2008 June UGC NET Paper 1

Question 1
The teacher has been glorified by the phrase "Friend, philosopher and guide" because:
A
He has to play all vital roles in the context of society
B
He transmits the high value of humanity to students
C
He is the great reformer of the society
D
He is a great patriot
       Teaching Aptitude       Teacher\'s-Role-and-Responsibility
Question 2
The most important cause of failure for teacher lies in the area of:
A
inter personal relationship
B
lack of command over the knowledge of the subject
C
verbal ability
D
strict handling of the students
       Teaching Aptitude       Teacher\'s-Role-and-Responsibility
Question 3
A teacher can establish rapport with his students by:
A
becoming a figure of authority
B
impressing students with knowledge and skill
C
playing the role of a guide
D
becoming a friend to the students
       Teaching Aptitude       Teacher\'s-Role-and-Responsibility
Question 4
Education is a powerful instrument of:
A
Social transformation
B
Personal transformation
C
Cultural transformation
D
All the above
       Teaching Aptitude       Learning-Outcomes
Question 5
A teacher's major contribution towards the maximum self-realization of the student is affected through:
A
Constant fulfilment of the students' needs
B
Strict control of class-room activities
C
Sensitivity to students' needs, goals and purposes
D
Strict reinforcement of academic standards
       Teaching Aptitude       Teacher\'s-Characteristics
Question 6
Research problem is selected from the stand point of:
A
Researcher's interest
B
Financial support
C
Social relevance
D
Availability of relevant literature
       Research Aptitude       Research-Characteristics
Question 7
Which one is called non-probability sampling?
A
Cluster sampling
B
Quota sampling
C
Systematic sampling
D
Stratified random sampling
       Research Aptitude       Sampling-Techniques
Question 8
Formulation of hypothesis may NOT be required in:
A
Survey method
B
Historical studies
C
Experimental studies
D
Normative studies
       Research Aptitude       Hypothesis-Testing
Question 9
Field-work based research is classified as:
A
Empirical
B
Historical
C
Experimental
D
Biographical
       Research Aptitude       Types-of-Research
Question 10
Which of the following sampling method is appropriate to study the prevalence of AIDS amongst male and female in India in 1976, 1986, 1996 and 2006?
A
Cluster sampling
B
Systematic sampling
C
Quota sampling
D
Stratified random sampling
       Research Aptitude       Sampling-Techniques
Question 11
Read the following passage and answer the questions 11 to 15: The fundamental principle is that Article 14 forbids class legislation but permits reasonable classification for the purpose of legislation which classification must satisfy the twin tests of classification being founded on an intelligible differentia which distinguishes persons or things that are grouped together from those that are left out of the group and that differentia must have a rational nexus to the object sought to be achieved by the Statute in question. The thrust of Article 14 is that the citizen is entitled to equality before law and equal protection of laws. In the very nature of things the society being composed of unequals a welfare State will have to strive by both executive and legislative action to help the less fortunate in society to ameliorate their condition so that the social and economic inequality in the society may be bridged. This would necessitate a legislative application to a group of citizens otherwise unequal and amelioration of whose lot is the object of state affirmative action. In the absence of the doctrine of classification such legislation is likely to flounder on the bed rock of equality enshrined in Article 14. The Court realistically appraising the social and economic inequality and keeping in view the guidelines on which the State action must move as constitutionally laid down in Part IV of the Constitution evolved the doctrine of classification. The doctrine was evolved to sustain a legislation or State action designed to help weaker sections of the society or some such segments of the society in need of succour. Legislative and executive action may accordingly be sustained if it satisfies the twin tests of reasonable classification and the rational principle correlated to the object sought to be achieved. The concept of equality before the law does not involve the idea of absolute equality among human beings which is a physical impossibility. All that Article 14 guarantees is a similarity of treatment contra-distinguished from identical treatment. Equality before law means that among equals the law should be equal and should be equally administered and that the likes should be treated alike. Equality before the law does not mean that things which are different shall be as though they are the same. It of course means denial of any special privilege by reason of birth, creed or the like. The legislation as well as the executive government, while dealing with diverse problems arising out of an infinite variety of human relations must of necessity have the power of making special laws, to attain any particular object and to achieve that object it must have the power of selection or classification of persons and things upon which such laws are to operate.   11. Right to equality, one of the fundamental rights, is enunciated in the constitution under Part III, Article:
A
12
B
13
C
14
D
15
       Reading-Comprehension       Reading-Comprehension
Question 12
Read the following passage and answer the questions 11 to 15: The fundamental principle is that Article 14 forbids class legislation but permits reasonable classification for the purpose of legislation which classification must satisfy the twin tests of classification being founded on an intelligible differentia which distinguishes persons or things that are grouped together from those that are left out of the group and that differentia must have a rational nexus to the object sought to be achieved by the Statute in question. The thrust of Article 14 is that the citizen is entitled to equality before law and equal protection of laws. In the very nature of things the society being composed of unequals a welfare State will have to strive by both executive and legislative action to help the less fortunate in society to ameliorate their condition so that the social and economic inequality in the society may be bridged. This would necessitate a legislative application to a group of citizens otherwise unequal and amelioration of whose lot is the object of state affirmative action. In the absence of the doctrine of classification such legislation is likely to flounder on the bed rock of equality enshrined in Article 14. The Court realistically appraising the social and economic inequality and keeping in view the guidelines on which the State action must move as constitutionally laid down in Part IV of the Constitution evolved the doctrine of classification. The doctrine was evolved to sustain a legislation or State action designed to help weaker sections of the society or some such segments of the society in need of succour. Legislative and executive action may accordingly be sustained if it satisfies the twin tests of reasonable classification and the rational principle correlated to the object sought to be achieved. The concept of equality before the law does not involve the idea of absolute equality among human beings which is a physical impossibility. All that Article 14 guarantees is a similarity of treatment contra-distinguished from identical treatment. Equality before law means that among equals the law should be equal and should be equally administered and that the likes should be treated alike. Equality before the law does not mean that things which are different shall be as though they are the same. It of course means denial of any special privilege by reason of birth, creed or the like. The legislation as well as the executive government, while dealing with diverse problems arising out of an infinite variety of human relations must of necessity have the power of making special laws, to attain any particular object and to achieve that object it must have the power of selection or classification of persons and things upon which such laws are to operate.
  1. The main thrust of Right to equality is that it permits:
A
class legislation
B
equality before law and equal protection under the law
C
absolute equality
D
special privilege by reason of birth
       Reading-Comprehension       Reading-Comprehension
There are 12 questions to complete.

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