.
• Nominate the specified number of members on the Executive Council/Syndicate.
• Approve/disapprove the statutes and ordinances or amendments to them.
• The institution of inquiries into mismanagement, if any. These functions are vested in authority outside the university to ensure objectivity and fairness in their performance.

2. The Chancellor

• ​​The Central Universities have a statutory office of Chancellor who is the head of the University.
• An eminent person in public life is appointed to this office by the Visitor on the recommendation of the Executive Council.
• S/he is not vested with any other functions or powers.
• The State Universities do not have a corresponding statutory office. The Governor, who is the Chancellor, also performs these roles. To that extent, s/he is deemed to be an officer of the university. This duality in the role of the Chancellor's office in State Universities has often caused considerable ambiguity and confusion.

3. The Vice-chancellor

• The vice-chancellor is the administrative and academic head (Chief Executive Officer) of the university.​​
• The vice-chancellor of Indian universities is appointed by the Visitor/Chancellor from a panel of names recommended by a Committee of eminent persons specially constituted for this purpose.
• The vice-chancellor is ex-officio the Chairman of the Executive Council (Syndicate or Board of Management) and the Academic Council as well as the Finance Committee and other statutory bodies like Planning Board and Selection Committees.
• As the Chief Executive, h/she is responsible for ensuring that the university functions in accordance with the provisions of the Act, statutes, ordinances, and regulations.
• He/she is responsible for ensuring discipline among teachers, staff, and students.
• In an emergency, he/she can exercise any power of any authority and report the matter to the authority concerned for the ratification of the decision. He/she can delegate his powers to other officers.

4. The Pro-Vice-Chancellor/Rector

• ​​The Pro-Vice-Chancellor/Rector is the second level executive officer in a university, who is appointed by the Executive council on the recommendations of the vice-chancellor.
• He/she exercises the powers and performs the duties that are prescribed by the university or delegated by the vice-chancellor.
• the prime functions of the PVC/Rector is a kind of partnership with the vice-chancellor to ensure the effective functioning of the university.

5. The Deans

• ​​Dean of Faculty is the Head of the faculty and is responsible to the Vice-Chancellor for the organization of the teaching and research programs as well as maintenance of the standards of teaching, research, and extension functions in the faculty.
• A Dean is normally appointed from among the Professors in the departments that comprise the faculty for a period of 2-3 years through a system of rotation according to seniority.

6. Registrar

• ​​ the head of the administrative wing of a university
• S/He leads the university's civil service is the custodian of all university records and represents the university in all its dealings with the outside world.
• S/He is ex-officio, the Secretary of all the Statutory bodies of the university, issues notices for their meetings, prepares the agenda, and also the minutes of the meetings. These key functions of the Registrar enable him/her to occupy a position of pre-eminence in university management.
• The Registrar is normally appointed by the Executive Council (Syndicate) on the recommendation of a Selection Committee presided over by the vice-chancellor.

7. The Finance Officer

• ​​The Finance Officer is the manager of the University's funds and properties.
• The Finance Officer is responsible mainly for managing government funds, an officer from the government appoints on deputation to this position by the universities.

Hence, the Vice-Chancellor is the administrative and academic head of the Indian University System.

The correct answer is a-iii, b-iv, c-i

Important Points

1. Memory level of teaching (MLT): Least thoughtful teaching

• It is the initial stage of teaching.
• It involves the habit of rote memorization. In such type of act, memory plays a key role.
• The teacher presents factual information before the learner. The learner tries to recall and memorize these facts with the least involvement of his/her thinking and reasoning power. It represents the involvement of the least thoughtful behavior.
• The evaluation includes oral, written, and essay-type examinations.

1. Understanding level of teaching (ULT): thoughtful teaching

• Understanding something is to perceive the meaning, grasp the idea, and comprehend the meaning.
• It focuses on the mastery of the subject.
• The teaching at the understanding level is of a higher quality than the one at the memory level.
• At this level of teaching, the teacher explains the student about the relationship between principles and facts and teaches them how these principles can be applied.

1. Reflective level of teaching (ULT): Most thoughtful level

• It is a problem-centric approach to teaching.
• Teaching at the reflective level represents the highest level of the teaching activities that can be carried out in the most thoughtful modes of operation providing the desirable quality of teaching situation and experience to the learner for utilizing and enhancing their cognitive abilities to the maximum.
• At this level, the student is made to face a real problematic situation. The student by understanding the situation and using his critical abilities succeeds in solving the problem.

