Comprehension – ugc net june-2020 question papers solved paper-1

Comprehension – ugc net june-2020 question papers solved paper-1

Q1➡ | UGC NET November 2020, 24 sept shift 1


Q1- what is the current strategy of business managers?

i ➥ Searching for new business space
ii ➥ Exploring new customer relations
iii ➥ Less dependence on social marketing
iv ➥ More and more use of digital business

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Answer: iv
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Q2➡ | UGC NET November 2020, 24 sept shift 1



Q2- The benefits of e-procurement are
A. Cost reduction
B. Quick delivery
C. Longer time for strategic procurement
D. Empathetic purchase
Choose the correct answer from the options given below:
i ➥ A and B only
ii ➥ B and C only
iii ➥ C and D only
iv ➥ A and D only

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Answer: i
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Q3➡ | UGC NET November 2020, 24 sept shift 1



Q3 what can be a strategic issue as a result of less paperwork?
i ➥ Transaction analysis
ii ➥ More investment for supply
iii ➥ Development of new products
iv ➥ Importance To traditional customer relation

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Answer: iii
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Q4➡ | UGC NET November 2020, 24 sept shift 1



Q4-what can be the main issue with e-procurement vis-a-vis power of internet?
i ➥ Different purchases for both buyers and suppliers
ii ➥ Sharing business data with customers
iii ➥ Competitive supply of products
iv ➥ Better purchase deals

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Answer: iii
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Q5➡ | UGC NET November 2020, 24 sept shift 1



Q-5 the focus of the passage is on
i ➥ The power of suppliers
ii ➥ Basic business data encryption
iii ➥ The supply side of business
iv ➥ The critical features of e- procurement

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Answer: iv
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Q6➡ | UGC NET November 2020, 24 sept shift 2
Comprehension:
Read the passage carefully and answer the questions that follow
In the narrowest sense, price is the amount of money charged for a product or a service. More broadly, price is the sum of all the values that customers give up to gain the benefits of having or using a product or service. Historically, price has been the major factor affecting buyer choice. In recent decades, however, nonprice factors have gained increasing importance. Even so, price remains one of the most important elements that determines a firm՚s market share and profitability.
Price is the only element in the marketing mix that produces revenue; all other elements present costs. Price is also one of the most flexible marketing mix elements. Unlike product features and channel commitments, prices can be changed quickly. At the same time, pricing is the number one problem facing many marketing executives, and many companies do not handle pricing well. Some managers view pricing as a big headache, preferring instead to focus on other marketing mix elements. However, smart managers treat pricing as a key strategic tool for creating and capturing costumer value. Prices have a direct impact on a firm՚s bottom line. A small percentage improvement in price can generate a large percentage increase in profitability. More important, as part of a company՚s overall value proposition, price plays a key role in creating customer value and building customer relationships. ″ Instead of running away from pricing, says an expert, ″ savvy marketers are embracing it. ″
The price the company charges will fall somewhere between one that is too low to produce a profit and one that is too high to produce any demand. It summarizes the major considerations in setting price. Customer perceptions of the products value set the ceiling for prices. If customers perceive that the products price is greater that its value, they will not buy the product. Likewise, product costs set the floor for prices. If the company prices the product below its costs, the company՚s profits will suffer. In setting its price between those two extremes, the company must consider several external and internal factors, including competitor՚s strategies and prices, the overall marketing strategy and mix, and nature of the market and demand.


Q6➡ Which of the following is the major determinant of pricing for product or service?
i ➥ High demand
ii ➥ Low demand
iii ➥ Customers value perception
iv ➥ Company՚s quest for high profitability

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Answer: iii
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Q7➡ | UGC NET November 2020, 24 sept shift 2
Comprehension:
Read the passage carefully and answer the questions that follow

In the narrowest sense, price is the amount of money charged for a product or a service. More broadly, price is the sum of all the values that customers give up to gain the benefits of having or using a product or service. Historically, price has been the major factor affecting buyer choice. In recent decades, however, nonprice factors have gained increasing importance. Even so, price remains one of the most important elements that determines a firm՚s market share and profitability.
Price is the only element in the marketing mix that produces revenue; all other elements present costs. Price is also one of the most flexible marketing mix elements. Unlike product features and channel commitments, prices can be changed quickly. At the same time, pricing is the number one problem facing many marketing executives, and many companies do not handle pricing well. Some managers view pricing as a big headache, preferring instead to focus on other marketing mix elements. However, smart managers treat pricing as a key strategic tool for creating and capturing costumer value. Prices have a direct impact on a firm՚s bottom line. A small percentage improvement in price can generate a large percentage increase in profitability. More important, as part of a company՚s overall value proposition, price plays a key role in creating customer value and building customer relationships. ″ Instead of running away from pricing, says an expert, ″ savvy marketers are embracing it. ″
The price the company charges will fall somewhere between one that is too low to produce a profit and one that is too high to produce any demand. It summarizes the major considerations in setting price. Customer perceptions of the products value set the ceiling for prices. If customers perceive that the products price is greater that its value, they will not buy the product. Likewise, product costs set the floor for prices. If the company prices the product below its costs, the company՚s profits will suffer. In setting its price between those two extremes, the company must consider several external and internal factors, including competitor՚s strategies and prices, the overall marketing strategy and mix, and nature of the market and demand.

Q7➡ What is the perception of smart managers regarding pricing?
i ➥ It is a strategic tool for consumer value
ii ➥ It invites issues
iii ➥ It is better to focus on other elements in the marketing mix
iv ➥ It is of indirect value to the firm

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Answer: i
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Q8➡ | UGC NET November 2020, 24 sept shift 2
Comprehension:
Read the passage carefully and answer the questions that follow

In the narrowest sense, price is the amount of money charged for a product or a service. More broadly, price is the sum of all the values that customers give up to gain the benefits of having or using a product or service. Historically, price has been the major factor affecting buyer choice. In recent decades, however, nonprice factors have gained increasing importance. Even so, price remains one of the most important elements that determines a firm՚s market share and profitability.
Price is the only element in the marketing mix that produces revenue; all other elements present costs. Price is also one of the most flexible marketing mix elements. Unlike product features and channel commitments, prices can be changed quickly. At the same time, pricing is the number one problem facing many marketing executives, and many companies do not handle pricing well. Some managers view pricing as a big headache, preferring instead to focus on other marketing mix elements. However, smart managers treat pricing as a key strategic tool for creating and capturing costumer value. Prices have a direct impact on a firm՚s bottom line. A small percentage improvement in price can generate a large percentage increase in profitability. More important, as part of a company՚s overall value proposition, price plays a key role in creating customer value and building customer relationships. ″ Instead of running away from pricing, says an expert, ″ savvy marketers are embracing it. ″
The price the company charges will fall somewhere between one that is too low to produce a profit and one that is too high to produce any demand. It summarizes the major considerations in setting price. Customer perceptions of the products value set the ceiling for prices. If customers perceive that the products price is greater that its value, they will not buy the product. Likewise, product costs set the floor for prices. If the company prices the product below its costs, the company՚s profits will suffer. In setting its price between those two extremes, the company must consider several external and internal factors, including competitor՚s strategies and prices, the overall marketing strategy and mix, and nature of the market and demand.

