2011 June UGC NET Paper 1

Question 1
A research paper is a brief report of research work based on
A
Primary Data only
B
Secondary Data only
C
Both Primary and Secondary Data
D
None of the above
       Research Aptitude       Papers-Articles-Workshop-Seminar-Conference-and-Symosium
Question 2
Newton gave three basic laws of motion. This research is categorized as
A
Descriptive Research
B
Sample Survey
C
Fundamental Research
D
Applied Research
       Research Aptitude       Types-of-Research
Question 3
A group of experts in a specific area of knowledge assembled at a place and prepared a syllabus for a new course. The process may be termed as
A
Seminar
B
Workshop
C
Conference
D
Symposium
       Research Aptitude       Papers-Articles-Workshop-Seminar-Conference-and-Symosium
Question 4
In the process of conducting research “Formulation of Hypothesis” is followed by
A
Statement of Objectives
B
Analysis of Data
C
Selection of Research Tools
D
Collection of Data
       Research Aptitude       Hypothesis-Testing
Question 5
Read the following passage carefully and answer questions 5 to 10: All historians are interpreters of text if they be private letters, Government records or parish birthlists or whatever. For most kinds of historians, these are only the necessary means to understanding something other than the texts themselves, such as a political action or a historical trend, whereas for the intellectual historian, a full understanding of his chosen texts is itself the aim of his enquiries. Of course, the intellectual history is particularly prone to draw on the focus of other disciplines that are habitually interpreting texts for purposes of their own, probing the reasoning that ostensibly connects premises and conclusions. Furthermore, the boundaries with adjacent subdisciplines are shifting and indistinct: the history of art and the history of science both claim a certain autonomy, partly just because they require specialised technical skills, but both can also be seen as part of a wider intellectual history, as is evident when one considers, for example, the common stock of knowledge about cosmological beliefs or moral ideals of a period. Like all historians, the intellectual historian is a consumer rather than a producer of ‘methods’. His distinctiveness lies in which aspect of the past he is trying to illuminate, not in having exclusive possession of either a corpus of evidence or a body of techniques. That being said, it does seem that the label ‘intellectual history’ attracts a disproportionate share of misunderstanding. It is alleged that intellectual history is the history of something that never really mattered. The long dominance of the historical profession by political historians bred a kind of philistinism, an unspoken belief that power and its exercise was ‘what mattered’. The prejudice was reinforced by the assertion that political action was never really the outcome of principles or ideas that were ‘more flapdoodle’. The legacy of this precept is still discernible in the tendency to require ideas to have ‘licensed’ the political class before they can be deemed worthy of intellectual attention, as if there were some reasons why the history of art or science, of philosophy or literature, were somehow of interest and significance than the history of Parties or Parliaments. Perhaps in recent years the mirror-image of this philistinism has been more common in the claim that ideas of any one is of systematic expression or sophistication do not matter, as if they were only held by a minority.   Answer the following question:  
  • An intellectual historian aims to fully understand
A
the chosen texts of his own
B
political actions
C
historical trends
D
his enquiries
       Reading-Comprehension       Reading-Comprehension
Question 6
Read the following passage carefully and answer questions 5 to 10: All historians are interpreters of text if they be private letters, Government records or parish birthlists or whatever. For most kinds of historians, these are only the necessary means to understanding something other than the texts themselves, such as a political action or a historical trend, whereas for the intellectual historian, a full understanding of his chosen texts is itself the aim of his enquiries. Of course, the intellectual history is particularly prone to draw on the focus of other disciplines that are habitually interpreting texts for purposes of their own, probing the reasoning that ostensibly connects premises and conclusions. Furthermore, the boundaries with adjacent subdisciplines are shifting and indistinct: the history of art and the history of science both claim a certain autonomy, partly just because they require specialised technical skills, but both can also be seen as part of a wider intellectual history, as is evident when one considers, for example, the common stock of knowledge about cosmological beliefs or moral ideals of a period. Like all historians, the intellectual historian is a consumer rather than a producer of ‘methods’. His distinctiveness lies in which aspect of the past he is trying to illuminate, not in having exclusive possession of either a corpus of evidence or a body of techniques. That being said, it does seem that the label ‘intellectual history’ attracts a disproportionate share of misunderstanding. It is alleged that intellectual history is the history of something that never really mattered. The long dominance of the historical profession by political historians bred a kind of philistinism, an unspoken belief that power and its exercise was ‘what mattered’. The prejudice was reinforced by the assertion that political action was never really the outcome of principles or ideas that were ‘more flapdoodle’. The legacy of this precept is still discernible in the tendency to require ideas to have ‘licensed’ the political class before they can be deemed worthy of intellectual attention, as if there were some reasons why the history of art or science, of philosophy or literature, were somehow of interest and significance than the history of Parties or Parliaments. Perhaps in recent years the mirror-image of this philistinism has been more common in the claim that ideas of any one is of systematic expression or sophistication do not matter, as if they were only held by a minority.   Answer the following question:  