Hence, Memory level-  facilitates recalling and recognizing of facts, Understanding level-  Enhances scope for seeing of relationships and meanings, Reflecting level- Encourages critical thinking based cognitive interchange.

A variable, as the name implies, is something that varies. It is a quantity that may have several different values. These are broadly classified into - dependent and independent variables.

 

Ex-Post Facto method: 

• In this research method, a predetermined group with the required qualities is compared to some dependent variables. The group to be studied is not randomly selected rather it is based on a particular quality or trait. For example, a study of the enhancement of learning outcomes for disabled children in a module of the inclusive teaching method. Here, the differently-abled students form a predetermined group. It is also called “after the fact” research.
• The most important difference between experimental research and ex-post facto research is control. In the former, the investigator has a manipulative control on the independent variable, whereas in the latter this control is not possible, more than this, randomization is not possible.
• The researcher must take things as they are and try to collect data and analyze them in that context.
• In an ideal social scientific research, the possibility of finding random samples of subjects and randomly assigning them to groups and treatment to the group would always be possible. However, these possibilities do not exist in a real situation. The ex-post facto research could be of a large scale or a small scale.
• It is used in social sciences and business organizations.
• It is conducted in the context of a phenomenon after it has occurred or at the time of its occurrence.
• It basically deals with non-manipulated variables of a phenomenon.
• This type of research has three weaknesses:

1. The inability to manipulate the independent variables,
2. Lack of power to randomize, and
3. The risk of improper interpretation

Descriptive Survey:

• It is also known as statistical research, describes data and characteristics about the population or phenomenon being studied.
• It answers the questions who, what, where, when, and how.
• Descriptive research cannot be used to create a causal relationship, where one variable affects another.
• Descriptive surveys collect and provide three types of information:

1. of what exists with respect to variables or conditions in a situation;
2. of what we went by identifying standards or norms with which to compare the present conditions or what experts consider to be desirable; and
3. of how to achieve a goal, by exploring possible ways and means on the basis of the experience of others or opinions of experts.

• Descriptive surveys investigate phenomena in their natural setting.
• Their purpose is both immediate and long-range.
• They constitute a primitive type of research and do not aspire to develop an organized body of scientific laws.
• Such surveys, however, provide information useful to the solution of problems and at times provide data to form the basis of the research of a more fundamental nature.
• A descriptive research survey is most popular in educational research. It provides a sound database for other kinds of research.

Experimental Method:

• It is a systematic and scientific approach to research on establishing causal relationships.
• The researcher can directly control or manipulate the independent variable to examine its effect on the dependent variable.
• It investigates a hypothesis through experiments in a controlled environment where a variable is manipulated by the researcher and its impact is observed on the dependent variable.
• It tests the formulated hypothesis and uses the results to generalize to a larger population.
• For example, a study to determine the effects of a new teaching strategy on the learning outcome of students.
• It helps in establishing causal relationships among different events in the educational situation under controlled conditions
• There are four essential characteristics of experimental research:

1. control
2. manipulation
3. observation and
4. replication

Exegetical research: 

• It is a type of research related to exegesis (Exegesis = An exposition or explanation of a text, especially a religious one).
• Exegesis comes from two words X means out of a go means to lead and so exegesis is to lead meaning out of the text
• Exegesis is equivalent to inductive Bible study because in this the researcher tries to induce the actual meaning the text had originally.
• The test doesn't have the fixed meaning it can be interpreted by multiple views.

Hence, in the Ex post facto method of research, the independent variable has to be selected rather than manipulated.

The correct answer is 1, 4 and 6

Important Points

• Commitment areas of teachers and learners mean the areas where the teachers and learners should be committed to.
• These are a certain set of attitudes, goals, and activities that should be taken care of during the teaching-learning process.
• This includes being democratic, impartial, objectivity, respect, etc.

Hence,  'Do it well' approach,  concern for

• the all-round development and readiness to help,  respecting impartiality, objectivity and intellectual honesty are some of the commitment areas of teachers and learners.
• Though enhancing performance in the classroom including teaching-learning processes may also come under this set of commitment areas but as there is no option given with statements 1,3,4,&6 being right; 1,4,&6 is the most appropriate one among all)

Research is a systematic inquiry towards understanding a complex social phenomenon or a process. Based on the research problem, the selection of research methods by the researcher may vary.