Q8➡ Why is price different from other elements in the marketing mix?
i ➥ It offsets cost
ii ➥ It generates revenue
iii ➥ It is rigid in character
iv ➥ It ensures channel commitment

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Answer: ii
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Q9➡ | UGC NET November 2020, 24 sept shift 2
Comprehension:
Read the passage carefully and answer the questions that follow

In the narrowest sense, price is the amount of money charged for a product or a service. More broadly, price is the sum of all the values that customers give up to gain the benefits of having or using a product or service. Historically, price has been the major factor affecting buyer choice. In recent decades, however, nonprice factors have gained increasing importance. Even so, price remains one of the most important elements that determines a firm՚s market share and profitability.
Price is the only element in the marketing mix that produces revenue; all other elements present costs. Price is also one of the most flexible marketing mix elements. Unlike product features and channel commitments, prices can be changed quickly. At the same time, pricing is the number one problem facing many marketing executives, and many companies do not handle pricing well. Some managers view pricing as a big headache, preferring instead to focus on other marketing mix elements. However, smart managers treat pricing as a key strategic tool for creating and capturing costumer value. Prices have a direct impact on a firm՚s bottom line. A small percentage improvement in price can generate a large percentage increase in profitability. More important, as part of a company՚s overall value proposition, price plays a key role in creating customer value and building customer relationships. ″ Instead of running away from pricing, says an expert, ″ savvy marketers are embracing it. ″
The price the company charges will fall somewhere between one that is too low to produce a profit and one that is too high to produce any demand. It summarizes the major considerations in setting price. Customer perceptions of the products value set the ceiling for prices. If customers perceive that the products price is greater that its value, they will not buy the product. Likewise, product costs set the floor for prices. If the company prices the product below its costs, the company՚s profits will suffer. In setting its price between those two extremes, the company must consider several external and internal factors, including competitor՚s strategies and prices, the overall marketing strategy and mix, and nature of the market and demand.

Q9➡ What are the other factors influencing or setting the price for products or
services?
A. Competitors՚ strategies
B. Over-all marketing mix
C. Type of market
D. Pricing from one extreme to the other
E. Predators pricing strategies
Choose the correct answer from the options given below:
i ➥ A, D and E only
ii ➥ A, B and C only
iii ➥ C, D and E only
iv ➥ B, C and D only

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Answer: ii
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Q10➡ | UGC NET November 2020, 24 sept shift 2
Comprehension:
Read the passage carefully and answer the questions that follow

In the narrowest sense, price is the amount of money charged for a product or a service. More broadly, price is the sum of all the values that customers give up to gain the benefits of having or using a product or service. Historically, price has been the major factor affecting buyer choice. In recent decades, however, nonprice factors have gained increasing importance. Even so, price remains one of the most important elements that determines a firm՚s market share and profitability.
Price is the only element in the marketing mix that produces revenue; all other elements present costs. Price is also one of the most flexible marketing mix elements. Unlike product features and channel commitments, prices can be changed quickly. At the same time, pricing is the number one problem facing many marketing executives, and many companies do not handle pricing well. Some managers view pricing as a big headache, preferring instead to focus on other marketing mix elements. However, smart managers treat pricing as a key strategic tool for creating and capturing costumer value. Prices have a direct impact on a firm՚s bottom line. A small percentage improvement in price can generate a large percentage increase in profitability. More important, as part of a company՚s overall value proposition, price plays a key role in creating customer value and building customer relationships. ″ Instead of running away from pricing, says an expert, ″ savvy marketers are embracing it. ″
The price the company charges will fall somewhere between one that is too low to produce a profit and one that is too high to produce any demand. It summarizes the major considerations in setting price. Customer perceptions of the products value set the ceiling for prices. If customers perceive that the products price is greater that its value, they will not buy the product. Likewise, product costs set the floor for prices. If the company prices the product below its costs, the company՚s profits will suffer. In setting its price between those two extremes, the company must consider several external and internal factors, including competitor՚s strategies and prices, the overall marketing strategy and mix, and nature of the market and demand.

Q10 Historically price was considered important because.
i ➥ Sellers were always benefitted
ii ➥ Money was charged for product or service
iii ➥ It provided options for buyers
iv ➥ It promoted non-price factors

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Answer: iii
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Q11➡ | UGC NET November 2020, 25 sept shift 1
         Read the passage carefully and answer questions that follow Marketers are reexamining their relationships with social values and responsibilities and with the very Earth that sustains us. As the worldwide consumerism and environmentalism movement mature, todays marketers are being called on to develop sustainable marketing practices. Corporate ethics and social responsibility have become hot topics for almost every business. And few companies can ignore the renewed and very demanding environmental movement. Every company action can affect customer relationships. Today’s customers expect companies to deliver value in a socially and environmentally responsible way.  The social-responsibility and environmental movements will place even stricter demands on companies in the future. Some companies resist these movements, budging only when forced by legislation or organized customer outcries. Forward-looking companies, however, readily accept their responsibilities to the world around them. They view sustainable marketing as an opportunity to do well by doing good. They seek ways to profit by serving immediate needs and the best long-run interest of their customers and communities.  Some companies, such as Patagonia, Ben & Jerrys, Timberland, Method, and others, practice caring capitalism, setting themselves apart by being civic-minded and responsible. They build social linkages.  What do farsighted companies prefer? 1. Sustainable marketing 2. Legislative compulsion 3. Organized consumer pressure 4. Status quo in the market

Question -11
What do farsighted companies prefer?
i ➥ Sustainable marketing
ii ➥ Legislative compulsion
iii ➥ Organized consumer pressure
iv ➥ Status quo in the market

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Answer: i
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Q12➡ | UGC NET November 2020, 25 sept shift 1
         Read the passage carefully and answer questions that follow Marketers are reexamining their relationships with social values and responsibilities and with the very Earth that sustains us. As the worldwide consumerism and environmentalism movement mature, todays marketers are being called on to develop sustainable marketing practices. Corporate ethics and social responsibility have become hot topics for almost every business. And few companies can ignore the renewed and very demanding environmental movement. Every company action can affect customer relationships. Today’s customers expect companies to deliver value in a socially and environmentally responsible way.  The social-responsibility and environmental movements will place even stricter demands on companies in the future. Some companies resist these movements, budging only when forced by legislation or organized customer outcries. Forward-looking companies, however, readily accept their responsibilities to the world around them. They view sustainable marketing as an opportunity to do well by doing good. They seek ways to profit by serving immediate needs and the best long-run interest of their customers and communities.  Some companies, such as Patagonia, Ben & Jerrys, Timberland, Method, and others, practice caring capitalism, setting themselves apart by being civic-minded and responsible. They build social linkages.  What do farsighted companies prefer? 1. Sustainable marketing 2. Legislative compulsion 3. Organized consumer pressure 4. Status quo in the market
Question-12
According to the passage, sustainable marketing is perceived as.
i ➥ Immediately profitable
ii ➥ Community fallacy
iii ➥ Doing good to community as an opportunity
iv ➥ Long-term burden to society as a difficult issue

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Answer: iii
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Q13➡ | UGC NET November 2020, 25 sept shift 1
         Read the passage carefully and answer questions that follow Marketers are reexamining their relationships with social values and responsibilities and with the very Earth that sustains us. As the worldwide consumerism and environmentalism movement mature, todays marketers are being called on to develop sustainable marketing practices. Corporate ethics and social responsibility have become hot topics for almost every business. And few companies can ignore the renewed and very demanding environmental movement. Every company action can affect customer relationships. Today’s customers expect companies to deliver value in a socially and environmentally responsible way.  The social-responsibility and environmental movements will place even stricter demands on companies in the future. Some companies resist these movements, budging only when forced by legislation or organized customer outcries. Forward-looking companies, however, readily accept their responsibilities to the world around them. They view sustainable marketing as an opportunity to do well by doing good. They seek ways to profit by serving immediate needs and the best long-run interest of their customers and communities.  Some companies, such as Patagonia, Ben & Jerrys, Timberland, Method, and others, practice caring capitalism, setting themselves apart by being civic-minded and responsible. They build social linkages.  What do farsighted companies prefer? 1. Sustainable marketing 2. Legislative compulsion 3. Organized consumer pressure 4. Status quo in the market
Question-13
The concern for today՚s society centres on
i ➥ Marketing strategies
ii ➥ Customer relations
iii ➥ Corporate ethics
iv ➥ Delivery of value for money

