weekly magazine ugc-net (paper-1)
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DIWAKAR EDUCATION HUB
Weekly magazine UGC-NET (PAPER-1)
6th Edition so far
DIWAKAR EDUCTION HUB
5/4/2019
THE 6th EDITION OF WEEKLY MAGAZINE SO FAR , OUR VISION ALWAYS BEEN MAKE YOU AWARE ABOUT CURRENT AFFAIRS IMPORTANT AS PER UGC-NET SYLLABUS (PAPER-1) AND OTHER TOPICS
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TOPIC OF THIS WEEK MAGAZINE
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NUMBER SERIES (ALPHABET ) PRACTICE SET & TRICK TO SLOVE
CURRENT AFFAIRS RELATED TO ENVIROMENT (CLIMATE CHANGE ETC)
SCHEMS OF HIGHER EDUCATION & ELEMENTRY EDUCATION
MOCK TEST OF PAPER-1 (COMPLETE MOCK)
HOW TO PREPARE UGC –NET IN LAST 40 DAYS
he reasoning section of almost every competitive examination contains questions on Alphabet Reasoning.In this
topic, questions are asked relating to positions of English alphabets. This topic is very important from exam
point of view. So you need to memorize the positions of the alphabets so that you can handle each and every
question based on this topic. Let us discuss various types of alphabet reasoning:
1. THE ALPHABET: The English alphabet contains 26 letters, as given below:
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
From A to M, the alphabet completes the first 13 letters that is the first half, while the second half starts from
14th letter that is it starts from N and ends at Z.
(First Alphabetical Half) A to M ⇒ 1 to 13
(Second Alphabetical Half) N to Z ⇒ 14 to 26
2. Concept of EJOTY: The positions of alphabets can be remembered with the help of this simple concept, you
can easily find out the position of any letter without much effort. But it is advisable that you learn the positions
of different letters in the alphabet.
E J O T Y
5 10 15 20 25
For example, we are asked to find the 24th letter from the left side of the alphabet. We already know that the
25th letter from the left-hand side is Y, now we need to find letter before Y and that is X. By using this simple
method, we can easily find out the position of any letter in the alphabet. Memorizing the positions & sequence
of letters is a basic to solve any questions of this type, so you should try to memorize these positions. For this
particular reason, you should practice EJOTY. Write down the names of ten of your friends & do as given
below:
Let us take an example of name RAVI. With the help of EJOTY, we know that the letter R stands for number
18, A stand for 1, V stands for 22, I stands for 9. Adding all these numbers, we get (18+1+22+9). This is a very
good way to remember the positions of all the letters in the alphabet.
NUMBER SERIES (ALPHABET)
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3. Positions of letters from Right Hand Side (RHS): Many a times we get questions in the tests that ask us the
position of a letter from the right hand side. Although we are in a habit of counting from the left side of the
alphabet & not from the right hand side of the alphabet. We are discussing this by taking an example and then
we will make a mathematical formula.
Must Read Series Alphabet Articles
Reasoning Concepts & Tricks
Reasoning Practice Questions Level 01
Reasoning Solved Examples
Reasoning Practice Questions: Level 02
Suppose there is a row of 8 persons in which a person is standing 5th from left. Let's find out his/her position
from the right side.
I I I I I I I 1
1st 2nd 3rd 4th 5th 6th 7th 8th
You can see that the person who was standing fifth from the left hand side is placed fourth from the right side.
Suppose there are ‘n’ persons, the order can be horizontal (from left to right) or vertical (from top to bottom)
and if the position of a person is given which is rth from left then his position from right will be (n+1-r).
Likewise this concept can also be used if their sitting order is vertical. Sum of positions from left and from right
will always be (n+1). As given in the above mentioned example there are 8 persons, position of 5th person from
left will be 4th (8+1-5)from right. Sum of both the positions is (4 + 5) = 9. If we are dealing with letters & we
are given the position of any letter from either side, we need to add 1 more to the total number of letters & then
subtract the position from left side to get its position from the right side.
For instance, let us find the position from right side of a letter, which is the 10th from left side.
A B C D E F G H I J K L M N
1 2 3 4 5 6 7 8 9 10 11 12 13 14
O P Q R S T U V W X Y Z from LHS
15 16 17 18 19 20 21 22 23 24 25 26 from RHS
As you can see, the 10th letter from the left hand side of the alphabet is J, which is 17th letter (26+1-10) from the
right hand side of the alphabet. We did this operation by adding 1 to the total number of letters (26 + 1 = 27) and
then subtracting 10 from it. This same logic is to be applied if we have given an initial right position and we
need to find the position from the left side, or we have given initial position from top and we have to calculate
position from bottom and vice-versa
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4. Finding the central symbol/letter/digit: Many a times the question asks the middle letter/digit in the sequence
given e.g. find the middle letter between the 12th letter and the 20th letter from the left hand side of the alphabet.
A B C D E F G H I J K L M
1 2 3 4 5 6 7 8 9 10 11 12 13
→
N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26
→
You can see that there are 7 letters between these 2 positions i.e. M, N, O, P, Q, R and S. We know that the
midpoint of 7 items is the 4th item from either of the sides, whether counted from the right hand side of the
alphabet or the left hand side of the alphabet. It comes out to be P, which is the correct answer in this particular
case. But so much effort is not needed in solving such questions. In these type of questions, if the two different
positions are given from the same side (i.e. either both are from the left hand side of the alphabet or both are
from the right hand side of the alphabet), we can simply add up the 2 different positions from the same side, get
their simple average and thus, the correct answer. In this particular case, the two positions are 12 and 20 from
the left hand side of the alphabet. Adding and then averaging them, we get 16. Recollecting the EJOTY formula
that we discussed earlier, we come up with the letter which is 16th from left side (after O) is P. The same
process can be applied if we are given a case in which both the positions are counted from the right hand side of
the alphabet. Remember, the answer we get will be from the same from both sides. Let’s make this clearer by
discussing an illustration.
Consider a scenario in which we have to find the mid-point between the 11th and the 17th letter from the right
hand side of the alphabet. Adding the two positions, we get total as 28. The average of these two numbers is
therefore 14. So, the mid-point is 14th from the right hand side of the alphabet (the same as the sides given in
the question). Now we will convert this position into a position from the left hand side of the alphabet. Applying
the logic which we had applied earlier, we will subtract 14 from 27 and get the answer- 13th from the left hand
side of the alphabet, which is M. You can verify this answer by looking up the above alphabet.
5. Fill in the blank Series
These types of series consist of small letters which follow a specific pattern or series. Some spaces are left blank
in between the series given. We have to fill in the blanks from given options to make a pattern. This can be
clearly explained by this illustration:
Illustration: pq_ _ qpp_ _ pq _
1. ppppp
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2. ppqpp
3. ppqpq
4. qppqq
Sol: In order to solve these kinds of series, we should fill the given blanks by taking each option one by one &
see where it forms a logical pattern. When you try to fill the first option, it becomes pqppqpppppqp. It does not
result into any particular logical pattern. If you fill the second option you get pqp/pqp/pqp/pqp. It has been
separated by the symbol “/” for your better understanding. Now, this becomes a pattern of writing pqp again &
continously. So, the second option becomes the correct answer to this given question.