Key Points

There are various definitions of research given by various people some of them are mentioned below:

• In the Encyclopaedia of Social Sciences, Research is defined as “the manipulation of things, concepts or symbols for the purpose of generalization to extend, correct or verify knowledge whether that knowledge aids in the construction of a theory or in the practice of an art.”
• Best and Kahn, in their book Research in Education, define research “as the systematic and objective analysis and recording of controlled observations that may lead to the development of generalization, principles or theories, resulting in prediction and possibly ultimate control of events.”
• Busha in his publication Research Methods in Librarianship says that Research is “a systematic quest for knowledge that is characterized by disciplined inquiry. An efficient and effective approach to expand knowledge is the conduct of special, planned, and structured investigations.”
• Cook outlines research as an honest, exhaustive, intelligent search for facts and their meanings or implications, with reference to a problem. He sees the word ‘Research’ as an acronym, each letter of the word, standing for a particular aspect as given below:
• R = Rational way of thinking
• E = Expert and Exhaustive treatment
• S = Search and solution
• E = Exactness
• A = Analysis
• R = Relationship of facts
• C = Critical observation, Careful panning, Constructive attitude, and Condensed generalization
• H = Honest and Hardworking
• Ranganathan describes research to represent a critical and exhaustive investigation to discover new facts, to interpret them in the light of known ideas, theories, and laws, to revive the current laws and theories in the light of the newly discovered facts to apply the conclusion to practical purpose.

Important Points

According to all these definitions of research, we can broadly sum up that research is: 

• An intellectual activity of a high order;
• An investigation of a phenomenon, event or activity;
• Aims to discover data and facts and their interpretations;
• To arrive at conclusions to formulate new theories and laws or revise the already established theories and laws;
• To communicate the results for peer review;
• To be accepted or rejected before adding this new knowledge to the already existing general pool of knowledge;
• An organized inquiry to explain the unexplained phenomenon; and
• To correct the misconceived facts.

Therefore, research can be defined as an authentic meaningful process to find the answer to a problem.

Research is a systematic inquiry towards understanding a complex social phenomenon or a process. Based on the research problem, the selection of research methods by the researcher may vary. The research process consists of a series of actions and steps needed for conducting scientific research, if the researcher follows certain steps in conducting the research, the work can be carried out smoothly with the least difficulty. the steps of research are as follows: 

1. Identification of the Problem: The first and most important step for identifying a problem is asking a question or identifying a need that arises as a result of curiosity and to which it becomes necessary to find an answer.
2. Review of Literature:​ A researcher needs to focus on the related studies and techniques for the research but creativity is not required to do the review of existing literature.
3. Conceptual framework: After reviewing the related literature a researcher requires attentiveness and dedication for the conceptual understanding.
4. Formulating a Hypothesis: “Hypotheses are single tentative guesses, good hunches – assumed for use in devising theory or planning experiments intended to be given a direct experimental test when possible”.While formulating hypothesis there is a desire to get the intellectual joy of doing some creative work, it involves creative thinking.
5. Identifying, Manipulating, and Controlling Variables: Variables are defined as those characteristics which are manipulated, controlled, and observed by the researcher. The study may have extraneous variables. So, the researcher needs to use the imagination skills to identify the most appropriate variables that can help in formulating and structuring the study.
6. Formulating a Research Design: A research design may be regarded as the blueprint of those procedures which are adapted by the researcher for testing the relationship between the dependent variable and the independent variable. It requires a systematic approach.
7. Constructing Devices for Observation and Measurement: When the research design has been formulated the next step is to construct or collect and choose appropriate tools of research for scientific observation and measurement.
8. Sample Selection and Data Collection: After deciding the tools for the study the research one must also decide about the participants of the study for which purpose usually a small sample is drawn which represents the population.
9. Data Analysis and Interpretation: After making observation the data collected are analyzed with the help of various quantitative and qualitative statistical techniques that requires no creativity.

Hypothesis:

• The hypothesis is the questions that the researcher wants to address, which include predictions about possible relationships between the things they want to investigate (variables).
• A researcher does not know the exact truth but has a hunch about the outcome and thus, makes some predictions about the outcome. That prediction is called a hypothesis.
• The validity of a hypothesis is unknown.
• In most cases, formulating a hypothesis specifies the logical relationship between two variables.
• It must be generalizable and simple.

Hence, we can conclude that the ability to see and size up the situation creatively is most relevant at the stage of research- In formulating research hypotheses and procedures for testing them.