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Answer: iii
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Q14➡ | UGC NET November 2020, 25 sept shift 1
         Read the passage carefully and answer questions that follow Marketers are reexamining their relationships with social values and responsibilities and with the very Earth that sustains us. As the worldwide consumerism and environmentalism movement mature, todays marketers are being called on to develop sustainable marketing practices. Corporate ethics and social responsibility have become hot topics for almost every business. And few companies can ignore the renewed and very demanding environmental movement. Every company action can affect customer relationships. Today’s customers expect companies to deliver value in a socially and environmentally responsible way.  The social-responsibility and environmental movements will place even stricter demands on companies in the future. Some companies resist these movements, budging only when forced by legislation or organized customer outcries. Forward-looking companies, however, readily accept their responsibilities to the world around them. They view sustainable marketing as an opportunity to do well by doing good. They seek ways to profit by serving immediate needs and the best long-run interest of their customers and communities.  Some companies, such as Patagonia, Ben & Jerrys, Timberland, Method, and others, practice caring capitalism, setting themselves apart by being civic-minded and responsible. They build social linkages.  What do farsighted companies prefer? 1. Sustainable marketing 2. Legislative compulsion 3. Organized consumer pressure 4. Status quo in the market
Question-14
The present-day marketers have focused on
i ➥ Consumerism
ii ➥ Social obligations
iii ➥ Sustaining their business practices
iv ➥ Competitive business

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Answer: ii
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Q15➡ | UGC NET November 2020, 25 sept shift 1

         Read the passage carefully and answer questions that follow Marketers are reexamining their relationships with social values and responsibilities and with the very Earth that sustains us. As the worldwide consumerism and environmentalism movement mature, todays marketers are being called on to develop sustainable marketing practices. Corporate ethics and social responsibility have become hot topics for almost every business. And few companies can ignore the renewed and very demanding environmental movement. Every company action can affect customer relationships. Today’s customers expect companies to deliver value in a socially and environmentally responsible way.  The social-responsibility and environmental movements will place even stricter demands on companies in the future. Some companies resist these movements, budging only when forced by legislation or organized customer outcries. Forward-looking companies, however, readily accept their responsibilities to the world around them. They view sustainable marketing as an opportunity to do well by doing good. They seek ways to profit by serving immediate needs and the best long-run interest of their customers and communities.  Some companies, such as Patagonia, Ben & Jerrys, Timberland, Method, and others, practice caring capitalism, setting themselves apart by being civic-minded and responsible. They build social linkages.  What do farsighted companies prefer? 1. Sustainable marketing 2. Legislative compulsion 3. Organized consumer pressure 4. Status quo in the market

Question-15
Caring capitalism is inclusive of
A. Make profit by ignoring social demands
B. Being civic-minded
C. Forging social linkages
D. Budge when there is a legislative nudge
Choose the correct answer from the options given below:
i ➥ A and B only
ii ➥ B and C only
iii ➥ C and D only
iv ➥ A and D only

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Answer: ii
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Q16➡ | UGC NET November 2020, 25 sept shift 2

Read the given passage carefully and answer the questions that follow According to Richard Beckhard, a transformation represents a vital organizational change. Transformation is characterized by certain features that clearly differentiate it from other types of change. First, according to Beckhard, it involves substantial and discontinuous change to the shape, structure, and nature of the organization, rather than incremental adjustments and fine- tuning of the current situation. One example of a discontinuous change would be when a firm changes from being production-driven to being customer-driven. Another would be a merger of two organizations. In both instances, the shape of the organization can be expected to change radically. An organization transforming from a production orientation to a customer orientation will need to drastically decentralize and delegate authority. In a merger, entirely new roles and working relationships will be created. A second characteristic of transformation is that the need for change is caused by forces external to the organization rather than forces inside the organization. A typical example would be when an organization changes from a functional to a divisional structure in response to market forces or industry pressures in the form of competitor actions or regulatory changes. Currently, globalization is one of the most powerful external forces for organizational transformation. A third distinguishing feature of transformation is that the change is deep and pervasive, rather than shallow and contained. The change affects all parts of the organization and involves many levels. Decentralization, downsizing and the geographic relocation of functions and activities exemplify changes that transform structural relationships deeply and pervasively. Finally, transformation requires significantly different, and even entirely new, sets of actions by the members of the organization, rather than more or less of existing behavior patterns. Examples are changes to the norms and core values of an organization that are brought about through acquisition, deregulation, and privatization or through a drastic strategic repositioning such as shifting from a production-efficiency focus to a customer-service strategy.
Question -16
The pressure of market force can result in.
i ➥ Distortion of role perceptions
ii ➥ Changing to a functional structure
iii ➥ Changing to a divisional structure
iv ➥ Deregulation of competitive factors

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Answer: iii
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Q17➡ | UGC NET November 2020, 25 sept shift 2

Read the given passage carefully and answer the questions that follow According to Richard Beckhard, a transformation represents a vital organizational change. Transformation is characterized by certain features that clearly differentiate it from other types of change. First, according to Beckhard, it involves substantial and discontinuous change to the shape, structure, and nature of the organization, rather than incremental adjustments and fine- tuning of the current situation. One example of a discontinuous change would be when a firm changes from being production-driven to being customer-driven. Another would be a merger of two organizations. In both instances, the shape of the organization can be expected to change radically. An organization transforming from a production orientation to a customer orientation will need to drastically decentralize and delegate authority. In a merger, entirely new roles and working relationships will be created. A second characteristic of transformation is that the need for change is caused by forces external to the organization rather than forces inside the organization. A typical example would be when an organization changes from a functional to a divisional structure in response to market forces or industry pressures in the form of competitor actions or regulatory changes. Currently, globalization is one of the most powerful external forces for organizational transformation. A third distinguishing feature of transformation is that the change is deep and pervasive, rather than shallow and contained. The change affects all parts of the organization and involves many levels. Decentralization, downsizing and the geographic relocation of functions and activities exemplify changes that transform structural relationships deeply and pervasively. Finally, transformation requires significantly different, and even entirely new, sets of actions by the members of the organization, rather than more or less of existing behavior patterns. Examples are changes to the norms and core values of an organization that are brought about through acquisition, deregulation, and privatization or through a drastic strategic repositioning such as shifting from a production-efficiency focus to a customer-service strategy.
Question-17

What happens when two organisations merge?
A. Shape of the organisation will change
B. Product orientation remains the same
C. Drastic decentralisation of authority
D. Discontinuous change does not take place
Choose the correct answer from the options given below:
i ➥ A and B only
ii ➥ B and C only
iii ➥ C and D only
iv ➥ A and C onl

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Answer: iv
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Q18➡ | UGC NET November 2020, 25 sept shift 2

Read the given passage carefully and answer the questions that follow According to Richard Beckhard, a transformation represents a vital organizational change. Transformation is characterized by certain features that clearly differentiate it from other types of change. First, according to Beckhard, it involves substantial and discontinuous change to the shape, structure, and nature of the organization, rather than incremental adjustments and fine- tuning of the current situation. One example of a discontinuous change would be when a firm changes from being production-driven to being customer-driven. Another would be a merger of two organizations. In both instances, the shape of the organization can be expected to change radically. An organization transforming from a production orientation to a customer orientation will need to drastically decentralize and delegate authority. In a merger, entirely new roles and working relationships will be created. A second characteristic of transformation is that the need for change is caused by forces external to the organization rather than forces inside the organization. A typical example would be when an organization changes from a functional to a divisional structure in response to market forces or industry pressures in the form of competitor actions or regulatory changes. Currently, globalization is one of the most powerful external forces for organizational transformation. A third distinguishing feature of transformation is that the change is deep and pervasive, rather than shallow and contained. The change affects all parts of the organization and involves many levels. Decentralization, downsizing and the geographic relocation of functions and activities exemplify changes that transform structural relationships deeply and pervasively. Finally, transformation requires significantly different, and even entirely new, sets of actions by the members of the organization, rather than more or less of existing behavior patterns. Examples are changes to the norms and core values of an organization that are brought about through acquisition, deregulation, and privatization or through a drastic strategic repositioning such as shifting from a production-efficiency focus to a customer-service strategy.
Question 18
What are the main levels of organizational transformation?
A. Downsizing
B. Geographical relocation
C. Contained changes
D. Power to external forces
Choose the correct answer from the options given below:
i ➥ A and B only
ii ➥ B and C only
iii ➥ C and D only
iv ➥ A and D only