  • Intellectual historians do not claim exclusive possession of
A
conclusions
B
any corpus of evidence
C
distinctiveness
D
habitual interpretation
       Reading-Comprehension       Reading-Comprehension
Question 7
Read the following passage carefully and answer questions 5 to 10: All historians are interpreters of text if they be private letters, Government records or parish birthlists or whatever. For most kinds of historians, these are only the necessary means to understanding something other than the texts themselves, such as a political action or a historical trend, whereas for the intellectual historian, a full understanding of his chosen texts is itself the aim of his enquiries. Of course, the intellectual history is particularly prone to draw on the focus of other disciplines that are habitually interpreting texts for purposes of their own, probing the reasoning that ostensibly connects premises and conclusions. Furthermore, the boundaries with adjacent subdisciplines are shifting and indistinct: the history of art and the history of science both claim a certain autonomy, partly just because they require specialised technical skills, but both can also be seen as part of a wider intellectual history, as is evident when one considers, for example, the common stock of knowledge about cosmological beliefs or moral ideals of a period. Like all historians, the intellectual historian is a consumer rather than a producer of ‘methods’. His distinctiveness lies in which aspect of the past he is trying to illuminate, not in having exclusive possession of either a corpus of evidence or a body of techniques. That being said, it does seem that the label ‘intellectual history’ attracts a disproportionate share of misunderstanding. It is alleged that intellectual history is the history of something that never really mattered. The long dominance of the historical profession by political historians bred a kind of philistinism, an unspoken belief that power and its exercise was ‘what mattered’. The prejudice was reinforced by the assertion that political action was never really the outcome of principles or ideas that were ‘more flapdoodle’. The legacy of this precept is still discernible in the tendency to require ideas to have ‘licensed’ the political class before they can be deemed worthy of intellectual attention, as if there were some reasons why the history of art or science, of philosophy or literature, were somehow of interest and significance than the history of Parties or Parliaments. Perhaps in recent years the mirror-image of this philistinism has been more common in the claim that ideas of any one is of systematic expression or sophistication do not matter, as if they were only held by a minority.   Answer the following question:  
  • The misconceptions about intellectual history stem from
A
a body of techniques
B
the common stock of knowledge
C
the dominance of political historians
D
cosmological beliefs
       Reading-Comprehension       Reading-Comprehension
Question 8
Read the following passage carefully and answer questions 5 to 10: All historians are interpreters of text if they be private letters, Government records or parish birthlists or whatever. For most kinds of historians, these are only the necessary means to understanding something other than the texts themselves, such as a political action or a historical trend, whereas for the intellectual historian, a full understanding of his chosen texts is itself the aim of his enquiries. Of course, the intellectual history is particularly prone to draw on the focus of other disciplines that are habitually interpreting texts for purposes of their own, probing the reasoning that ostensibly connects premises and conclusions. Furthermore, the boundaries with adjacent subdisciplines are shifting and indistinct: the history of art and the history of science both claim a certain autonomy, partly just because they require specialised technical skills, but both can also be seen as part of a wider intellectual history, as is evident when one considers, for example, the common stock of knowledge about cosmological beliefs or moral ideals of a period. Like all historians, the intellectual historian is a consumer rather than a producer of ‘methods’. His distinctiveness lies in which aspect of the past he is trying to illuminate, not in having exclusive possession of either a corpus of evidence or a body of techniques. That being said, it does seem that the label ‘intellectual history’ attracts a disproportionate share of misunderstanding. It is alleged that intellectual history is the history of something that never really mattered. The long dominance of the historical profession by political historians bred a kind of philistinism, an unspoken belief that power and its exercise was ‘what mattered’. The prejudice was reinforced by the assertion that political action was never really the outcome of principles or ideas that were ‘more flapdoodle’. The legacy of this precept is still discernible in the tendency to require ideas to have ‘licensed’ the political class before they can be deemed worthy of intellectual attention, as if there were some reasons why the history of art or science, of philosophy or literature, were somehow of interest and significance than the history of Parties or Parliaments. Perhaps in recent years the mirror-image of this philistinism has been more common in the claim that ideas of any one is of systematic expression or sophistication do not matter, as if they were only held by a minority.   Answer the following question:
  • What is philistinism?