Additional Information

Steps of Research:

Step 1: Formulation of Research Problem

• Literature review
• Formulation of objectives
• Identifying research variables and measuring scales
• Formulating hypothesis

Step 2: Preparing Research Design

• Problem structure
• Study design
• Experimental study
• Non-experimental study

Step 3: Developing Data Collection Instrument (Research Instrument)  

• Types of data
• Methods of data collection
• Designing a research tool

Step 4: Selecting Samples Types of samples 

• Probability
• Non-probability
• Determining sample design

Step 5: Writing a Research Proposal Main elements

• Need
• Benefits
• Types of data
• Justification for funds and other resources

Step 6: Collecting Data  

• Observations
• Interviews
• Questionnaire
• Schedules

Step 7: Processing and Analyzing Data  

• Editing and Coding
• Classification of data
• Tabulation
• Analysis
• Hypothesis testing
• Generalizations

Step 8: Writing a Research Report 

• Title page
• Table of contents
• Chapters
• Bibliography
• Appendices

Ethics are the principles and guidelines that help us to uphold the things we value.​ Ethics always emerges from the conflict between values, and research ethics are not an exception. In research, these conflicts may take different forms, such as participant’s concern for privacy versus some justification for manipulation, openness, and replication versus confidentiality, present loss versus future benefits, and so on.

The ethical issues are to be observed at every stage of a research process. These are:

1. Collecting Information: A researcher's request for information may put pressure or create anxiety on a respondent before collecting the data.
2. Seeking consent of participants: Informed consent refers to an individual’s willingness to participate in a study during data collection and mentioning the name in the thesis or dissertation.
3. Providing incentives: Most people do not participate in a study because of incentives, but they are motivated because of the importance of the study. Giving a gift before data collection is not ethical on the part of a researcher.
4. Seeking sensitive information: Some pieces of information can be regarded as sensitive or confidential by some people. The researcher may collect the information but not all the information is relevant in the data analysis.
5. Possibility of causing harm to the participants: When you collect data from the respondents or involve subjects in an experiment, you need to examine carefully whether their involvement is likely to harm them in any way.
6. Maintaining confidentiality: The researcher has to identify the respondent as information needs to be sought more than once, sharing information about a respondent with others for purposes other than research is not ethical and at least the information provided by the respondent should be kept anonymous during thesis or dissertation writing.

​Therefore, majorly research ethics is of critical importance in the areas of Data collection, Data Analysis, and Writing a dissertation/thesis because all these areas are closely related to all the major stakeholders of research; namely, participant, researcher, and funding organization.

Research is a systematic inquiry towards understanding a complex social phenomenon or a process. They are broadly categorized into qualitative and quantitative research. Based on the research problem, the selection of research methods by the researcher may vary.

Ethnographic Studies: 

• The method is also known as ‘ethnomethodology’ or ‘methodology of people’.
• This type of research method basically intends to study culture through close observation and active participation.
• It focuses on studying the socio-cultural phenomena of a community.
• The ethnographer/ researcher collects information regarding the socio-cultural phenomena from a lot of people belonging to the community under study.
• The process of studying and describing a culture.
• It provides an insider's picture of a community under study.
• The researcher can go and live in a specific community where the research is going to conduct and study the culture and their educational practices.

Action research-based studies: 

• According to Kurt Lewin, the founder of the term Action Research, it is an ongoing strategy; the cycle is repeated to form a spiral; reformulated plan, revised action, more fact-finding, reanalysis. Hence, most feminist researchers follow this tool as there is value in building equality of relationship between the researcher and those researched.
• Action Research also means learning by doing.
• It usually emerges out of situational needs and a solution to a problem is also designed with respect to the situation.
• The researcher intends to discover new and alternative ways to achieve the objectives, be it teaching or management sector.
• It is mostly in social situations, such as in educational institutions.

Causal comparative based Ex post facto studies: 

• A causal-comparative design is a research design that seeks to find relationships between independent and dependent variables after an action or event has already occurred.
• The researcher's goal is to determine whether the independent variable affected the outcome, or dependent variable, by comparing two or more groups of individuals.
• There are similarities and differences between causal-comparative research, also referred to as ex post facto research, and both correlational and experimental research.

Narrative Studies:

• It is an approach to review the literature.
• It is contrasted with a systematic review.
• It tends to be less focused than a systematic review and seeks to arrive at a critical interpretation of the literature that it covers.

Hence, While presenting the research outcomes and sharing the same with others, in Causal comparative based Ex post facto studies, the style has to be impersonal (not influenced by​ any other factor).

Teaching can be Direct and Indirect.

1. Direct teaching methods:

• Teachers use methods such as lectures, demonstrations, etc, in this type of teaching.
• It engages students in the face – to – face interaction.