MCQ –
Directions (1-5): These questions are based on the following arrangement. Study the arrangement carefully to answer these questions. M 6 ⋆ I A 7 $ J # 5 4 B U 2 R Q D H L O @ P T E F Q1. How many such symbols are there in the above arrangement each of which is immediately followed by a number and also immediately preceded by a consonant? (a) None (b) One (c) Two (d) Three (e) None of these Q2. If we remove all the vowels in this series, then which of the following element will be 7th from right end? (a) P (b) H (c) D (d) Q (e) None of these Q3. How many such vowels are there in the above arrangement each of which is immediately followed by a consonant and also immediately preceded by a symbol? (a) None (b) One (c) Two (d) Three (e) None of these Q4. How many such consonants are there in the above arrangement, each of which is immediately preceded by a consonant and also immediately followed by a consonant? (a) None (b) One (c) Two (d) Three (e) More than three
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Q5. If we remove all the vowels and symbols in this series, then which element will be 13th from left end? (a) L (b) H (c) D (d) Q (e) None of these Directions (6-10): Read the following character sequence carefully and then answer the question given below it.
Q6. How many such symbols are there in the above sequence, each of which is immediately preceded by an odd number? (a) One (b) Two (c) Three (d) None (e) None of these Q7. If all the numbers are dropped in the given series, then which element will be at 12th position from left end? (a) $ (b) T (c) @ (d) R (e) E Q8. Which of the following element is third to the left of sixteenth element from the right? (a) 5 (b) T (c) $ (d) & (e) 7 Q9. How many such symbols are there in the above sequence, each of which is immediately preceded by a number and immediately followed by a number? (a) One (b) Two (c) Three (d) None (e) None of these Q10. What will come in place of the question mark of the series? 2 @ !, W $ 3, T 7 &, ? (a) D * E (b) D E * (c) * E D (d) L X U (e) None of these Directions (11-15): Study the following digit-letter-symbol sequence carefully and answer the questions given below: G > Z J L 2 ! D - M # 8 C % B < K 1 & A W / P E + Q @ 7 F 6 Q11. How many such symbols are there in the above sequence, each of which is immediately followed by a perfect cube of a number? (a) None (b) One
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(c) Two (d) Four (e) None of these Q12. Which of the following element is fifth to the left of sixteenth element from the left? (a) % (b) C (c) M (d) # (e) None of these Q13. If all the numbers are dropped in the given series, then which element will be at sixth position from right end? (a) M (b) A (c) B (d) / (e) None of these Q14. If the first fifteen elements in the above sequence are written in reverse order, then which of the following element will be twenty-first from the right end? (a) 2 (b) ! (c) P (d) L (e) None of these Q15. How many such numbers are there in the above sequence, each of which is immediately followed by a symbol and immediately preceded by a number? (a) None (b) One (c) Two (d) Four (e) None of these
(b) Solutions (1-5):
(c) S1. Ans.(b)
(d) Sol. J # 5
(e) (f) S2. Ans.(c)
(g) Sol.
(h) (i) S3. Ans.(a)
(j) Sol.
(k) (l) S4. Ans.(d)
(m)Sol. R Q D, Q D H, D H L
(n) (o) S5. Ans.(a)
(p) Sol.
Solutions (6-10): S6. Ans.(b) Sol. 3$, 5% S7. Ans.(e) Sol. E S8. Ans.(c)
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Sol. $ S9. Ans.(a) Sol. 3$5 S10. Ans.(a) Sol. D * E Solutions (11-15): S11. Ans.(b) Sol. #8 S12. Ans.(d) Sol. S13. Ans.(e) Sol. S14. Ans.(a) Sol. S15. Ans.(a) Sol.
Directions (1 to 5): Study the following arrangement to answer the given questions F # O U 7 D $ V @ B E 8 © X 1 A C % P 2 4 Q I N 6 M * Z 9 1. If all the numbers are dropped from the above arrangement, which of the following will be the ninth from the right end? (A) A (B) C (C) X (D) F (E) O 2. Which of the following is the fifth to the right of the thirteenth to the left of Q in the given arrangement? (A) X (B) @ (C) U (D) * (E) None of these 3. How many such symbols are there in the above arrangement, each of which is immediately preceded and also immediately followed by a consonant? (A) One (B) Two (C) Three (D) Four (E) None 4. Which of the following will be the sixth to the left of the fourteenth from the left end of the above arrangement?
(A) F
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(B) O
(C) U
(D) V
(E) None of these
5. How many such vowels are there in the
above arrangement, each of which is
immediately preceded by a consonant and
immediately followed by a number?
(A) None
(B) One
(C) Two
(D) Three
(E) Four
Directions (6 to 10): Study the following digitletter-symbol sequence carefully and answer
the questions given below:
R * T J L 2 $ D = M # 8 C % B < K 1 & A W ? P
E + Q @ 7 F 6
6. How many such numbers are there in the
above sequence, each of which is immediately
preceded by a consonant and immediately
followed by a symbol?
(A) Nil
(B) One
(C) Three
(D) Four
(E) None of these
7. Which of the following is sixth to the left of
eighteenth element from the left?
(A) %
(B) C
(C) 1
(D) 8
(E) None of these
8. If the above sequence is written in reverse
order then which of the following will be sixth
to the right of sixteenth element from the right
end?
(A) M
(B) A
(C) B
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(D) ?
(E) None of these
9. If the first fifteen elements in the above
sequence are written in reverse order, then
which of the following wil be twenty-first from
the right end?
(A) 2
(B) $
(C) =
(D) L
(E) None of these
10.Which of the following is 8th to the right of
20th element from the right end?
(A) &
(B) M
(C) 1
(D) K
(E) A
Directions (11 to 15): Study the following
series of alpha-numeric-symbol combination
and answer the questions that follow:
S K 6 £ Q 2 R * C F 8 E $ G 2 # 4 9 L N 3 U V 5
Y a B 7 W 9
11. How many symbols are there in the above
arrangement each of which is immediately
preceded by but not immediately followed by a
letter of English alphabet?
(A) None
(B) One
(C) Two
(D) Three
(E) None of these
12. What should come in place of question
mark in the following series?
S 9 K 6 W £ Q 7 2 ? C a F
(A) R Y *
(B) *Y C
C) 2 B R
(D) R B *
(E) None of these
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13. If the positions of # and $ are interchanged,
so also the positions of £ and *,,Q and K and F
and V are interchanged, which of the following
will be the ninth element to the left of
eighteenth element from the left?
(A) C
(B) V
(C) 8
(D) *
(E) None of these
14. Four of the following five are alike in respect
of their positions in the above series. Which is
the one that does not belong to that group?
(A) Q * 8
(B) £ R F
(C) 6 2 C
(D) 2 * 8
(E) R F $
15. S K £ is related to 9 W B in the same way as
Q 2 * is related to
(A) a V U
(B) a Y 5
(C) 7 B Y
(D) B Y V
(E) a Y V
1(B) 2(A) 3(D) 4(D) 5(B) 6(E) 7(D) 8(A) 9(A) 10(A) 11(A) 12(D) 13(A) 14(D) 15(E)
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76
(q) 78
Q16. 0, ?, 8, 15, 24 (a)1
(b) 3 (c) 5 (d) 2
Q17. 3, 15, ?, 63, 99, 143
(a) 27 (b) 45 (c) 35 (d) 56
Q18. 3, 28, 4, 65, 5, 126, 6, ? (a)215
(b)216
(c) 217
(d) 218
Q19. 3691, 6931, 9361, 3691, ?
(a) 1369
(b) 6931
(c) 1963
(d) 3961
Q20. 10, 22, 46, 94, ? (a)180
(b)184
(c)190
(d)140
Q21. 110, 132, 156, ?, 210 (a)162
(b)172
(c)182
(d)192
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Q22. 1, 2, 2, 4, 8, ? (a)8
(b) 9 (c) 16 (d) 32
Q23. 40, 60, 47, 53, 54, ? (a)33
(b)39
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ENIVIRONMENT CURRENT
AFFAIRS
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Secretary-General Antonio Guterres.
EU aims to be first carbon neutral economy by 2050 The European Union on November 28, 2018 urged government, businesses, citizens and regions to join it in an
ambitious plan to cut emissions and make the bloc carbon neutral by 2050. The EU’s strategic long-term vision
relies on its member states to take action.