A
Reinforcement of prejudice
B
Fabrication of reasons
C
The hold of land-owning classes
D
Belief that power and its exercise matter
       Reading-Comprehension       Reading-Comprehension
Question 9
Read the following passage carefully and answer questions 5 to 10: All historians are interpreters of text if they be private letters, Government records or parish birthlists or whatever. For most kinds of historians, these are only the necessary means to understanding something other than the texts themselves, such as a political action or a historical trend, whereas for the intellectual historian, a full understanding of his chosen texts is itself the aim of his enquiries. Of course, the intellectual history is particularly prone to draw on the focus of other disciplines that are habitually interpreting texts for purposes of their own, probing the reasoning that ostensibly connects premises and conclusions. Furthermore, the boundaries with adjacent subdisciplines are shifting and indistinct: the history of art and the history of science both claim a certain autonomy, partly just because they require specialised technical skills, but both can also be seen as part of a wider intellectual history, as is evident when one considers, for example, the common stock of knowledge about cosmological beliefs or moral ideals of a period. Like all historians, the intellectual historian is a consumer rather than a producer of ‘methods’. His distinctiveness lies in which aspect of the past he is trying to illuminate, not in having exclusive possession of either a corpus of evidence or a body of techniques. That being said, it does seem that the label ‘intellectual history’ attracts a disproportionate share of misunderstanding. It is alleged that intellectual history is the history of something that never really mattered. The long dominance of the historical profession by political historians bred a kind of philistinism, an unspoken belief that power and its exercise was ‘what mattered’. The prejudice was reinforced by the assertion that political action was never really the outcome of principles or ideas that were ‘more flapdoodle’. The legacy of this precept is still discernible in the tendency to require ideas to have ‘licensed’ the political class before they can be deemed worthy of intellectual attention, as if there were some reasons why the history of art or science, of philosophy or literature, were somehow of interest and significance than the history of Parties or Parliaments. Perhaps in recent years the mirror-image of this philistinism has been more common in the claim that ideas of any one is of systematic expression or sophistication do not matter, as if they were only held by a minority.   Answer the following question:  
  • Knowledge of cosmological beliefs or moral ideas of a period can be drawn as part of
A
literary criticism
B
history of science
C
history of philosophy
D
intellectual history
       Reading-Comprehension       Reading-Comprehension
Question 10
Read the following passage carefully and answer questions 5 to 10: All historians are interpreters of text if they be private letters, Government records or parish birthlists or whatever. For most kinds of historians, these are only the necessary means to understanding something other than the texts themselves, such as a political action or a historical trend, whereas for the intellectual historian, a full understanding of his chosen texts is itself the aim of his enquiries. Of course, the intellectual history is particularly prone to draw on the focus of other disciplines that are habitually interpreting texts for purposes of their own, probing the reasoning that ostensibly connects premises and conclusions. Furthermore, the boundaries with adjacent subdisciplines are shifting and indistinct: the history of art and the history of science both claim a certain autonomy, partly just because they require specialised technical skills, but both can also be seen as part of a wider intellectual history, as is evident when one considers, for example, the common stock of knowledge about cosmological beliefs or moral ideals of a period. Like all historians, the intellectual historian is a consumer rather than a producer of ‘methods’. His distinctiveness lies in which aspect of the past he is trying to illuminate, not in having exclusive possession of either a corpus of evidence or a body of techniques. That being said, it does seem that the label ‘intellectual history’ attracts a disproportionate share of misunderstanding. It is alleged that intellectual history is the history of something that never really mattered. The long dominance of the historical profession by political historians bred a kind of philistinism, an unspoken belief that power and its exercise was ‘what mattered’. The prejudice was reinforced by the assertion that political action was never really the outcome of principles or ideas that were ‘more flapdoodle’. The legacy of this precept is still discernible in the tendency to require ideas to have ‘licensed’ the political class before they can be deemed worthy of intellectual attention, as if there were some reasons why the history of art or science, of philosophy or literature, were somehow of interest and significance than the history of Parties or Parliaments. Perhaps in recent years the mirror-image of this philistinism has been more common in the claim that ideas of any one is of systematic expression or sophistication do not matter, as if they were only held by a minority.   Answer the following question:  