2. Indirect teaching 

• In this type of teaching active methods such as role-play, project, assignment, inquiry, or other such activities are used**.**
• Indirect methods are basically Learner-centered methods where the students are actively involved in the teaching-learning process.

​​​

Note: Lecturing with examples, team teaching, and demonstration on a subject; all the three methods are direct in nature and are teacher-centered. 

Hence, The only collaborative project method is learner-centered and indirect in nature among all four. Therefore, a collaborative project method of teaching will encourage indirect learning in the student.

1. Venn diagram is a clear method of notation. → True

2. To diagram a standard form of a categorical proposition, three overlapping circles are drawn. → True

The three overlapping circles, each represents a class and each is labelled with an uppercase letter.

3. To test a categorical syllogism, two overlapping circles are drawn. → False

To test a categorical syllogism, three overlapping circles are drawn.

4. Venn diagram is a method of testing the validity of categorical syllogisms. → True

Hence, ‘1, 2 and 4 only’ is the correct answer.

The square of opposition is a chart that was introduced within classical (categorical) logic to represent the logical relationships holding between certain propositions in virtue of their form.

The square of opposition, traditionally conceived, looks like this:

The least possible venn diagram is:

       

1)No dogs are quadruped. → False (As, No dog is quadruped)

2)Some dogs are quadruped. → True (As, No dog is quadruped)

3)Some dogs are not quadruped. → False (It is definite)

4)All dogs are biped. → False (As, No dog is quadruped)

Hence, ‘option 2’ is the correct answer.

• This is also called classical or Aristotelian categorical logic.
• The four corners of this chart represent the four basic forms of propositions recognized in classical logic:

1. A propositions or universal affirmatives take the form: All S are P. Example: All men are mortal.
2. E propositions or universal negations take the form: No S are P. Example: No man are mortal.
3. I propositions or particular affirmatives take the form: Some S are P. Example: Some man are mortal.
4. ​O propositions or particular negations take the form: Some S are not P. Example: Some man are not mortal.

Relationships:

When we deal with the form of deductive argument, we also deal with ‘valid’ and ‘true’, on the one hand, and ‘invalid’ and ‘false’, on the other. This particular distinction is very prominent.

Only statements are true (or false) whereas only arguments are valid (or invalid). This distinction will take us to this table. 

• In deductive logic, it is impossible to deny the conclusion, when the premises are accepted as true, without contradicting one’s own self.

For example,

P₁: Some poets are literary figures.

P₂: All play writers are literary figures.

Q: ∴ some play writers are poets. 

• In the above example, there is no implication therefore, the argument is invalid.
• The conclusion includes more information than the premises.
• A deductive argument is invalid if Its premises are all true but its conclusion is false.
• After accepting the premises if we deny the conclusion, we deny only that component of the conclusion which does not coincide with the premises. Therefore denial does not imply a contradiction.
• The relation between premises and conclusion is very much akin to ‘synthetic’ as opposed to ‘analytic’ judgments where the meanings of subject and predicate are different, but otherwise related as in the case of the statement,

 Hence, A deductive argument is invalid if Its premises are all true but its conclusion is false.

The correct  answer is selective exposure.

Important Points

Selective Exposure Theory :

• It observes that people tend to expose themselves selectively only to those messages and information which are in accordance with their beliefs and attitude and they have a tendency to ignore those messages which seem to challenge their beliefs.
• When people living in a society expose themselves to communication but selectively, this is selective expose. This actually means people only use to expose to those messages which are according to their thinking.
• When students place themselves close to certain communication sources, it will lead to elective exposure e.g people who feel that the dowry system should be banned will always stand by their belief and shall also criticize the practice

 

Additional Information

• Selective Perception Theory:
• It observes that people perceive the same message differently.
• The theory notes that the audience is a heterogeneous audience i.e. they belong to different socio-economic strata.
• The messages delivered by media are perceived differently according to the audience's disposition.
• Selective Retention Theory:
• It believes that individuals would retain only those messages which support their beliefs and attitudes.
• The messages which are not consistent with their views are not retained by individuals.

All people and thus certainly teachers and students use facial expressions to form impressions on others. A cold hard stare (a kind of staring) has long been in the repertoire of teacher’s weapons (as it can be used as a meaningful tool to control the notorious class or student). Similarly, a smile can be a useful tool in reinforcing desired student behaviors (this time in an affirmative way).

A teacher can also use the student’s facial expressions as valuable sources of feedback.