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Shut down of Sterlite Copper plant: NGT Committee rules that closure is against
natural justice The Tamil Nadu government on May 28, 2018 ordered the permanent closure of the controversial Sterlite Copper
factory in Thoothukudi or Tuticorin, following major protests against the operation of the plant that led to the killing
of 13 people and left around 100 wounded.
Schemes for Elementary Education
With the formulation of National Policy on Education, India initiated a wide range of programmes for achieving the goal of UEE through several schematic and Programme interventions, such as
Sarva Shiksha Abhiyan
Mid Day Meal
Mahila Samakhya
Strengthening for providing quality Education in Madrassas ( SPQEM) Sarva Shiksha Abhiyan (SSA) is implemented as India's main Programme for universalizing elementary education. Its overall
goals include universal access and retention, bridging of gender and social category gaps in education and enhancement of learning levels of children.
Schemes for Secondary Education
Secondary Education is the most significant stage in the educational hierarchy as it prepares the students for higher education and the world of work. The policy at present is to make secondary education of good quality available, accessible and
affordable to all young persons in the age group of 14-18. At present, the following schemes targeted at secondary stage (i.e. class IX to XII) are being implemented in the form of Centrally Sponsored Schemes:
Rashtriya Madhyamik Shiksha Abhiyan
Girls Hostel Scheme
National Scheme of Incentives to Girls for Secondary Education
Inclusive Education for Disabled at Secondary Stage
Scheme of Vocational Education
National Merit-cum-Means Scholarship Scheme
Scheme for construction and running of Girls’ Hostel for students of secondary and higher secondary schools
Scholarship schemes for Minority students
National Scholarships The National Council for Educational Research and Training (NCERT) promotes educational development both in quantitative and qualitative terms and makes special efforts to remove disparities and equalize educational opportunities for all students. NCERT acknowledges and appreciates educational brilliance in students through the National Talent Search Scheme. It also
seeks to applaud artistic distinction through the Chacha Nehru Scholarships - for artistic and innovative excellence. The National Bal Bhawan has instituted a system of honouring talented children in different age groups in the year 1995 through the Bal Shree scheme.
Schemes for Higher Education
Higher Education is the shared responsibility of both the Centre and the States. The coordination and determination of
standards in institutions is the constitutional obligation of the Central Government. The Central Government provides grants to UGC and establishes Central Universities in the country. Meritorious students, from families with or without necessary means, need an incentive or encouragement to keep on working hard in their studies and go to the next level of education in their
academic career. This is where the scholarships and education loans play a crucial role. Following are some significant fellowship schemes/scholarships awarded by the various institutions:
SCHEMS OF EDUCATION MOST IMPORTENT
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Scheme of Apprenticeship Training
National Scholarships
Post-Doctoral Research Fellow (Scheme)
Junior Research Fellowships for biomedical sciences
All India Council for Technical Education Scholarships
Department of Science and Technology grants and fellowships
DST's Scholarship Scheme for Women Scientists and Technologists
Biotechnology fellowships for doctoral and postdoctoral studies by DBT
Scholarships /Awards at Undergraduate & Postgraduate level in various science courses at the University of Delhi
Fellowships/Scholarships/Awards by the Jawaharlal Nehru University
Sports Authority of India promotional schemes
Empowerment of Persons with Disabilities - Schemes/Programmes
Scholarship Schemes for ST Students by Ministry of Tribal Affairs
Post-matric Scholarships for SC /ST students
Scholarships for Minority Students
w Education Policy Consultation
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New Education Policy Consultation
1. About New Education Policy Consultation
2. Themes for Policy Consultation on School Education
3. Theme I- Ensuring Learning Outcomes in Elementary Education
4. Theme II -Extending outreach of Secondary and Senior Secondary Education
5. Theme III- Strengthening of Vocational Education
6. Theme IV - Reforming School Examination Systems
7. Theme V- Revamping Teacher Education for Quality Teachers
8. Theme VI- Accelerating rural literacy with special emphasis on Women, SCs, STs &Minorities through
Adult Education and National Open Schooling Systems
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9. Theme VII- Promotion of Information and Communication Technology systems in school and adult
education
10. Theme VIII- New Knowledge, pedagogies and approaches for teaching of Science,Maths and
Technology in School Education to improve learning outcomes of Students.
11. Theme IX- Schools standards, School assessment and School Management systems.
12. Theme X- Enabling Inclusive Education – education of Girls, SCs, STs, Minorities and children with
special needs.
13. Theme XI- Promotion of Languages.
14. Theme XII - Comprehensive Education – Ethics, Physical Education, Arts & Crafts, Life Skills.
15. Theme XIII- Focus on Child Health
About New Education Policy Consultation
The National Policy on Education was framed in 1986 and modified in 1992. Since then several changes have taken place that
calls for a revision of the Policy. The Government of India would like to bring out a National Education Policy to meet the
changing dynamics of the population’s requirement with regards to quality education, innovation and research, aiming to make
India a knowledge superpower by equipping its students with the necessary skills and knowledge and to eliminate the shortage
of manpower in science, technology, academics and industry.
For the first time, the Government of India is embarking on a time-bound grassroots consultative process, which will enable the
Ministry of HRD to reach out to individuals across the country through over 2.75 lakh direct consultations while also taking input
from citizens online.
We encourage citizens to actively participate in the discussions to influence the New Education Policy.
Themes for Policy Consultation on School Education
List of themes for consultation on School Education
1. Ensuring learning outcomes in Elementary Education.
2. Extending outreach of Secondary and Senior Secondary Education.
3. Strengthening of VocationalEducation.
4. Reforming School Examination systems.
5. Re-vamping Teacher Education for QualityTeachers.
6. Accelerating rural literacy with special emphasis on Women, SCs, STs& Minorities through Adult Education and National Open
SchoolingSystems.
7. Promotion of Information and Communication Technology Systems in School and Adult Education.
8. New knowledge, pedagogies and approaches for teaching of Science, Maths and Technology in School Education to improve
learning outcomes of students.
9. School standards, School assessment and School Management systems.
10. Enabling Inclusive Education – education of SCs, STs, Girls, Minorities and children with special needs.
11. Promotion of Languages.
12. Comprehensive Education – Ethics, Physical Education, Arts & Crafts, Life Skills.
13. Focus on ChildHealth
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Theme I- Ensuring Learning Outcomes in Elementary Education
In elementary education, despite improvements in access and retention, the learning outcomes for a majority of children
continue to be an area of seriousconcern. Studies are showing that children are not learning the basic skills during their
schooling. Many children who reach grade V cannot read simple texts and cannot do simple arithmetic calculations. The
examination results of the children are poor. Concerted efforts are required to ensure that a minimum set of cognitive skills are
acquired by all children during eight years of elementary education.
The States are implementing reforms such as early grade reading, writing,comprehension and maths programs in conjunction
with defining and measuring learning outcomes. The NCERT has completed 3 rounds of National Level Achievements Survey
for Classes –III, V, & VII/VIII. States have been given funds to conduct State level achievement surveys and the States are
conducting State level learning achievement surveys which are at different stages of conducting one or more rounds of SLAS.
However, even with all these reforms, there is a need to explore the various approaches to improve teaching–learning at the
elementary stage. There is a need to understand the reasons of low learning achievement levels in elementary schooling,
assess the system of Continuous and Comprehensive Evaluation and suggest ways and methods of improving the learning
outcomes of school children which would result in enhancing the quality of elementary education. The quality issues and
determinants thereof such as ensuring availability of trained teachers, good curriculum and innovative pedagogy that impact
upon learning outcomes of the children need to be addressed on priority basis.
What in your view are the reasons for the poor performance of your children in the schools?
How do we ensure that children learn the basic language and numeracy skills in the schools?