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Answer: i
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Q19➡ | UGC NET November 2020, 25 sept shift 2

Read the given passage carefully and answer the questions that follow According to Richard Beckhard, a transformation represents a vital organizational change. Transformation is characterized by certain features that clearly differentiate it from other types of change. First, according to Beckhard, it involves substantial and discontinuous change to the shape, structure, and nature of the organization, rather than incremental adjustments and fine- tuning of the current situation. One example of a discontinuous change would be when a firm changes from being production-driven to being customer-driven. Another would be a merger of two organizations. In both instances, the shape of the organization can be expected to change radically. An organization transforming from a production orientation to a customer orientation will need to drastically decentralize and delegate authority. In a merger, entirely new roles and working relationships will be created. A second characteristic of transformation is that the need for change is caused by forces external to the organization rather than forces inside the organization. A typical example would be when an organization changes from a functional to a divisional structure in response to market forces or industry pressures in the form of competitor actions or regulatory changes. Currently, globalization is one of the most powerful external forces for organizational transformation. A third distinguishing feature of transformation is that the change is deep and pervasive, rather than shallow and contained. The change affects all parts of the organization and involves many levels. Decentralization, downsizing and the geographic relocation of functions and activities exemplify changes that transform structural relationships deeply and pervasively. Finally, transformation requires significantly different, and even entirely new, sets of actions by the members of the organization, rather than more or less of existing behavior patterns. Examples are changes to the norms and core values of an organization that are brought about through acquisition, deregulation, and privatization or through a drastic strategic repositioning such as shifting from a production-efficiency focus to a customer-service strategy.
Question-19
According to Richard Beckhard, transformation is what kind of change in the
organisational structure?
i ➥ Increments
ii ➥ Discontinuous
iii ➥ Finetuning
iv ➥ One-time

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Answer: ii
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Q20➡ | UGC NET November 2020, 25 sept shift 2

Read the given passage carefully and answer the questions that follow According to Richard Beckhard, a transformation represents a vital organizational change. Transformation is characterized by certain features that clearly differentiate it from other types of change. First, according to Beckhard, it involves substantial and discontinuous change to the shape, structure, and nature of the organization, rather than incremental adjustments and fine- tuning of the current situation. One example of a discontinuous change would be when a firm changes from being production-driven to being customer-driven. Another would be a merger of two organizations. In both instances, the shape of the organization can be expected to change radically. An organization transforming from a production orientation to a customer orientation will need to drastically decentralize and delegate authority. In a merger, entirely new roles and working relationships will be created. A second characteristic of transformation is that the need for change is caused by forces external to the organization rather than forces inside the organization. A typical example would be when an organization changes from a functional to a divisional structure in response to market forces or industry pressures in the form of competitor actions or regulatory changes. Currently, globalization is one of the most powerful external forces for organizational transformation. A third distinguishing feature of transformation is that the change is deep and pervasive, rather than shallow and contained. The change affects all parts of the organization and involves many levels. Decentralization, downsizing and the geographic relocation of functions and activities exemplify changes that transform structural relationships deeply and pervasively. Finally, transformation requires significantly different, and even entirely new, sets of actions by the members of the organization, rather than more or less of existing behavior patterns. Examples are changes to the norms and core values of an organization that are brought about through acquisition, deregulation, and privatization or through a drastic strategic repositioning such as shifting from a production-efficiency focus to a customer-service strategy.
Ques -20
What does organizational transformation require?
i ➥ Strengthening existing behaviours of members
ii ➥ Changes in norms and core values
iii ➥ Production-efficiency strategy
iv ➥ AIl pervasive structural relationships

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Answer: ii
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Q21➡ | NET Nov 2020, 29 Sept Shift 2

Ques-21
The early child was thought of as.
i ➥ Intelligent enough to know both pain and pleasure
ii ➥ Having no power of cognition
iii ➥ Not amenable to specific stimuli
iv ➥ Having motivational effect in a random way

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Q22➡ | NET Nov 2020, 29 Sept Shift 2
Comprehension:  Read the given passage carefully and answer the questions that follow At the turn of the century, a dominant conception of the child as learner was that he was cognitively an empty organism ″ responding more or less randomly to stimulation, and characteristically learning when specific responses were connected with specific stimuli through the meditation of pleasure or pain. The organism itself, it was believed, would do nothing to learn or think if it were not impelled to such activity by primary drives like hunger or thirst or by externally applied motives like reward and punishment. Experimenters in the laboratory were connecting correct responses of animals to puzzle boxes by giving or withholding food and teachers in the classroom were connecting correct responses of children to problem cards by giving or withholding approval. In pointing to this aspect of the turn-of-the-century view of the learner, I do not mean to derogate the historic achievement of the connectionist formulation of learning. But the essential point remains, a conception of the learner as an ideationally empty organism associating discrete stimuli and responses through the operation of rewards and punishments under the control of the teacher. Both the stimulus - what was supposed to be learned - and the response - what was actually learned - were believed to be determined by the teacher. It was no accident that the materials and methods of instruction and the form of the classroom were teacher-centered. The teacher was necessarily placed in front of the classroom - sometimes on a dais or platform - and the pupils in chairs rigidly fastened to the floor in straight rows facing forward so they would not turn away from the only source of the learning experience: the teacher. Given this contemporary vision of the learner, what could be a more eminently practical and sensible image of the ideal learning environment? Indeed, there is a letter by John Dewey dating from this period in which he complains that when he was trying to equip his new school according to his different conception of child as learner, he was unable to find any other kind of classroom furniture. What was expected of pupils during those early days? 1. To create an ideal learning environment 2. To be in the forefront of the classroom 3. Be attentive towards classroom teaching 4. To place the teacher on the higher pedestal
Ques-22
What was expected of pupils during those early days?
i ➥ To create an ideal learning environment
ii ➥ To be in the forefront of the classroom
iii ➥ Be attentive towards classroom teaching
iv ➥ To place the teacher on the higher pedestal

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Q23➡ | NET Nov 2020, 29 Sept Shift 2
 Comprehension:  Read the given passage carefully and answer the questions that follow At the turn of the century, a dominant conception of the child as learner was that he was cognitively an empty organism ″ responding more or less randomly to stimulation, and characteristically learning when specific responses were connected with specific stimuli through the meditation of pleasure or pain. The organism itself, it was believed, would do nothing to learn or think if it were not impelled to such activity by primary drives like hunger or thirst or by externally applied motives like reward and punishment. Experimenters in the laboratory were connecting correct responses of animals to puzzle boxes by giving or withholding food and teachers in the classroom were connecting correct responses of children to problem cards by giving or withholding approval. In pointing to this aspect of the turn-of-the-century view of the learner, I do not mean to derogate the historic achievement of the connectionist formulation of learning. But the essential point remains, a conception of the learner as an ideationally empty organism associating discrete stimuli and responses through the operation of rewards and punishments under the control of the teacher. Both the stimulus - what was supposed to be learned - and the response - what was actually learned - were believed to be determined by the teacher. It was no accident that the materials and methods of instruction and the form of the classroom were teacher-centered. The teacher was necessarily placed in front of the classroom - sometimes on a dais or platform - and the pupils in chairs rigidly fastened to the floor in straight rows facing forward so they would not turn away from the only source of the learning experience: the teacher. Given this contemporary vision of the learner, what could be a more eminently practical and sensible image of the ideal learning environment? Indeed, there is a letter by John Dewey dating from this period in which he complains that when he was trying to equip his new school according to his different conception of child as learner, he was unable to find any other kind of classroom furniture. The basic idea behind laboratory experiment was related to 1. Motivating the child with reward and punishment 2. Considering hunger and thirst as negligible in impact 3. Animals and children having the same drive Teachers controlling children