For example, while delivering a lecture, a teacher should use to observe student’s expressions to determine whether or not to slow down, speed up, or in some other way modify his presentation.

Facial expression involves some of the smallest body movements, but its impact in the classroom may be greater than any other body language the teacher exhibits.

• The teacher probably communicates more accidentally by his or her facial expression than by any other means. When teachers are responding to students, these changes in facial expression can serve as reinforces or as non-reinforced to the student. Unfortunately, the teacher normally has very little control over such micro-momentary movements but should be able to control more long-lasting expressions, such as smiles or frowns. Especially the frowns should be used carefully and with appropriate justification in the classroom, else it may have a negative impact on the student for a long time.
• A micro-momentary expression is an instant unwanted expression of the face — that people unintentionally display when they mask an emotion. Such expressions of secret emotion are swift and powerful.

The logic is:

Hence, ‘449’ is the correct answer.

Given:

NTA14 + NTA15 = 157229

Calculation:

14 + 15 = 29 and NTA + NTA = 1572 or 2 × NTA = 2 × (786)

⇒ NTA = 786

∴ N + T + A = 7 + 8 + 6 = 21

A proposition is a declarative sentence that is either true or false but not both. Also, a proposition can be neither true nor false. A proposition is always expressed with the help of a sentence.

For example - the same proposition “It is raining” can be expressed in English, Hindi, and Sanskrit, and so on. It means that two or more than two sentences may express the same proposition.

This is possible only when the proposition is taken as the meaning of the sentence which expresses it. Therefore the sentence is only the vehicle of or the means of expressing a proposition.

The term refers to the argument in which a proposition is arrived at and affirmed or denied on the basis of one or more other propositions accepted as the starting point of the process. A set of propositions makes up an argument.

Let us see what role propositions play and how logicians will be concerned in logic by taking a simple example of an argument:

• All men are mortal. proposition1
• All kings are men. proposition2
• Therefore all kings are mortal. proposition3,

Given these propositions as true or false, the logician will only find out whether the argument is valid or not by using certain rules that we shall learn later. Before we proceed further, it is of importance that we situate the discussion on “Proposition” in the whole context of the history of Logic itself.

Teaching is an act on the part of the teacher which intends to bring about change in the learner. This act exerts influence on the learner and thus modifies his/her behavior. Teaching is a variety of actions performed by a teacher with a view to bring positive and tangible behavior in students and thus achieve educational objectives

Effective teaching: 

• It is a process in which the teacher teaches and realizes the objectives of the lesson on the one hand, and children learn in a spirit of joy creatively, .on the other hand.
• Children are further motivated and impressed upon even to learn of their own.
• The way of motivating the students to learn and achieve better results by the teacher is referred to as effective teaching.

Four dimensions have been identified for effective teaching are:

1. Clarity of thoughts: 

• ​​The teacher should have clarity of objectives and knowledge that is to be transacted.
• The teacher should be sensitive about the individual differences and cater to the needs of each and every student in the class.
• The teacher should plan and use techniques of learning and evaluation according to the levels of teaching.

2. Variety:

• ​​The teacher should focus on the intensity of the stimulus (speech pattern/bright light).
• The teacher's movement and body gestures should be according to the students' behavior.

3. Task orientation, mostly in class:

• ​​The approach adopted should be goal-oriented and action-oriented.
• The learning environment makes the learner motivated.

4. Engagement in the learning task:

• ​​The teacher should make learning a developmental activity.
• The method of teaching in the class should be self-directed to reinforce the process of development of conceptual understanding and application.
• Provide opportunities where learners explore and draw new experiences.

 

In a nutshell, the teacher can make teaching effective. Effective teaching not only makes learning interesting but motivates the student to learn more (explore). Besides, it would carry over the effect on students' independent learning at home and other situations. 

Hence, engagement in learning by students is an indicator of key behavior in effective teaching, as evident from researchers.

The correct answer is option 4) i.e. To go beyond the perspective of one's own well-being.

Let's have a look at the 2nd line from the given paragraph: 

• "The freedom to choose our lives can make a significant contribution to our well-being, but going beyond the perspective of well being, the freedom itself may be seen as important."

​Upon perusal of the above statement, it can be concluded that freedom is important to go beyond the perspective of one's own well-being.

The correct answer is option 3) i.e. To appreciate that our aims can differ from self-interest.

Let's have a look at the 6th line from the given paragraph: 

• "We need not have to be a great leader to recognize that we can have aims or priorities that differ from the single-minded pursuit of our own well-being only."