How do we use technology to ensure real time availability of teachers?
Should there be dedicated teachers for classes 1 & 2.
What needs to be introduced in teacher training for improving teaching learning process at foundation level of schools?
Should there be any special measures for primary schools to make them attractive for students, parents, teachers like colourful
furniture, rugs play way toys, charts, pictures etc.
Do you think games, art and confidence building measures should be introduced from primary level itself?
What should be the student assessment systems?
How many languages should be available for children to learn at elementary level?
How do we factor in pre primary/ play school industry in our country that seems to be mushrooming?
States to highlight in which areas do they seek international partnerships?
Theme II -Extending outreach of Secondary and Senior Secondary Education
With Universal Elementary Education(UEE) becoming a reality, near universalization of secondary education is a logical next
step. Further,universalisation of quality secondary education implies creating secondary schooling provisions of a defined
standard irrespective of the location and management of the institution to accommodate all those eligible grade VIII and grade
X students who are willing to participate in secondary and higher secondary education. It is expected that initiatives such as
RTE of eight years of schooling would not only be increasing participation levels in elementary education but also substantially
improve the internal efficiency of elementary education in the coming years and ensure higher levels of transition to secondary
schooling. Further, with the improvements in retention and transition rates particularly amongst the more disadvantaged
groups, there is an increasing pressure on the secondary schools to admit more students.
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A wide range of centrally sponsored schemes are being run by different secondary school institutions and bodies so as to
ensure greater geographical coverage, social and gender inclusion and use of ICT for quality enhancement. RMSA is now
envisaged as a single comprehensive scheme to address issues of coverage and quality in secondary education in a holistic
manner.
To what extent we have made quality education available, accessible and affordable to the target population in the age group of
14–18 years.
What is negative impact on society and economy of not doing this?
How can we increase access to post elementary education across the country in a manner so as to ensure no child is denied
the opportunity of completing his/her school education?
How can we address the geographical and social disparities in secondary education?
What needs to be done to improve student participation in Science and Mathematics subjects?
What can be done to overcome shortages in qualified teachers for Science and Mathematics? How can we engage with DST
engage to address the needs of science & Maths teachers for both primary/ secondary education?
To what extend can ICT be used in secondary/ senior secondary schools to enhance teaching-learning process?
What kinds of pupil assessment systems are desirable at secondary level to ensure problem solving and critical training
amongst children?
Is there a need to improve secondary/senior secondary text books?
What is needed to improve teacher performance?
How many languages should be taught at secondary/senior secondary level?
Is a PPP model to expand schooling at these levels, feasible?
How can ICT based interventions enhance use of hands on education, field visits, etc?
Theme III- Strengthening of Vocational Education
A knowledgeable and skilled workforce is seen as the most important human capital required for the development of a country.
Both vocational education and skill development are known to increase productivity of individuals, profitability of employers and
national growth. Vocational education aims to develop skilled manpower through diversified courses to meet the requirement
primarily the unorganized sector and to inculcate self employment skills in children through a large number of diversified
vocational courses. Given that only 7 to 10 per cent of population is engaged in formal sector of economy, development of
vocational education will provide skilled labour force in the informal sector which would further enhance the productivity.
Several Committees also emphasize the need to improve access and participation to vocational education and recommends
the flexibility of Vocational education within the main-stream education system.
In India, the general education and vocational education have been operating as two different verticals with very little interaction
between the two. This had lead to hesitation in students opting vocational courses as there is a general apprehension that one
cannot pursue higher degrees or qualification. The vocationalisation of secondary education scheme was revised in 2014 to
address the issue of weak synergy with industry in planning and execution, lack of vertical and horizontal mobility, redundant
courses and curricula as well as paucity of trained vocational educational teachers. The National Skills Qualification Framework
(NSQF) has been notified in Dec 2013, to provide and overall framework to set up vocational education programme. There is a
greater emphasis on integrating skills in education and a renewed focus on vocational education in secondary education. It also
demands of a revamp of our education system to make skill development an integral part of the curriculum at all stages.
Would skill based education help, students to be employable?
What difficulties are experienced in implementing VE in the schools
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What are the issues regarding availability and training of vocationalteachers.
Some States have been effectively integrating vocational education in mainstream education. How can these be adopted or
adapted across other States?
Should VE subjects be the best of five or six subjects for class XII or class X scores?
What needs to be done to make VE popular amongst students?
School services-sector courses, be introduced in schools rather than manufacturing based courses?
Schools blend professional courses, which utilize the school students learning of science, maths, accounting, computers,
history, geography be developed for VE, to help the students employability and knowledge base?
Should there be a counselling level factored in at school level which helps child identify the craft/ industry/service he/she
inclined towards and skill sets they need to develop and do a skill roadmap per child at school? If yes, then at which grade level
should it be done.
Theme IV - Reforming School Examination Systems
Examination reforms that focus on problem-solving, critical thinking and reasoning skills are critical to improving quality at the
elementary and secondary levels. Such reforms will change the teaching–learning processes and improve learning outcomes.
In recent years, CBSE has introduced wide-ranging examination reforms in schools affiliated to it, such as Class X Board
Examination has been made optional, a system of grading in place of marks has been introduced.
Continuous and Comprehensive Evaluation (CCE) has been strengthened so that the students are assessed on an ongoing
basis for their holistic development. For implementing CCE several activities are expected in the classroom such as
Preparation of child profile and cumulative record , Various activities for evaluating cognitive and co-cognitive levels, Use of
various methods to evaluate children such as observation , questioning in class room ,Utilizing information gathered for
improvement in teaching learning/ remedial inputs for children built into the process . CCE also involves sharing of children ’s
learning progress with parents through parent teacher meetings.
State Boards have also made efforts to update curriculum and impose examination systems. However, problems still beset the
examination system.
The existing systems need to be examined threadbare.
What are the experiences of government schools in implementing CCE
Has CCE helped student’s academic performance?
What is the general feedback of students, teachers and parents regarding the no detention policy and CCE?
Has the abolition of class X board reduced learning level of our students?
What other reforms can be suggested which would help better assessment of students.
Is our examination system only assessing note learning?
Can the examination system shift towards questions that assess the students application of concept, problems solving abilities
and critical thinking?
How can assessment systems become more nuanced and reward children for thinking and innovation.
Theme V- Revamping Teacher Education for Quality Teachers
Quality of teachers has been a major cause of worry in the country and one of the basic pre requisites to improve quality.
Competence of teachers and their motivation is crucial for improving the quality. Several initiatives are being taken for
addressing teacher shortages, shortages of secondary school teachers in mathematics, science and languages, improving the
quality of pre-service teachers and in-service teachers professional development, enhancing the status of teaching as a
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profession, improving teachers’ motivation and their accountability for ensuring learning outcomes, and improving the quality of
teacher education institutions and also teacher educators. Inspite of several efforts by the Central and State governments
issues of large number of vacancies in both elementary and secondary levels, problems of untrained teachers, lack of
professionalism in teacher training institutions, mismatch in training and actual classroom practices, teacher absenteeism and
teacher accountability and involvement of teachers in nonteaching activities all need to be addressed. With the aim to recruit
quality teachers, CBSE introduced the Central Teacher Eligibility Test (CTET) State Governments have introduced the TETs.
What are the specific steps needed to fill in the existing teacher vacancies in elementary schools?
Why have the existing teacher training programmes failed to bring about improvements in the quality of teaching learning?
What are the workable solutions to address the gamut of issues in teacher education in the school sector?
Are teachers performance assessments needed to build a culture of accountability amongst teachers? Should promotion of
teaching faculty be in conjunction with their performance?
Should an automatic computerized system be made for all teaching/transfer posts so that there is rationalization?
What methods can be devised for making it mandatory for all teachers to undergo yearly in service training?