Ques-23
The basic idea behind laboratory experiment was related to
i ➥ Motivating the child with reward and punishment
ii ➥ Considering hunger and thirst as negligible in impact
iii ➥ Animals and children having the same drive
iv ➥ Teachers controlling children

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Q24➡ | NET Nov 2020, 29 Sept Shift 2
Comprehension:  Read the given passage carefully and answer the questions that follow At the turn of the century, a dominant conception of the child as learner was that he was cognitively an empty organism ″ responding more or less randomly to stimulation, and characteristically learning when specific responses were connected with specific stimuli through the meditation of pleasure or pain. The organism itself, it was believed, would do nothing to learn or think if it were not impelled to such activity by primary drives like hunger or thirst or by externally applied motives like reward and punishment. Experimenters in the laboratory were connecting correct responses of animals to puzzle boxes by giving or withholding food and teachers in the classroom were connecting correct responses of children to problem cards by giving or withholding approval. In pointing to this aspect of the turn-of-the-century view of the learner, I do not mean to derogate the historic achievement of the connectionist formulation of learning. But the essential point remains, a conception of the learner as an ideationally empty organism associating discrete stimuli and responses through the operation of rewards and punishments under the control of the teacher. Both the stimulus - what was supposed to be learned - and the response - what was actually learned - were believed to be determined by the teacher. It was no accident that the materials and methods of instruction and the form of the classroom were teacher-centered. The teacher was necessarily placed in front of the classroom - sometimes on a dais or platform - and the pupils in chairs rigidly fastened to the floor in straight rows facing forward so they would not turn away from the only source of the learning experience: the teacher. Given this contemporary vision of the learner, what could be a more eminently practical and sensible image of the ideal learning environment? Indeed, there is a letter by John Dewey dating from this period in which he complains that when he was trying to equip his new school according to his different conception of child as learner, he was unable to find any other kind of classroom furniture. The connectionist formula placed importance on 1. Withholding negative stimuli 2. Teacher-centric motivation 3. Search for specific responses 4. Doing experiments in laboratories
Quest-24
The connectionist formula placed importance on
i ➥ Withholding negative stimuli
ii ➥ Teacher-centric motivation
iii ➥ Search for specific responses
iv ➥ Doing experiments in laboratories

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Q25➡ | NET Nov 2020, 29 Sept Shift 2
Comprehension:  Read the given passage carefully and answer the questions that follow At the turn of the century, a dominant conception of the child as learner was that he was cognitively an empty organism ″ responding more or less randomly to stimulation, and characteristically learning when specific responses were connected with specific stimuli through the meditation of pleasure or pain. The organism itself, it was believed, would do nothing to learn or think if it were not impelled to such activity by primary drives like hunger or thirst or by externally applied motives like reward and punishment. Experimenters in the laboratory were connecting correct responses of animals to puzzle boxes by giving or withholding food and teachers in the classroom were connecting correct responses of children to problem cards by giving or withholding approval. In pointing to this aspect of the turn-of-the-century view of the learner, I do not mean to derogate the historic achievement of the connectionist formulation of learning. But the essential point remains, a conception of the learner as an ideationally empty organism associating discrete stimuli and responses through the operation of rewards and punishments under the control of the teacher. Both the stimulus - what was supposed to be learned - and the response - what was actually learned - were believed to be determined by the teacher. It was no accident that the materials and methods of instruction and the form of the classroom were teacher-centered. The teacher was necessarily placed in front of the classroom - sometimes on a dais or platform - and the pupils in chairs rigidly fastened to the floor in straight rows facing forward so they would not turn away from the only source of the learning experience: the teacher. Given this contemporary vision of the learner, what could be a more eminently practical and sensible image of the ideal learning environment? Indeed, there is a letter by John Dewey dating from this period in which he complains that when he was trying to equip his new school according to his different conception of child as learner, he was unable to find any other kind of classroom furniture. Comprehension:  Read the given passage carefully and answer the questions that follow At the turn of the century, a dominant conception of the child as learner was that he was cognitively an empty organism ″ responding more or less randomly to stimulation, and characteristically learning when specific responses were connected with specific stimuli through the meditation of pleasure or pain. The organism itself, it was believed, would do nothing to learn or think if it were not impelled to such activity by primary drives like hunger or thirst or by externally applied motives like reward and punishment. Experimenters in the laboratory were connecting correct responses of animals to puzzle boxes by giving or withholding food and teachers in the classroom were connecting correct responses of children to problem cards by giving or withholding approval. In pointing to this aspect of the turn-of-the-century view of the learner, I do not mean to derogate the historic achievement of the connectionist formulation of learning. But the essential point remains, a conception of the learner as an ideationally empty organism associating discrete stimuli and responses through the operation of rewards and punishments under the control of the teacher. Both the stimulus - what was supposed to be learned - and the response - what was actually learned - were believed to be determined by the teacher. It was no accident that the materials and methods of instruction and the form of the classroom were teacher-centered. The teacher was necessarily placed in front of the classroom - sometimes on a dais or platform - and the pupils in chairs rigidly fastened to the floor in straight rows facing forward so they would not turn away from the only source of the learning experience: the teacher. Given this contemporary vision of the learner, what could be a more eminently practical and sensible image of the ideal learning environment? Indeed, there is a letter by John Dewey dating from this period in which he complains that when he was trying to equip his new school according to his different conception of child as learner, he was unable to find any other kind of classroom furniture. What did John Dewey say of child learning? 1. Teacher as the only source of knowledge 2. The learner should be given incentives for learning 3. The existing educational environment was ideal 4. The focus should be on child as a learner
Ques-25
What did John Dewey say of child learning?
i ➥ Teacher as the only source of knowledge
ii ➥ The learner should be given incentives for learning
iii ➥ The existing educational environment was ideal
iv ➥ The focus should be on child as a learner

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Q26➡ | NET Nov 2020, 30 Sept Shift 1
Comprehension:   Directions: - Read the given passage carefully and answer the questions that follow.  If the vision of the learner in the initial period was predominantly as an empty organism and in the next as an active organism, in the period that followed it was as a social organism. The beliefs regarding the nature of the learner in the first period drew heavily from the associations view of the human being, in the second from the Gestalt and Personalist views; later they also drew from the emerging social psychological and group dynamic views. The child as learner as envisioned as a social organism, and learning was perceived as occurring through interpersonal actions and reactions, each person in the classroom serving as a stimulus for every other person. It is hard to overemphasize the impact on the classroom of the “group climate” concepts and studies by Lewin and his associates beginning in the late 1930s, which were given added cogency by the ideological issues of World War II. Innumerable treatises, textbooks, and programs applied these ideas and findings to the classroom, and such terms as “authoritarian”, “democratic”, and “laissez-faire” became, for good or ill, integral parts of the educational vocabulary. Experimenters in the teaming laboratory became concerned with such previously unheard-of matters as “interpersonal cohesion” and “small group processes”, and teachers in the classroom with “sociometrist structure” and “group dynamics”.  Concomitant changes in the image of the ideal classroom could again be observed. If the child is primarily a social organism, then the objectives of his education should be primarily social in character. And if learning is a social or group process, then a circular or group-center classroom where everyone faces everyone else (as once they had been forced to face only the teacher) is the most sensible and practical, even necessary, learning environment. And this indeed became a favorite image of the classroom. The author of the passage is in favour of the idea of 1. Vertical learning 2. Laboratory learning 3. Circular learning 4. Teacher-focussed learning