​Upon perusal of the above statement, it can be implied that one can go beyond considerations of one's own well-being to appreciate that one's aims can differ from self-interest.

The correct answer is option 2) i.e. Utilities

Let's have a look at the 3rd line from the given paragraph: 

• "It is important to emphasise that if social realisations are assessed in terms of capabilities that people actually have, rather than in terms of their utilities or happiness."

​Upon perusal of the above statement, it can be concluded that utilities hold no value for assessing social realisations.

The correct answer is option 3) i.e. Accountability

Let's have a look at the 11th and 12th line from the given paragraph: 

• "There is also a second significant aspect of freedom: it makes us accountable for what we do. Freedom to choose gives us the opportunity to decide what we should do, but with that opportunity comes the responsibility for what we do to the extent that they are chosen actions."

​Upon perusal of the above statements, it can be concluded that the inherent aspect of freedom lies in accountability.

The correct answer is option 4) i.e. Need for securing justice to all

Let's have a look at the last line from the given paragraph: 

• "The perspective of social realizations will take us to further issues central to the analysis of justice in the world."

​The writer of the given passage is of the idea that a person should think beyond his own good and work in a way that benefits the world.

The statement given above corroborates the writer's perspective.

Assertion and reasoning-type questions have one assertion (A) and one reason (R). We must first determine whether the statement is true. If the statement is true, we must next determine whether the reason correctly explains the assertion.  

The classroom is an excellent example of a place of communication in group situations where teachers spend hours communicating with students to share information and knowledge. 

• Classroom communication takes place between teacher and learners and among learners both formal as well as informal situations
• Here, listening to the messages of the teacher, students decode the same as per their understanding and knowledge.
• It involves speaking, lecturing, describing, explaining, illustrating on the part of the teacher, and engaging the students in debate, dialogue, and discussion. Learners raise questions, doubts, and queries to make their difficulties explicit which need to be effectively responded to and addressed by the teacher.
• The strength of this approach lies in facilitating maximum feedback, warmth, and interaction.
• A teacher has to be a good speaker and at the same time has to be a patient and attentive listener for his/ her learners. Active listening is different from just hearing and requires activities such as hearing, understanding i.e. attaching meaning to what is heard and judging and thinking about it.

As per the explanation provided above, we can say that the assertion provided is true.

Redundancy is necessary so that the receiver can successfully receive the signal and in turn the right messages.

• Redundancy helps to maintain the certainty of communication.
• The greater the need for redundancy which reduces the uncertainty of the message.
• Redundancy is sometimes useful because it provides a better understanding and remembering information in a better way.
• It is advisable for the teacher to develop the information and repeat it in a paraphrased form.
• The proper usage of redundancy contributes to the improvement of creativity.
• By increasing redundancy, we can improve the faithfulness of communication.

As per the explanation provided above, we can say that the reason provided is true.

Hence, Both Assertion and Reason are true.

Given:

Speed s1 = 5 km/hr, Speed s2 = 3 km/hr

At s1, he reaches 15 minutes early and at s2 he reaches 9 minutes late

Formula used:

Distance = [(product of two speeds)/(difference between two speeds)] × Difference in time

Calculation:

Total time difference = 15 + 9 = 24 minutes = 24/60 hours

Distance = [(5 × 3)/(5 - 3)] × 24/60

⇒ (15/2) × 24/60 = 3 km

∴ The distance between house and office is 3 km

The logic is:

42 → 26 → $\frac{4}{2}$ = 2 and 4 + 2 = 6

71 → 78 → $\frac{7}{1}$ = 7 and 7 + 1 = 8

33 → 16 → $\frac{3}{3}$ = 1 and 3 + 3 = 6

Similarly,

62 → ? → $\frac{6}{2}$ = 3 and 6 + 2 = 8

=> ? = 38

Hence, ‘38’ is the correct answer.

The least possible venn diagram is:

1. Some roses are red. → False (It can be possible, but it is not definite)

2. Some red things are flowers. → True (It is definite)

3. Some flowers are roses. → True (It is definite)

4. All roses are red. → False (It can be possible, but it is not definite)

Hence, ‘2 and 3 only’ is the correct answer.

Evaluation is integral to the teaching-learning process as it helps in facilitating student learning and improving instruction. It is a systematic way of collecting information to make a judgment about student learning. It is conducted during different stages of a teaching-learning process, i.e. at the beginning, during, and at the end.