Theme VI- Accelerating rural literacy with special emphasis on Women, SCs, STs
&Minorities through Adult Education and National Open Schooling Systems
Literacy is an integral and indispensable element of educational development. Literacy can pave way for reduction in population
growth, child mortality and poverty, and facilitate in attaining gender parity, sustainable and holistic growth. It provides for
nurturance of democratic values and peace among people. Literacy is all the more important to those sections of population,
who have been historically neglected. Achieving universal adult literacy is a fundamental goal of adult and continuing education
programmes that have been envisaged from time to time.
The 2011 Census have revealed that despite an impressive decadal increase of 9.2 percent points in literacy, national literacy
levels have risen to no more than 74.1 percent (from 64.8 percent in 2001). The 2011 Census has shown that female literacy
has increased much more than male literacy. While male literacy rate increased by 6.86 percent points from 75.26 percent in
2001 to 82.14 in 2011, the female literacy increased by 11.79 percent points from 53.67 to 65.46 percent during the same
period. The gender gap which was 21.6 percent points in 2001 has receded to 16.7. Yet the gender gap still remains much
above the targeted 10 percent points. Thus, even today the Plan Targets have not been achieved: overall literacy rate being
short by five percent points, gender gap yet to be reduced by another 6.7 percent points and social and regional disparities still
persisting.
Adult education is indispensable as it supplements the efforts to enhance and sustain literacy levels through formal education.
‘Saakshar Bharat’ has been devised as the new variant of National Literacy Mission. The scheme seeks to further promote and
strengthen Adult Education, specially of women, by extending educational opportunities to those adults who lack access to
formal education and have crossed the standard age for receiving such education, now feel a need for 14 learning of any type,
including, literacy, basic education (equivalency to formaleducation), vocational education (skill development), physical and
emotional development, practical arts, applied science, sports, and recreation. The scheme has been formulated with the
objective of achieving 80% literacy level by 2012 at national level, by focusing on adult women literacy seeking – to reduce the
gap between male and female literacy to not more than 10 percentage points.
Though there have been significant gains in literacy rates, large gender, social and regional disparities in literacy levels persist.
The gains in literacy levels are due to success of the adult education programmes and improvements in primary schooling.
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However, there is a further need to enhance the literacy levels of the socially marginalized groups and those living in rural
areas through interventions of adult education programmes and open schooling systems. What are the impediments in
implementing literacy programmes at village, block and district levels
Is it more difficult to implement adult literacy programmes in urban dwellings such as slums?
What are the reasons why the literacy programmes are unable to reach the socially deprived sections as much as desired?
What other strategies can be employed to achieve faster progress in reducing the existing disparities in literacy levels.>
Should the Open School Systems reach out in a larger way, to adult illiteracy?
Can school students be harnessed to spread the literacy programme?
How can we integrate specific skills component in the adult literacy programme plus engage with national livelihood
programmes?
What are the impediments in implementing literacy programmes at village, block and district levels?
Theme VII- Promotion of Information and Communication Technology systems in school and
adult education
ICT can potentially make significant difference in improving the quality of education. Most of the secondary schools have limited
availability of computer facilities. This constrains the students from acquiring ICT-related skills essential in the knowledge
economy and limits teachers’ ability to upgrade their subject-matter knowledge and students’ ability to access essential learning
materials.
The National Policy of ICT in School Education envisions and provides for the development of a holistic framework of ICT
support in the school system. Mission Mode Project (MMP) on School Education would enable comprehensive technology
enablement of the school education sector. This would cover Developing ICT skills of all heads of schools, teachers, non-
teaching staff and students; Creating a repository of quality-assured digital contents in English, Hindi and regional languages in
all subjects especially in science and mathematics; Training and encouraging teachers to develop and use e-content; Creating
provisions for ICT in classrooms or portable facilities and a projector with rechargeable battery, and implement ICT-integrated
education; Enabling provision of ICT-integrated examination and e-governance at the institutional and systemic level including
setting up of education portals. While there have several ways in which ICT in schools are being implemented, we need to
optimally use and leverage technology to achieve quality and efficiency in all of the interventions.
What are the usual problems faced by schools while implementing ICT integration?
Are they viable solutions in dealing with general issues?
What are the different experiences of States in this regard?
What are the ways in which technology can be leveraged for both school and adult education and share best practices, if any.
How can we genuinely ascertain that ICT components are functional in schools , particularly in States with challenges i.e.
infrastructure especially electricity?
Theme VIII- New Knowledge, pedagogies and approaches for teaching of Science,Maths
and Technology in School Education to improve learning outcomes of Students.
One of the most important measures taken up for improving the quality in secondary education is to improve the Pupil-Teacher
ratios by appointing additional teachers in order to improve the classroom transaction process and environment. Further,
special attention is paid on teaching of Science, Mathematics and English. Poor science and maths education (and English)
accounts for 80 per cent of total students who fail in Tenth Board Examination. The low enrolment in science stream at higher
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secondary level and poor-quality education is a constraint in development of scientific manpower in the country. Science and
Maths education would need special attention. Some of the initiatives under consideration include:
Promoting innovations by encouraging talent spotting of innovators in schools through Innovation Scholarships
Launch a massive science outreach programme aimed at students and their parents – Introduce Mobile labs and establish
science centers
Quality in education is inherently dependent on curriculum and learning objectives, learning materials, pedagogic processes,
classroom assessment frameworks, teacher support in the classrooms, and school leadership and management development.
A new framework for curriculum is needed at regular intervals in order to take cognizance of the developing issues in society
and how to address them. A variety of learning packages needs to be developed at State and district levels, with adequate
provision for cluster- andschool-level modifications to aid the teacher and provide increased choice. Learning enhancement
programme (LEP) under the SSA is continued in the Twelfth Plan. Every year, States need to articulate the learning goals that
are being targeted and the strategies (methods, materials, models and measurement) that will be used to reach those goals.
Institutional assessment/ accreditation of the elementary schools is envisaged.
What are the workable strategies for strengthening the quality of teaching–learning processes for better outcomes;
What are the various approaches regarding curricula renewal, new pedagogies and use of technology to improve the learning
levels.
In the event that parents do not know what outcomes to expect from which level, can these processes truly fructify without
engaging with parents? How can this aspect be addressed?
Theme IX- Schools standards, School assessment and School Management systems.
There is a need to put in place a School Quality Assessment and Accreditation System to cover all aspects of school
functioning, including scholastic and coscholastic domains, physical infrastructure, faculty management, school leadership,
learning outcomes and satisfaction of pupils and their parents/ guardians.
Better governance structures in schools striking a balance between mandating and persuading, training of district and block-
level education officers as well as head teachers for better management practices, on using data to better monitor and support
school performance, and to mobilise community resources and efforts to improve school performance. The local community
and panchayats are not very often actively involved in school management. While Village education Committees /School
Management Committees are formed in most villages, many of them do not function effectively. It is generally believed that the
village schools will function effectively only when the local community is active and participates in the functioning of the schools.
What are the ways to improve community participation in school management?
What should be the role of the Panchayat in the management of the schools?
How can we implement a assessment and accreditation system in schools ?
What are performance indicators for grading schools?
What are the current experiences and how can they be bettered to achieve tangible results.
Is there a case for revamping the role of education officers in districts, blocks etc., to become in charge of school development
and improvement inschool?
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Theme X- Enabling Inclusive Education – education of Girls, SCs, STs, Minorities and
children with special needs.
The issue of social access and equity are far too complex. While the gaps in average enrolments between disadvantaged
groups like SC, ST, Muslims, girls and Children with special needs and the general population have decreased, there is still a
considerably large gap in learning levels with historically disadvantaged and economically weaker children having significant ly
lower learning outcomes. Large and growing learning gaps threaten the equity gains achieved on the enrolment front because
children with lower levels of learning are more likely to drop out. In order to increase the participation of girls and other special
category children, specific interventions are being made. There is a need to examine current interventions in bridging the
gender and social gaps and identify focused strategies for effective inclusion.