  • The claim that ideas of any one is of systematic expression do not matter, as if they were held by a minority, is
A
to have a licensed political class
B
a political action
C
a philosophy of literature
D
the mirror-image of philistinism
       Reading-Comprehension       Reading-Comprehension
Question 11
Public communication tends to occur within a more
A
complex structure
B
political structure
C
convenient structure
D
formal structure
       Communication       Public-Communication
Question 12
Transforming thoughts, ideas and messages into verbal and non-verbal signs is referred to as
A
channelisation
B
mediation
C
encoding
D
decoding
       Communication       Channelisation
Question 13
Effective communication needs a supportive
A
economic environment
B
political environment
C
social environment
D
multi-cultural environment
       Communication       Nature-of-Communication
Question 14
A major barrier in the transmission of cognitive data in the process of communication is an individual’s
A
personality
B
expectation
C
social status
D
coding ability
       Communication       Communication-Barriers
Question 15
When communicated, institutionalised stereotypes become
A
myths
B
reasons
C
experiences
D
convictions
       Communication       Institutionalised-Stereotypes
Question 16
In mass communication, selective perception is dependent on the receiver’s
A
competence
B
pre-disposition
C
receptivity
D
ethnicity
       Communication       Types-of-Communicatiion
Question 17
Determine the relationship between the pair of words NUMERATOR : DENOMINATOR and then select the pair of words from the following which have a similar relationship :
A
fraction : decimal
B
divisor : quotient
C
top : bottom
D
dividend : divisor
       Mathematical-Reasoning       Analogy-Test
Question 18
Find the wrong number in the sequence 125, 127, 130, 135, 142, 153, 165
A
130
B
142
C
153
D
165
       Mathematical-Reasoning       Series-Test
Question 19
If HOBBY is coded as IOBY and LOBBY is coded as MOBY; then BOBBY is coded as
A
BOBY
B
COBY
C
DOBY
D
OOBY
Question 20
The letters in the first set have certain relationship. On the basis of this relationship, make the right choice for the second set: K/T : 11/20 :: J/R : ?
A
10/8
B
10/18
C
11/19
D
10/19
       Mathematical-Reasoning       Alphabet-Test
Question 21
If A = 5, B = 6, C = 7, D = 8 and so on, what do the following numbers stand for? 17, 19, 20, 9, 8
A
Plane
B
Moped
C
Motor
D
Tonga
       Mathematical-Reasoning       Alphabet-Test
Question 22
The price of oil is increased by 25%.  If the expenditure is not allowed to increase, the ratio between the reduction in consumption and the original consumption is
A
1 : 3
B
1 : 4
C
1 : 5
D
1 : 6
       Mathematical-Reasoning       Percentage
Question 23
How many 8’s are there in the following sequence which are preceded by 5 but not immediately followed by 3 ? 5  8  3  7  5  8  6  3  8  5  4  5  8  4  7  6 5  5  8  3  5  8  7  5  8  2  8  5
A
4
B
5
C
7
D
3
       Mathematical-Reasoning       Series-Test
Question 24
If a rectangle were called a circle, a circle a point, a point a triangle and a triangle a square, the shape of a wheel is
A
Rectangle
B
Circle
C
Point
D
Triangle
       Mathematical-Reasoning       Coding-and-Decoding
Question 25
Which one of the following methods is best suited for mapping the distribution of different crops as provided in the standard classification of crops in India ?
A
Pie diagram
B
Chorochromatic technique
C
Isopleth technique
D
Dot method
       Mathematical-Reasoning       Classification
Question 26
Which one of the following does not come under the methods of data classification ?
A
Qualitative
B
Normative
C
Spatial
D
Quantitative
       Research Aptitude       Research-Process
Question 27
Which one of the following is not a source of data ?
A
Administrative records
B
Population census
C
GIS
D
Sample survey
       Research Aptitude       Research-Process
Question 28
If the statement ‘some men are cruel’ is false, which of the following statements/statement are/is true ?
(i) All men are cruel.
(ii) No men are cruel.
(iii) Some men are not cruel.
A
(i) and (iii)
B
(i) and (ii)
C
(ii) and (iii)
D
(iii) only
       Logical-Reasoning       Square-of-opposition
Question 28 Explanation: 
Some men are cruel is false which means that some men are not cruel.