Ques- The author of the passage is in favour of the idea of.
i ➥ Vertical learning
ii ➥ Laboratory learning
iii ➥ Circular learning
iv ➥ Teacher-focussed learning

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Q27➡ | NET Nov 2020, 30 Sept Shift 1
Comprehension:   Directions: - Read the given passage carefully and answer the questions that follow.  If the vision of the learner in the initial period was predominantly as an empty organism and in the next as an active organism, in the period that followed it was as a social organism. The beliefs regarding the nature of the learner in the first period drew heavily from the associations view of the human being, in the second from the Gestalt and Personalist views; later they also drew from the emerging social psychological and group dynamic views. The child as learner as envisioned as a social organism, and learning was perceived as occurring through interpersonal actions and reactions, each person in the classroom serving as a stimulus for every other person. It is hard to overemphasize the impact on the classroom of the “group climate” concepts and studies by Lewin and his associates beginning in the late 1930s, which were given added cogency by the ideological issues of World War II. Innumerable treatises, textbooks, and programs applied these ideas and findings to the classroom, and such terms as “authoritarian”, “democratic”, and “laissez-faire” became, for good or ill, integral parts of the educational vocabulary. Experimenters in the teaming laboratory became concerned with such previously unheard-of matters as “interpersonal cohesion” and “small group processes”, and teachers in the classroom with “sociometrist structure” and “group dynamics”.  Concomitant changes in the image of the ideal classroom could again be observed. If the child is primarily a social organism, then the objectives of his education should be primarily social in character. And if learning is a social or group process, then a circular or group-center classroom where everyone faces everyone else (as once they had been forced to face only the teacher) is the most sensible and practical, even necessary, learning environment. And this indeed became a favorite image of the classroom. The author of the passage is in favour of the idea of 1. Vertical learning 2. Laboratory learning 3. Circular learning 4. Teacher-focussed learning
Ques-
In the learning laboratory, the focus shifted to.
i ➥ Production of textbooks
ii ➥ Creation of educational vocabulary
iii ➥ Democratization of the process
iv ➥ Understanding group dynamics

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Q28➡ | NET Nov 2020, 30 Sept Shift 1
Comprehension:   Directions: - Read the given passage carefully and answer the questions that follow.  If the vision of the learner in the initial period was predominantly as an empty organism and in the next as an active organism, in the period that followed it was as a social organism. The beliefs regarding the nature of the learner in the first period drew heavily from the associations view of the human being, in the second from the Gestalt and Personalist views; later they also drew from the emerging social psychological and group dynamic views. The child as learner as envisioned as a social organism, and learning was perceived as occurring through interpersonal actions and reactions, each person in the classroom serving as a stimulus for every other person. It is hard to overemphasize the impact on the classroom of the “group climate” concepts and studies by Lewin and his associates beginning in the late 1930s, which were given added cogency by the ideological issues of World War II. Innumerable treatises, textbooks, and programs applied these ideas and findings to the classroom, and such terms as “authoritarian”, “democratic”, and “laissez-faire” became, for good or ill, integral parts of the educational vocabulary. Experimenters in the teaming laboratory became concerned with such previously unheard-of matters as “interpersonal cohesion” and “small group processes”, and teachers in the classroom with “sociometrist structure” and “group dynamics”.  Concomitant changes in the image of the ideal classroom could again be observed. If the child is primarily a social organism, then the objectives of his education should be primarily social in character. And if learning is a social or group process, then a circular or group-center classroom where everyone faces everyone else (as once they had been forced to face only the teacher) is the most sensible and practical, even necessary, learning environment. And this indeed became a favorite image of the classroom. The author of the passage is in favour of the idea of 1. Vertical learning 2. Laboratory learning 3. Circular learning 4. Teacher-focussed learning
Ques-
In the social organistic view, learning occurred through.
i ➥ Each individual acting as a stimulus
ii ➥ Reactionary measures
iii ➥ A non-competitive environment
iv ➥ Each person holding fort for others

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Q29➡ | NET Nov 2020, 30 Sept Shift 1
Comprehension:   Directions: - Read the given passage carefully and answer the questions that follow.  If the vision of the learner in the initial period was predominantly as an empty organism and in the next as an active organism, in the period that followed it was as a social organism. The beliefs regarding the nature of the learner in the first period drew heavily from the associations view of the human being, in the second from the Gestalt and Personalist views; later they also drew from the emerging social psychological and group dynamic views. The child as learner as envisioned as a social organism, and learning was perceived as occurring through interpersonal actions and reactions, each person in the classroom serving as a stimulus for every other person. It is hard to overemphasize the impact on the classroom of the “group climate” concepts and studies by Lewin and his associates beginning in the late 1930s, which were given added cogency by the ideological issues of World War II. Innumerable treatises, textbooks, and programs applied these ideas and findings to the classroom, and such terms as “authoritarian”, “democratic”, and “laissez-faire” became, for good or ill, integral parts of the educational vocabulary. Experimenters in the teaming laboratory became concerned with such previously unheard-of matters as “interpersonal cohesion” and “small group processes”, and teachers in the classroom with “sociometrist structure” and “group dynamics”.  Concomitant changes in the image of the ideal classroom could again be observed. If the child is primarily a social organism, then the objectives of his education should be primarily social in character. And if learning is a social or group process, then a circular or group-center classroom where everyone faces everyone else (as once they had been forced to face only the teacher) is the most sensible and practical, even necessary, learning environment. And this indeed became a favorite image of the classroom. The author of the passage is in favour of the idea of 1. Vertical learning 2. Laboratory learning 3. Circular learning 4. Teacher-focussed learning
Quest-
The first vision of the child as a learner was.
i ➥ Personalistic
ii ➥ Social
iii ➥ Humanistic
iv ➥ Associationistic

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Q30➡ | NET Nov 2020, 30 Sept Shift 1
Comprehension:   Directions: - Read the given passage carefully and answer the questions that follow.  If the vision of the learner in the initial period was predominantly as an empty organism and in the next as an active organism, in the period that followed it was as a social organism. The beliefs regarding the nature of the learner in the first period drew heavily from the associations view of the human being, in the second from the Gestalt and Personalist views; later they also drew from the emerging social psychological and group dynamic views. The child as learner as envisioned as a social organism, and learning was perceived as occurring through interpersonal actions and reactions, each person in the classroom serving as a stimulus for every other person. It is hard to overemphasize the impact on the classroom of the “group climate” concepts and studies by Lewin and his associates beginning in the late 1930s, which were given added cogency by the ideological issues of World War II. Innumerable treatises, textbooks, and programs applied these ideas and findings to the classroom, and such terms as “authoritarian”, “democratic”, and “laissez-faire” became, for good or ill, integral parts of the educational vocabulary. Experimenters in the teaming laboratory became concerned with such previously unheard-of matters as “interpersonal cohesion” and “small group processes”, and teachers in the classroom with “sociometrist structure” and “group dynamics”.  Concomitant changes in the image of the ideal classroom could again be observed. If the child is primarily a social organism, then the objectives of his education should be primarily social in character. And if learning is a social or group process, then a circular or group-center classroom where everyone faces everyone else (as once they had been forced to face only the teacher) is the most sensible and practical, even necessary, learning environment. And this indeed became a favorite image of the classroom. The author of the passage is in favour of the idea of 1. Vertical learning 2. Laboratory learning 3. Circular learning 4. Teacher-focussed learning
Ques-
The group climate of the classroom got reinforced by
i ➥ Social issues
ii ➥ Ideological issues
iii ➥ Inter-personal issues
iv ➥ Individual issues