With the adoption of Right to Education and enormous expansion of the system, access to school education has become near
universal. However, children from certain sections of the population remain unable to benefit fully from the education system
despite several special measures.
Many girl children are not sent to schools and even those you complete primary levels are not sent to pursue their studies at
the secondary levels and colleges.
How do we ensure full participation of the marginalized groups in schooling, particularly for children belonging to SC, ST and
minority groups?
What measures should be taken to make our educational institutions truly inclusive facilitating the participation of differently
abled children with special needs?
In your view to what extent has RTE helped to ensure participation of children, especially from disadvantaged families, in
schools?
Why do parents not send their girls to school?
What measures should be adopted by the Government to bring girls to schools?
How could we mobilise community support to bring all girl children to schools?
By excluding minority establishment from RTE what are the pitfalls?
Are there any traditional skill sets which need to be encouraged in tribal areas?
What special skill sets and financial and legal literacy components can be imbibed in girl/ woman’s education?
How can Language challenges be identified and what solutions are possible?
Theme XI- Promotion of Languages.
A multi-lingual society recognises the importance of education in languages. While there are some interventions for
appointment of language teachers and promotion of classical languages, there is no comprehensive scheme or language policy
and we need to have inputs on this dimension. India follows, in principle, a three language formula. Learning through mother
tongue at least in the early stages of schooling is also advocated. There is also a general perception that children learning
through English medium have advantage over others while entering the world ofwork.
The current status of Multi- lingual Education indicates that systematically planned programs are being implemented by States
of Andhra Pradesh and Odisha, covering 8-10 tribal languages. Assam, Chhattisgarh, Bihar and Jharkhand have developed
material for eg. dictionaries; reading cards for bridging children from home language to medium of instruction. States gradually
expanding number of schools covered, adding new languages and also transitioning to bi-lingual or multi-lingual classrooms
Impact of Mother tongue based education has shown increased attendance and retention of tribal students , children are more
engaged in the teaching and learning process, use of Lively, interactive using pictures and artifacts from tribalculture. NCERT’s
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Evaluation study found that Mother tongue based education had a positive impact on students’ achievement in language and
mathematics. Significant achievement found in the oral, written tests in language and Math by children in these schools when
compared to non-intervention schools.
Which are the languages you would you like your children to learn in the schools?
What should be the place of English, Hindi and local languages in school education?
Which language you would prefer to be the medium of instruction in schools?
Should we encourage education in mother-tongue and multi-lingual education in schools? What are difficulties in implementing
it?
Should three language formula be debated?
In a highly competitive world at which level and how can foreign languages be prescribed as an additional tool?
Theme XII - Comprehensive Education – Ethics, Physical Education, Arts & Crafts, Life
Skills.
Education is concerned with all-round development of the child (physical, socioemotional along with cognitive), all aspects need
to be assessed rather than only academic achievement. As part of the Twelfth Plan initiatives, now there is a system-wide
focus on holistic development of children by improving learning outcomes and other non-scholastic areas. Our students need to
have a holistic development which cannot be achieved only through information and instruction. Physical education, games and
sports should be made an integral part of the curriculum and daily routine in schools for the holistic development of children.
The Schedule to the RTE Act mandates that all schools shall be provided play material, games and sports equipment. Since
many urban schools have inadequate facilities of sports on their own, other neighbourhood schools with such facilities in the
public and private sectors and also municipal parks and public play fields should be opened up for children of such schools
during school hours on nominal maintenance costs. Building on innovative approaches already undertaken , teachers must also
be trained to lead quality and inclusive physical education sessions as part of both their pre-service and in-servicetraining.
Visual and performing arts are a critical part of school education and also provide space for children with different abilities. Arts
are a powerful tool in the teaching learning process. It enables children to express ideas, emotions and thoughts freely, to
comprehend and build perspectives. Children experience joy, sense of freedom in the process of learning when they have the
opportunity to explore, to imagine, visualise, observe through their senses, to participate and communicate. It enhances interest
as children connect arts with all subjects and with their daily lives. Art also has a cognitive component; it makes us think, reflect,
hypothesise, perceive, comprehend and create. Renowned art Institutions and Central academies can 25 contribute
significantly to the inclusion of arts in the school curriculum and its implementation.
Knowledge needs sensitization to values, ethics, appreciating arts, physical education, sports and life skills.
What are the suggestions for concrete methods and tools for integration of sports, physical education, arts and crafts, funct ional
skills for livelihood and value education in school curriculum.
What are the experiences so far and how can we build on these in a constructive way.
How can we explore the way forward so that Ethical education can become mandatory?
What is the Role of NCC in promoting comprehensive education?
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Theme XIII- Focus on Child Health
There is a need to improve access to child health services. The Ministry of Health is focusing on promoting child health through
appropriate interventions.
Presently, the Department of School Education and Literacy, MHRD addresses the nutritional needs of school going children in
the age group of 6-14 years are being taken care of by the Mid- Day Meal (MDM) Scheme. With a view to enhancing
enrolment, retention and attendance and simultaneously improving nutritional levels among primary school children, the
National Programme of Nutritional Support to Primary Education was launched in August 1995. During 2008-09, the Scheme
was extended to cover children in upper primary classes and the Scheme was renamed as ‘National Programme of Mid-Day
Meal in Schools’. The programme aims at (i) improving the nutritional status of children in Classes I-VIII, (ii) encouraging poor
children belonging to disadvantaged sections to attend schools more regularly and help them concentrate on classroom
activities, and (iii) providing nutritional support to children at elementary stage of education in drought-affected areas during
summer vacation. The National Programme of MidDay Meal in Schools is now covering all children studying in Classes I-VIII in
Government, Government-aided and Local Body schools. Yet malnutrition, hunger and poor health remain core problems,
which comprehensively affect attendance and performance in classes.
The principal public initiative for ECCE is the Integrated Child Development Services (ICDS) of M/o Women and Child
Development which aims at responding to the challenge of providing pre-school education, on one hand, and breaking the
vicious cycle of malnutrition, morbidity, reduced learning capacity and mortality, on the other. The ICDS seeks to improve the
nutritional and health status of children in the age-group 0-5+ years; lay the foundation for proper psychological, physical and
social development of the child; reduce the incidence of mortality, morbidity, malnutrition and school dropout; achieve effective
co-ordination of policy and implementation amongst the various departments to promote child development; and to enhance the
capability of the mother to look after the normal health and nutritional needs of the child through proper nutrition and health
education.
1. In Excel you can use a function to combine
text from two cells into one cell. But you can
use an operator to do the same thing. Which
operator is that
(A) &(ampersan)
MOCK TEST OF PAPER-1
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(B) = (equalsign)
(C) (space)
(D) All of theabove
Answer: (A)
2. The factors which are most important in
determining the impact of anthropogenic
activities on environment are:
(A) Population, forest cover and land
available per person
(B) Population, affluence per person, land
available per person
(C) Population, affluence per person and the
technology used for exploiting resources
(D) Atmospheric conditions, population and
forest cover
Answer: (C)
3. Which one of the following represents the
binary equivalent of the decimal number 25?
(A)11011
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(B)10101
(C)01101
(D)11001
Answer: (D)
4. The University Grants Commission was
established with which of the following aims?