Question 29
The octal number system consists of the following symbols :
A
0 – 7
B
0 – 9
C
0 – 9, A – F
D
None of the above
       ICT       Number-System
Question 30
The binary equivalent of (–19)10 in signed magnitude system is
A
11101100
B
11101101
C
10010011
D
None of these
       ICT       Number-System
Question 31
DNS in internet technology stands for
A
Dynamic Name System
B
Domain Name System
C
Distributed Name System
D
None of these
       ICT       ICT-Abbreviation
Question 32
HTML stands for
A
Hyper Text Markup Language
B
Hyper Text Manipulation Language
C
Hyper Text Managing Links
D
Hyper Text Manipulating Links
       ICT       ICT-Abbreviation
Question 33
Which of the following is type of LAN ?
A
Ethernet
B
Token Ring
C
FDDI
D
All of the above
       ICT       LAN
Question 34
Which of the following statements is true ?
A
Smart cards do not require an operating system.
B
Smart cards and PCs use some operating system.
C
COS is smart card operating system.
D
The communication between reader and card is in full duplex mode.
       ICT       Operating-System
Question 35
The Ganga Action Plan was initiated during the year
A
1986
B
1988
C
1990
D
1992
       Environment       Environment
Question 36
Identify the correct sequence of energy sources in order of their share in the power sector in India :
A
Thermal > nuclear > hydro > wind
B
Thermal > hydro > nuclear > wind
C
Hydro > nuclear > thermal > wind
D
Nuclear > hydro > wind > thermal
       Environment       Energy-Sources
Question 37
Chromium as a contaminant in drinking water in excess of permissible levels, causes
A
Skeletal damage
B
Gastrointestinal problem
C
Dermal and nervous problems
D
Liver/Kidney problems
       Environment       Environment
Question 38
The main precursors of winter smog are
A
N2O and hydrocarbons
B
NOx and hydrocarbons
C
SO2 and hydrocarbons
D
SO2 and ozone
       Environment       Environment
Question 39
Flash floods are caused when
A
the atmosphere is convectively unstable and there is considerable vertical wind shear
B
the atmosphere is stable
C
the atmosphere is convectively unstable with no vertical windshear
D
winds are catabatic
       Environment       Flash-Floods
Question 40
In mega cities of India, the dominant source of air pollution is
A
transport sector
B
thermal power
C
municipal waste
D
commercial sector
       Environment       Air-Pollution
Question 41
The first Open University in India was set up in the State of
A
Andhra Pradesh
B
Delhi
C
Himachal Pradesh
D
Tamil Nadu
       Higher-Education-and-Politics       Categorization-of-Universities
Question 42
Most of the Universities in India are funded by
A
the Central Government
B
the State Governments
C
the University Grants Commission
D
Private bodies and Individuals
       Higher-Education-and-Politics       Categorization-of-Universities
Question 43
Which of the following organizations looks after the quality of Technical and Management education in India ?
A
NCTE
B
MCI
C
AICTE
D
CSIR
       Higher-Education-and-Politics       AICTE
Question 44
Consider the following statements : Identify the statement which implies natural justice.
A
The principle of natural justice is followed by the Courts.
B
Justice delayed is justice denied.
C
Natural justice is an inalienable right of a citizen
D
A reasonable opportunity of being heard must be given.
       Higher-Education-and-Politics       Politics
Question 45
The President of India is
A
the Head of State
B
the Head of Government
C
both Head of the State and the Head of the Government
D
None of the above
       Higher-Education-and-Politics       Politics
Question 46
Who among the following holds office during the pleasure of the President of India ?
A
Chief Election Commissioner
B
Comptroller and Auditor General of India
C
Chairman of the Union Public Service Commission
D
Governor of a State
       Higher-Education-and-Politics       Politics
Question 47
Not for Visually Handicapped Candidates Questions 47 to 49 are based upon the following diagram in which there are three interlocking circles A, P and S where A stands for Artists, circle P for Professors and circle S for Sportspersons. Different regions in the figure are lettered from a to f:
  • The region which represents artists who are neither sportsmen nor professors.
A
d
B
e
C
b
D
g
       Data-Interpretation       Data-Interpretation
Question 47 Explanation: 
‘e’ region belongs to only Artists.