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Q31➡ | UGC NET November 2020, 30 sept shift 2
Comprehension  Direction: - Read the given passage carefully and answer the questions that follow  The ceremonial use of slogans and catchwords in educational discussions raises the suspicion of a tenuous linkage between thought and action. As stock phrases multiply and the talk begins to take on an idealistic ring, the wary listener might well begin to wonder whether the lip service paid to these concepts is connected with what actually goes on in classrooms. It is difficult in this day and age to be opposed to democracy, creativity, and innovation in education, but how are these attractive words related to the more mundane business of teaching practice? The answer, of course, is that the two are often not related - a fact that accounts for one of the most frequently recurring complaints among today’s educators: the all-too-obvious gap between theory (i.e.. , educational talk) on the one hand and practice on the other. The dissonance between what teachers say, or at least what their leaders say, and what they do takes many forms and has several important consequences. For some, it lays the groundwork for the development of a cynical outlook towards the admonitions of idealists and the advocates of new and supposedly revolutionary practices. This cynicism, which grows out of a prior sense of disillusionment, strikes many young teachers as they begin to appreciate the unrealistic quality of several of the expectations aroused during the period of their professional training. Teaching as actually experienced and as described in textbooks and college courses often turns out to be to quite different states of affairs. The result is that college instructors of education and other outsiders begin to be looked upon with suspicion by many practitioners. Even the testimony of fellow teachers may be viewed suspiciously when it conflicts with the listener’s own experience in the classroom.

The use of stock phrases in educational discussions has tended to reveal
i ➥ The linkage between thought and action
ii ➥ The difference between saying and doing in classroom contexts
iii ➥ The ceremonial importance of slogans
iv ➥ The idealistic ring of talks

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Q32➡ | UGC NET November 2020, 30 sept shift 2
Comprehension  Direction: - Read the given passage carefully and answer the questions that follow  The ceremonial use of slogans and catchwords in educational discussions raises the suspicion of a tenuous linkage between thought and action. As stock phrases multiply and the talk begins to take on an idealistic ring, the wary listener might well begin to wonder whether the lip service paid to these concepts is connected with what actually goes on in classrooms. It is difficult in this day and age to be opposed to democracy, creativity, and innovation in education, but how are these attractive words related to the more mundane business of teaching practice? The answer, of course, is that the two are often not related - a fact that accounts for one of the most frequently recurring complaints among today’s educators: the all-too-obvious gap between theory (i.e.. , educational talk) on the one hand and practice on the other. The dissonance between what teachers say, or at least what their leaders say, and what they do takes many forms and has several important consequences. For some, it lays the groundwork for the development of a cynical outlook towards the admonitions of idealists and the advocates of new and supposedly revolutionary practices. This cynicism, which grows out of a prior sense of disillusionment, strikes many young teachers as they begin to appreciate the unrealistic quality of several of the expectations aroused during the period of their professional training. Teaching as actually experienced and as described in textbooks and college courses often turns out to be to quite different states of affairs. The result is that college instructors of education and other outsiders begin to be looked upon with suspicion by many practitioners. Even the testimony of fellow teachers may be viewed suspiciously when it conflicts with the listener’s own experience in the classroom.

The passage analyses ?
i ➥ The linkage between language and discussions
ii ➥ The schism between theory and actual practice of teaching
iii ➥ The need to the use of highbrow language in educational discussions
iv ➥ The importance of idealism in education

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Q33➡ | UGC NET November 2020, 30 sept shift 2
Comprehension  Direction: - Read the given passage carefully and answer the questions that follow  The ceremonial use of slogans and catchwords in educational discussions raises the suspicion of a tenuous linkage between thought and action. As stock phrases multiply and the talk begins to take on an idealistic ring, the wary listener might well begin to wonder whether the lip service paid to these concepts is connected with what actually goes on in classrooms. It is difficult in this day and age to be opposed to democracy, creativity, and innovation in education, but how are these attractive words related to the more mundane business of teaching practice? The answer, of course, is that the two are often not related - a fact that accounts for one of the most frequently recurring complaints among today’s educators: the all-too-obvious gap between theory (i.e.. , educational talk) on the one hand and practice on the other. The dissonance between what teachers say, or at least what their leaders say, and what they do takes many forms and has several important consequences. For some, it lays the groundwork for the development of a cynical outlook towards the admonitions of idealists and the advocates of new and supposedly revolutionary practices. This cynicism, which grows out of a prior sense of disillusionment, strikes many young teachers as they begin to appreciate the unrealistic quality of several of the expectations aroused during the period of their professional training. Teaching as actually experienced and as described in textbooks and college courses often turns out to be to quite different states of affairs. The result is that college instructors of education and other outsiders begin to be looked upon with suspicion by many practitioners. Even the testimony of fellow teachers may be viewed suspiciously when it conflicts with the listener’s own experience in the classroom.

What is the sequel of lack of congruence between saying and doing as evident in teacher behavior?
i ➥ Opposition to revolutionary practices
ii ➥ Lays ground for frequent complaints
iii ➥ Emergence of disillusionment among teachers
iv ➥ Support to the admonition of idealists

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Q34➡ | UGC NET November 2020, 30 sept shift 2
Comprehension  Direction: - Read the given passage carefully and answer the questions that follow  The ceremonial use of slogans and catchwords in educational discussions raises the suspicion of a tenuous linkage between thought and action. As stock phrases multiply and the talk begins to take on an idealistic ring, the wary listener might well begin to wonder whether the lip service paid to these concepts is connected with what actually goes on in classrooms. It is difficult in this day and age to be opposed to democracy, creativity, and innovation in education, but how are these attractive words related to the more mundane business of teaching practice? The answer, of course, is that the two are often not related - a fact that accounts for one of the most frequently recurring complaints among today’s educators: the all-too-obvious gap between theory (i.e.. , educational talk) on the one hand and practice on the other. The dissonance between what teachers say, or at least what their leaders say, and what they do takes many forms and has several important consequences. For some, it lays the groundwork for the development of a cynical outlook towards the admonitions of idealists and the advocates of new and supposedly revolutionary practices. This cynicism, which grows out of a prior sense of disillusionment, strikes many young teachers as they begin to appreciate the unrealistic quality of several of the expectations aroused during the period of their professional training. Teaching as actually experienced and as described in textbooks and college courses often turns out to be to quite different states of affairs. The result is that college instructors of education and other outsiders begin to be looked upon with suspicion by many practitioners. Even the testimony of fellow teachers may be viewed suspiciously when it conflicts with the listener’s own experience in the classroom.

Why do young teachers appreciate the unrealistic quality of expectations?
i ➥ Because of the cynical attitude among teachers
ii ➥ Because of the testimonial given by fellow teachers
iii ➥ Because of their professional training
iv ➥ Because of their own experience in teaching

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Answer: i
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Q35➡ | UGC NET November 2020, 30 sept shift 2
Comprehension  Direction: - Read the given passage carefully and answer the questions that follow  The ceremonial use of slogans and catchwords in educational discussions raises the suspicion of a tenuous linkage between thought and action. As stock phrases multiply and the talk begins to take on an idealistic ring, the wary listener might well begin to wonder whether the lip service paid to these concepts is connected with what actually goes on in classrooms. It is difficult in this day and age to be opposed to democracy, creativity, and innovation in education, but how are these attractive words related to the more mundane business of teaching practice? The answer, of course, is that the two are often not related - a fact that accounts for one of the most frequently recurring complaints among today’s educators: the all-too-obvious gap between theory (i.e.. , educational talk) on the one hand and practice on the other. The dissonance between what teachers say, or at least what their leaders say, and what they do takes many forms and has several important consequences. For some, it lays the groundwork for the development of a cynical outlook towards the admonitions of idealists and the advocates of new and supposedly revolutionary practices. This cynicism, which grows out of a prior sense of disillusionment, strikes many young teachers as they begin to appreciate the unrealistic quality of several of the expectations aroused during the period of their professional training. Teaching as actually experienced and as described in textbooks and college courses often turns out to be to quite different states of affairs. The result is that college instructors of education and other outsiders begin to be looked upon with suspicion by many practitioners. Even the testimony of fellow teachers may be viewed suspiciously when it conflicts with the listener’s own experience in the classroom.