(a) Promotion of research and development in
higher education
(b) Identifying and sustaining institutions of
potential learning
(c) Capacity building ofteachers
(d)Providing, autonomy to each and every
higher educational institution in India
Select the correct answer from the codes
given below:
(A) (a), (b) and (d)
(B) (a), (b), (c) and (d)
(C) (a), (b) and(c)
(D) (b), (c) and (d)
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Answer: (C)
5. The session of the parliament is
summoned by:
(A) The Speaker of the Lok Sabha and the
Chairman of the Rajya Sabha
(B) The President
(C) The Prime Minister
(D) The Speaker of the Lok Sabha
Answer: (B)
6. India's contribution to total global carbon
dioxide emissions is about:
(A) ~15%
(B)~3%
(C)~6%
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(D) ~10%
Answer:(C)
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7. In which of the countries per capita use of
water is maximum?
(A) India
(B) USA
(C) EuropeanUnion
(D) China
Answer: (C)
8. Encoding or scrambling data for
transmission across a network is known as:
(A) Decryption
(B) Protection
(C) Detection
(D) Encryption
Answer: (D)
9. Civil Service Day is celebrated in India on:
(A) 7thJuly
(B) 21stApril
(C) 24thApril
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(D) 21st June
Answer: (B)
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10. The South Asia University is situated in
the city of:
(A) Kathmandu
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(B) Colombo
(C) Dhaka
(D) New Delhi
Answer: (D)
11. Which is an instant messenger that is
used for chatting?
(A) GoogleTalk
(B) AltaVista
(C) MAC
(D) Microsoft Office
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Answer: (A)
12. The Gross Enrolment Ratio (GER) in
institutions of higher education in India at
present (2015) is about:
(A) 23 percent
(B) 8 percent
(C) 12percent
(D) 19percent
Answer: (A)
13. Two earthquakes A and B happen to be of
magnitude 5 and 6 respectively on Richter
Scale. The ratio of the energies released
EB/EA will beapproximately:
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(A) ~64
(B) ~8
(C)~16
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(D)~32
Answer:(D)
14. Which of the following is not an output
device?
(A) Keyboard
(B) Printer
(C) Speaker
(D) Monitor
Answer: (A)
15. Which of the following is not open source
software?
(A) Apache HTTPserver
(B) Internet explorer
(C) Fedora Linux
(D) Openoffice
Answer: (B)
16. In the recently launched Air Quality Index
in India, which of the following pollutants is
not included?
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(A) Chlorofluorocarbons
(B) Carbon monoxide
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(C) Fine particulate matter
(D) Ozone
Answer: (A)
17. The total number of central universities in
India in April 2015 was:
(A) 43
(B) 08
(C) 14
(D) 27
Answer: (A)
18. Which of the following combinations
represent renewable natural resources?
(A) Oil, forests and tides
(B) Fertile soil, fresh water and natural gas
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(C) Clean air, phosphates and biological
diversity
(D) Fishes, fertile soil and fresh water
Answer: (D)
19. Which of the following factors does not
impact teaching?
(A) Learning through experience
(B) Teacher's knowledge
(C) Class room activities that encourage
learning
(D) Socio-economic background of teachers
andstudents
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Answer:(D)
20. Which of the following steps are required
to design a questionnaire?
(a) Writing primary and secondary aims of the
study.
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(b) Review of the currentliterature.
(c) Prepare a draft of questionnaire.
(d) Revision of thedraft.
Select the correct answer from the codes
given below:
(A) (a), (b), (c) and(d)
(B) (a), (b) and(c)
(C) (a), (c) and(d)
(D) (b), (c) and(d)
Answer: (A)
21. Which of the following is the highest level
of cognitive ability?
(A) Evaluating
(B) Knowing
(C) Understanding
(D) Analysing
Answer: (A)
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22. Achievement tests are commonly used
for the purpose of:
(A) Assessing the amount of learning after
teaching
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(B) Making selections for a specific job
(C) Selecting candidates for a course
(D) Identifying strengths and weaknesses of
learners
Answer: (A)
23. The conclusions/findings of which type of
research cannot be generalized to other
situations?
(A) Causal Comparative Research
(B) Historical Research
(C) Descriptive Research
(D) Experimental Research
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Answer: (B)
24. Techniques used by a teacher to teach
include:
(a) Lecture
(b) Interactive lecture
(c) Groupwork
(d) Self study
Select the correct answer from the codes
given below:
(A) (a), (b) and(d)
(B) (a), (b) and(c)
(C) (a), (b), (c) and (d)
(D) (b), (c) and (d)
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Answer:(B)
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25. A good thesis writing should involve:
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(a) Reduction of punctuation and
grammatical errors to a minimum.
(b) Careful checking ofreferences.
(c) Consistency in the way the thesis is
written.
(d) A clear and well written abstract.
Select the correct answer from the codes
given below:
(A) (b), (c) and (d)
(B) (a), (b), (c) and (d)
(C) (a), (b) and(c)
(D) (a), (b) and (d)
Answer: (B)
26. Which of the following statements
regarding the meaning of research are
correct?
(a)Research refers to a series of systematic
activity or activities undertaken to find out
the solution of aproblem.
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(b)It is a systematic, logical and an unbiased
process wherein verification of hypothesis,
data analysis, interpretation and formation
of principles can be done.
(c) It is an intellectual enquiry or quest
towardstruth.
(d) It leads to enhancement of knowledge.
Select the correct answer from the codes
given below:
(A) (a), (b), (c) and(d)
(B) (a), (b) and(c)
(C) (b), (c) and(d)
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(D) (a), (c) and(d)
Answer: (A)
27. Jean Piaget gave a theory of cognitive
development of humans on the basis ofhis:
(A) Evaluation Research
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(B) Fundamental Research
(C) Applied Research
(D) ActionResearch
Answer: (B)
28. "Male and female students perform
equally well in a numerical aptitude test."
This statement indicates a:
(A) Statistical hypothesis
(B) Research hypothesis
(C) Null hypothesis
(D) Directional hypothesis
Answer: (C)
29. Which of the following statements about
teaching aids are correct?
(a) They help in retaining concepts for longer
duration.
(b) They help students learn better.
(c) They make teaching learning process
interesting.
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(d) They enhance rotelearning.
Select the correct answer from the codes
given below:
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(A) (a), (b) and (d)
(B) (a), (b), (c) and (d)
(C) (a), (b) and(c)
(D) (b), (c) and (d)
Answer: (C)
30. A good teacher is one who:
(A) Inspires students tolearn
(B) Gives useful information
(C) Explains concepts and principles
(D) Gives Printed notes to students
Answer: (A)
Read the following passage carefully and
answer questions 31 to 36.
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Story telling is not in our genes. Neither it is
an evolutionary history. It is the essence of
what makes us Human.
Human beings progress by telling stories.
One event can result in a great variety
ofstories being told about it. Sometimes
those stories differ greatly. Which stories are
picked up and repeated and which ones are
dropped and forgotten often determines how
we progress. Our history, knowledge and
understanding are all the collections of the
few stories that survive. This includes the
stories that we tell each other about the
future. And how the future will turn out
depends partly, possibly largely, on which
storieswe collectively choose to believe.
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Some stories are designed to spread fear and
concern. This is because some story-tellers
feel that there is a need to raise some
tensions. Some stories are frightening, they
are like totemic warnings: "Fail to act now
and we are all doomed." Then there are
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stories that indicate that all will be fine so
long as we leave everything upto a few
especially able adults. Currently, this trend is
being led by those who call themselves
"rational optimists". They tend to claim that
it is human nature to compete and to
succeed and also to profit at the expense of
others. The rational optimists however, do
not realize how humanity has progressed
overtime through amiable social
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networks and how large groups work in less
selfishness and in the process accommodate
rich and poor, high and low alike. This aspect
in story-telling is considered by the 'Practical
Possibles', who sit between those who say
all is fine and cheerful and be individualistic
in your approach to a successful future, and
those who ordain pessimism and fear that we
are doomed.
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What the future holds for us is which stories
we hold on to and how we act on them.