Norm-Referenced Test is one of the approaches to evaluate in the educational setting:

Norm-Referenced Test:

• Norm-Referenced is the traditional class-based assignment of numerals to the attribute being measured.
• It is an attempt to interpret the test results in terms of the performance of a certain group. This group is a norms group because it serves as a referent of the norm for making the judgment.
• It is conducted to know the relative position rank of the students in a well-defined population or group.
• It is conducted at the end of a term, naturally school board examinations.
• It is used to ascertain an individual’s status with respect to the performance of other individuals on that test.
• There is no fixed instructional objective.
• The importance is given to the course objectives.
• The measurement is made in terms of a class or any other norm group as the function is to relate the individual to some norm group (class).
• The purpose is to produce response variance, i.e., to see the extent to which an individual varies or differs from the performance of the group to which she/he belongs or does not belong.
• Almost all our classroom tests, standardized tests, and public examinations are NRT as they are interpreted in terms of a particular class, and judgments are formed with reference to the class which is considered as a type.​

Hence, Covering a large domain of learning tasks with just a few items measuring specific tasks,  Emphasizing discrimination among individuals in terms of the relative level of learning, and Interpretation requires a clearly defined group; are the statements which are related to Norm-referenced test.

The process of communication requires-two or more participants, one sends information and the other receives it. The sender sends messages to the receiver through one or the other channels. The message is carried out with the help of some codes (like verbal or nonverbal signs) which are decoded by the receiver. 

The decoder is an agency responsible for the process of decoding the message.

• The decoder is the receiver's brain.
• The procedures of encoding and decoding take place instantaneously.
• The sender and the receiver are not aware of this process. sender's and receiver's brains are responsible for encoding or decoding.
• Decoding is the first stage of the receiver's 'identification' performance.
• The receiver decodes the message received from the communicator. It takes place in the brain of the receiver. In decoding the message, the receiver has to translate the arbitrary symbols received from the communicator into the meaning for which those symbols stand.

The correct sequence of the decoding process of communication in the classroom is:

• Sensory involvement:
• ​It is the process through which we attend a stimulus and react to it.
• There are many sensory channels used and feedback is immediate.
• It allows you to clarify your views, persuade or motivate another person more effectively than any other mode of communication.
• Interpretation: 
• The decoding of a message is how an audience member is able to understand and interpret the message.
• It is a process of interpretation and translation of coded information into an understandable form.
• Evaluation: 
• It is to know the child's ability to accurately “decode” the message.
• A number of questions can be asked when evaluating a child's word analysis skills.
• Feedback:
• The response given by the receiver to the message of the sender is known as feedback.
• In classroom, the teacher receives the message by the student, and then s/he is able to understand whether the student is interpreted the information correctly or not and provide the feedback accordingly.
• Communication is a two-way process, without the element of feedback any discussion on the process of communication is incomplete.

According to given conditions,

So, C is grandmother of E.

Hence, ‘Grandmother’ is the correct answer.

The term 'communication' is derived from the Latin word 'communis' meaning having something in common or establishing commonness. When we communicate we are trying to establish 'commonness' with someone. That is, we are trying to share information, an idea, or an attitude. 

Communication takes place at different levels and accordingly we can speak of different types of communication.

1. Linear Communication:  linear, one-way communication.

• This model gives importance to the communicator and his/her message the element of feedback was not included.
• This model had helped to improve the understanding of communication among social scientists engaged in communication theories.
• This model was useful in political communication, propaganda, and political symbolism.
• The model also assumes the communicator wishes to influence the receiver and, therefore, sees communication as a persuasive process.
• In the example, A teacher in the classroom presents a structured content, the teacher is transmitting the knowledge and student are receiving it.

2. The interactive model:

• It is also known as the Convergence model allows the feedback process which consists of messages sent in response to other messages.
• In every communication, it is important that any message generates by the sender must be understood by the receiver without losing the originality intended by the sender.
• In any arena of communication, every component plays an important role in carrying out the smooth flow of information resulting in a successful understanding between the sender and the receiver.
• In the example, The principal of a college holds the staff meeting for understanding their problems, the principal will convey a message and will get feedback during the communication process.

3. Transactional Communication:

• Communication is an ever-changing, dynamic, transactional process in which any element may change the whole communication relationship.
• It is concerned with the creation and recreation of meaning. Meaning resides in people rather than in messages. In our communicative transactions with others, we use information as a means of enhancing the possibilities of environmental control; consequently, information exchange serves as a communicative means rather than an end in itself.
• In the example, Members are given themes on which they are required to hold a discussion, members will communicate dynamically and exchange the information after reading.