Question 48
Not for Visually Handicapped Candidates Questions 47 to 49 are based upon the following diagram in which there are three interlocking circles A, P and S where A stands for Artists, circle P for Professors and circle S for Sportspersons. Different regions in the figure are lettered from a to f:  
  • The region which represents professors, who are both artists and sportspersons.
A
a
B
c
C
d
D
g
       Data-Interpretation       Data-Interpretation
Question 48 Explanation: 
Region ‘a’ represents a person who belongs to all categories.
Question 49
Not for Visually Handicapped Candidates Questions 47 to 49 are based upon the following diagram in which there are three interlocking circles A, P and S where A stands for Artists, circle P for Professors and circle S for Sportspersons. Different regions in the figure are lettered from a to f:
  • The region which represents professors, who are also sportspersons, but not artists.
A
e
B
f
C
c
D
g
       Data-Interpretation       Data-Interpretation
Question 49 Explanation: 
‘c’ represents professors and sportsmen but not artists.
Question 50
Questions 50 to 52 are based on the following data : Measurements of some variable X were made at an interval of 1 minute from 10 A.M. to 10:20 A.M. The data, thus, obtained is as follows : X : 60,  62,  65,  64,  63,  61,  66,  65,  70,  68 63,  62,  64,  69,  65,  64,  66,  67,  66,  64  
  • The value of X, which is exceeded 10% of the time in the duration of measurement, is
A
69
B
68
C
67
D
66
       Data-Interpretation       Data-Interpretation
Question 51
Questions 50 to 52 are based on the following data : Measurements of some variable X were made at an interval of 1 minute from 10 A.M. to 10:20 A.M. The data, thus, obtained is as follows : X : 60,  62,  65,  64,  63,  61,  66,  65,  70,  68 63,  62,  64,  69,  65,  64,  66,  67,  66,  64
  • The value of X, which is exceeded 90% of the time in the duration of measurement, is
A
63
B
62
C
61
D
60
       Data-Interpretation       Data-Interpretation
Question 52
Questions 50 to 52 are based on the following data : Measurements of some variable X were made at an interval of 1 minute from 10 A.M. to 10:20 A.M. The data, thus, obtained is as follows : X : 60,  62,  65,  64,  63,  61,  66,  65,  70,  68 63,  62,  64,  69,  65,  64,  66,  67,  66,  64
  • The value of X, which is exceeded 50% of the time in the duration of measurement, is
A
66
B
65
C
64
D
63
       Data-Interpretation       Data-Interpretation
Question 53
For maintaining an effective discipline in the class, the teacher should
A
Allow students to do what they like.
B
Deal with the students strictly.
C
Give the students some problem to solve.
D
Deal with them politely and firmly.
       Teaching Aptitude       Teacher\'s-Characteristics
Question 54
An effective teaching aid is one which
A
is colourful and good looking
B
activates all faculties
C
is visible to all students
D
easy to prepare and use
       Teaching Aptitude       Teaching-Aids
Question 55
Those teachers are popular among students who
A
develop intimacy with them
B
help them solve their problems
C
award good grades
D
take classes on extra tuition fee
       Teaching Aptitude       Teacher\'s-Characteristics
Question 56
The essence of an effective classroom environment is
A
a variety of teaching aids
B
lively student-teacher interaction
C
pin-drop silence
D
strict discipline
       Teaching Aptitude       Classroom-Environment
Question 57
On the first day of his class, if a teacher is asked by the students to introduce himself, he should
A
ask them to meet after the class
B
tell them about himself in brief
C
ignore the demand and start teaching
D
scold the student for this unwanted demand
       Teaching Aptitude       Teacher\'s-Characteristics
Question 58
Moral values can be effectively inculcated among the students when the teacher
A
frequently talks about values
B
himself practices them
C
tells stories of great persons
D
talks of Gods and Goddesses
       Teaching Aptitude       Methods-of-Teaching
Question 59
The essential qualities of a researcher are
A
spirit of free enquiry
B
reliance on observation and evidence
C
systematization or theorizing of knowledge
D
all the above
       Research Aptitude       Characteristices-of-Researcher
Question 60
Research is conducted to
I. Generate new knowledge
II.Not to develop a theory
III.Obtain research degree
IV.Reinterpret existing knowledge
Which of the above are correct ?
A
I, III & II
B
III, II & IV
C
II, I & III
D
I, III & IV
       Research Aptitude       Research-Characteristics
There are 60 questions to complete.