Answer the following questions:
31. Rational optimists:
(a) Look for opportunities.
(b) Are sensible and cheerful.
(c) Are selfishly driven.
Identify the correct answer from the codes
given below:
(A) (b) and (c) only
(B) (a), (b) and (c)
(C) (a) only
(D) (a) and (b) only
Answer: (B)
32. Humans become less selfish when:
(A) They work in solitude
(B) They work in large groups
(C) They listen to frightening stories
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(D) They listen to cheerful stories
Answer: (B)
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33. 'Practical Possibles' are the oneswho:
(A) Are cheerful and carefree
(B) Follow Midway Path
(C) Are doom-mongers
(D) Are self-centred
Answer: (B)
34. Story telling is:
(A) The essence of what makes us human
(B) An art
(C) Ascience
(D) In ourgenes
Answer: (A)
35. Our knowledge is a collection of:
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(A) Some important stories
(B) All stories that we have heard during our
life-time
(C) Some stories that we remember
(D) A few stories that survive
Answer: (D)
36. How the future will turn out to be,
depends upon the stories?
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(A) Designed to make prophecy
(B) We collectively choose to believe in
(C) Which are repeatedly narrated
(D) Designed to spread fear and tension
Answer: (B)
37. At present a person is 4 times older than
his son and is 3 years older than his wife.
After 3 years the age of the son will be 15
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years. The age of the person's wife after 5
years will be:
(A) 50
(B) 42
(C) 48
(D) 45
Answer: (A)
38. Among the following statements two are
contradictory to each other. Select the
correct code that representsthem:
Statements:
(a) All poets are philosophers.
(b) Some poets are philosophers.
(c) Some poets are not philosophers.
(d) No philosopher is a poet.
Codes:
(A) (b) and(c)
(B) (a) and(b)
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(C) (a) and(d)
(D) (a) and(c)
Answer: (D)
39. In an examination 10,000 students
appeared. The result revealed the number of
students who have:
Passed in all five subjects = 5583
Passed in three subjects only = 1400
Passed in two subjects only = 1200
Passed in one subject only 735
Failed in English only = 75
Failed in Physics only = 145
Failed in Chemistry only = 140
Failed in Mathematics only = 200
Failed in Bio-science only = 157
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The number of students passed in at least
four subjects is:
(A) 7900
(B)6300
(C)6900
(D)7300
Answer: (B)
40. Which of the following is not a principle of
effective communication?
(A) Strategic use of grapevine
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(B) Persuasive and convincing dialogue
(C) Participation of theaudience
(D) One-way transfer ofinformation
Answer: (D)
41. In communication, the language is:
(A) The non-verbal code
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(B) The verbal code
(C) Intrapersonal
(D) The symbolic code
Answer: (B)
42. When the purpose of a definition is to
explain the use or to eliminate ambiguity the
definition is called:
(A) Persuasive
(B) Stipulative
(C) Theoretical
(D) Lexical
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Answer:(D)
43. A deductive argument is invalid if:
(A) Its premises and conclusions are all true
(B) Its premises and conclusions are all false
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(C) Its premises are true but its conclusion is
false
(D) Its premises are false but its conclusion
is true
Answer: (C)
44. Which of the following are the
characteristic features of communication?
(a) Communication involves exchange of
ideas, facts and opinions.
(b) Communication involves both information
and understanding.
(c) Communication is a continuous process.
(d) Communication is a circular process.
Select the correct answer from the codes
given below:
(A) (a), (b), (c) and (d)
(B) (a), (b) and(c)
(C) (a), (b) and(d)
(D) (b), (c) and(d)
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Answer: (A)
45. Which of the codes given below contains
only the correct statements? Select the
code:
Statements:
(a) Venn diagram represents the arguments
graphically.
(b) Venn diagram can enhance our
understanding.
(c) Venn diagram may be called valid or
invalid.
(d) Venn diagram is clear method of notation.
Codes:
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(A) (a), (c) and(d)
(B) (a), (b) and(c)
(C) (a), (b) and(d)
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(D) (b), (c) and(d)
Answer: (C)
46. The next term in the series is:
2, 5, 9, 19, 37, ?
(A) 80
(B) 73
(C) 75
(D) 78
Answer: (C)
47. Inductive reasoning is grounded on:
(A) Harmony ofnature
(B) Integrity ofnature
(C) Unity ofnature
(D) Uniformity ofnature
Answer: (D)
48. If we want to seek new knowledge of
facts about the world, we must rely on
reason of the type:
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(A) Physiological
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(B) Inductive
(C) Deductive
(D) Demonstrative
Answer: (B)
49. Effectiveness of communication can be
traced from which of the following?
(a) Attitudesurveys
(b) Performance records
(c) Students attendance
(d) Selection of communication channel
Select the correct answer from the codes
given below:
(A) (a), (b) and (d)
(B) (a), (b), (c) and (d)
(C) (a), (b) and(c)
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(D) (b), (c) and (d)
Answer: (C)
50. One day Prakash left home and walked 10
km towards south, turned right and walked 5
km, turned right and walked 10 kmand turned
left and walked 10 km. How many kmwill he
have to walk to reach his home straight?
(A) 30
(B) 10
(C) 20
(D) 15
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Answer:(D)
51. A girl introduced a boy as the son of the
daughter of the father of her uncle. The boy
is related to the girl as:
(A) Son
(B) Brother
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(C) Uncle
(D) Nephew
Answer: (B)
52. In certain code MATHURA is coded as
JXQEROX. The code of HOTELS will be:
(A) ELIPQB
(B) LEQIBP
(C) ELQBIP
(D) LEBIQP
Answer: (C)
53. The term 'grapevine' is also known as:
(A) Horizontalcommunication
(B) Downwardcommunication
(C) Informal communication
(D) Upwardcommunication
Answer: (C)
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54. Assertion (A): Formal communication
tends to be fast and flexible.
Reason (R): Formal communication is a
systematic and orderly flow of information.
(A) (A) is false but, (R) is correct
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(B) Both (A) and (R) are correct and (R) is
correct explanation of (A)
(C) Both (A) and (R) are correct, but (R) is not
correct explanation of (A)
(D) (A) is correct but, (R) is false
Answer: (A)
Question numbers 55 to 60 are based on the
tabulated data given below:
A company has 20 employees with their age
(in years) and salary (in thousand rupees per
month) mentioned against each of them:
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S.No. Age (in years) Salary (in thousand
rupees per month) 1. 44 35 2. 32 20 3. 54 45
4. 42 35 5. 31 20 6. 53 60 7. 42 50 8. 51 55 9.
34 25 10. 41 30 11. 33 30 12. 31 35 13. 30 35
14. 37 40 15. 44 45 16. 36 35 17. 34 35 18. 49
50 19. 43 45 20. 45 50
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55. What is the average salary (in thousand
per month) in the age group 40-50 years?
(A)36.5
(B) 35
(C) 42.5
(D)40.5
Answer: (C)
56. What is the fraction of employees getting
salary less than the average salary of all the
employees?
(A) 47%
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(B)45%
(C)50%
(D)55%
Answer:(D)
57. What is the frequency (%) in the class
interval of 30-35 years?
(A)35%
(B)20%
(C)25%
(D)30%
Answer: (A)
1.EVALUTE YOUR SELF FIRST TRY
TO KNOW YOUR OR WEAK &
STRONG POINT
2. START YOUR REVSION ON DAILY
BASE
SUGGESTION FOR LAST FEW DAYS
UGC-NET PREPERATION
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3.YOUR EVERY TOPIC MUST BE
CLEAR
4.DO NOT TRY TO PRACTICE MORE
QUESTION INSTEAD OF TRY TO
GRAP TOPIC THROUGH QUESTION
IN SIMPLE WORD DO NOT CRAM
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