How are the idealistic concepts related to the routine practices in education?
i ➥ They intertwine theory and practice
ii ➥ They make classroom teaching innovative
iii ➥ They make the business of education highly profitable
iv ➥ They lead to the identification of gap between theory and practice

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Q36➡ | UGC NET November 2020, 1 oct shift 1


* The procedure of shaping a subject՚s behaviour is related to his
A. Susceptibility
B. Desire for reinforcement
C. Responses already in his repertoire
D. Responses reinforced by approximation techniques
Choose the correct answer from the options given below:
i ➥ A and B only
ii ➥ B and C only
iii ➥ C and D only
iv ➥ A and D only

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Answer: III
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Q37➡ | UGC NET November 2020, 1 oct shift 1


*The responses that are not in the emission list of a subject, can be observed by
i ➥ Coercive measures
ii ➥ Creating suitable environmental conditions
iii ➥ Inhibiting his natural emission behavior
iv ➥ Using mechanical devices for reinforcement

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Answer: II
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Q38➡ | UGC NET November 2020, 1 oct shift 1


*According to Skinner, the superstitious behaviour of individual՚s is the outcome of
i ➥ Constant exposure to an event
ii ➥ Exposure to an event without regularity
iii ➥ Occasional exposure to an event
iv ➥ Natural exposure to an event

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Answer: II
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Q39➡ | UGC NET November 2020, 1 oct shift 1


* The delivery of the Rein-forcer gets strengthened due to.
i ➥ The subject՚s involvement in the event
ii ➥ Increase in the rate of reinforcement
iii ➥ Factors such as deprivation
iv ➥ The use of a mechanical device

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Answer: III
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Q40➡ | UGC NET November 2020, 1 oct shift 1


*The example of a mechanical device reinforcing the subject՚s behaviour demonstrates.
i ➥ The automatic effect of reinforcement
ii ➥ The illusion of reinforcement
iii ➥ The discrepancy in subject՚s behaviour
iv ➥ The belief that every reaction is an act of reinforcement

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Answer: II
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Q41➡ | UGC NET November 2020, 9 oct shift 1


*What is the likely impact of negative evaluation of the student in the classroom?
i ➥ He gets into a state of depression.
ii ➥ He will divert his attention to other fields for success.
iii ➥ He will perform well in athletics.
iv ➥ He will be jealous of his classmates.

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Answer: IV
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Q42➡ | UGC NET November 2020, 9 oct shift 1


*
When a student is considered as less than competent what can be the outcome?
i ➥ He may feel that his potential is not properly assessed.
ii ➥ He may think that others do not want him to succeed in academics.
iii ➥ Others in the school may rate his potential less than what he actually possesses.
iv ➥ He may divert his personal resources to non-academic areas.

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Answer: III
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Q43➡ | UGC NET November 2020, 9 oct shift 1


*The gist of the passage is that.
i ➥ A less competent student should seek his future in areas other than academics.
ii ➥ He should put maximum efforts to have a successful academic performance.
iii ➥ Teachers should motivate him to use his personal resources properly.
iv ➥ He should evaluate his own skills and knowledge as against teacher՚s expectations.

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Answer: II
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Q44➡ | UGC NET November 2020, 9 oct shift 1


*Positive evaluation of a student՚s academic performance will help him to
i ➥ perform well in future also
ii ➥ take up athletics
iii ➥ make friends
iv ➥ be considered as a role model by other students

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Answer: I
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Q45➡ | UGC NET November 2020, 9 oct shift 1



*A student, who is consistently poor performer in the class room, will
i ➥ Strive hard to achieve his goals later.
ii ➥ Lower the image of the school in his eyes.
iii ➥ Aggressively complete with classmates outside the school
iv ➥ Not expect much success in the school.

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Answer: IV
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Q46➡ | UGC NET November 2020, 9 oct shift 2


*What does global strategy mean?
i ➥ Opting for the same marketing mix in every competitive market
ii ➥ Globalize the local conditions of marketing
iii ➥ Creating product differentiation to suit different markets
iv ➥ Making overseas marketing non-competitive

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Answer: I
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Q47➡ | UGC NET November 2020, 9 oct shift 2


*The benefits from a non-global approach is to opinion for:
i ➥ grand sale of non-luxury goods
ii ➥ market expansion of costly products
iii ➥ single advertising campaign worldwide
iv ➥ refreshing marketing economies of scale

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Answer: Marks to all from NTA UGC
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Q48➡ | UGC NET November 2020, 9 oct shift 2


*If the global strategy is benefit of local conditions, the business consequence is
i ➥ more investment in media advertising campaigns
ii ➥ emergence of different national markets
iii ➥ change in the customer needs
iv ➥ the dominance of competitors who focus on local conditions

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Answer: I
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Q49➡ | UGC NET November 2020, 9 oct shift 2


*The assessment of global brands in the passage is that
i ➥ they should have a single packaging approach
ii ➥ they should advertise the product reflecting global conditions
iii ➥ the global products should have different names and logo
iv ➥ the globalization of business marketing is a reality

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Answer: IV
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Q50➡ | UGC NET November 2020, 9 oct shift 2


* What should be the global strategy in business?
i ➥ Sell different brands in different overseas markets
ii ➥ Market, the same product in every country the same way
iii ➥ Decide to enter the overseas market
iv ➥ Know the local conditions of the local market

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Answer: II
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Q51➡ | UGC NET November 2020, 17 oct shift 1


*The passage focuses on the idea of
i ➥ Importance of power struggle
ii ➥ Different forms and structures of power
iii ➥ The need for power division in the society
iv ➥ Harnessing personal power in the interest of co-existence

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Answer: IV
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Q52➡ | UGC NET November 2020, 17 oct shift 1


* Interplay of forms of power is
i ➥ The essence of success in our pursuits
ii ➥ Distinctly gender-based
iii ➥ Nothing but assertion of power
iv ➥ Needed for the creation of world

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Answer: II
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Q53➡ | UGC NET November 2020, 17 oct shift 1


* Loss of personal power in the society is attributed to
i ➥ Rigid human relations
ii ➥ Aggressiveness of the oppressors
iii ➥ Weakness of the oppressed
iv ➥ Power struggle in society

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Answer: IV
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Q54➡ | UGC NET November 2020, 17 oct shift 1


* The power relations in a society tend to
i ➥ Hurt self-accomplishments by people
ii ➥ Improve the people՚s abilities
iii ➥ Increase self-esteem
iv ➥ Have more oppressors than the oppressed

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Answer: I
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Q55➡ | UGC NET November 2020, 17 oct shift 1


* Relationship of different type of power among people will lead to
i ➥ Social diversity
ii ➥ Hierarchical structure
iii ➥ Balance of power in society
iv ➥ Subjugation of the weak and meek

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Answer: II
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Q56➡ | UGC NET November 2020, 17 oct shift 2


*Our inmost well-being depends upon
i ➥ Sharper intellect
ii ➥ Nourishment of body and mind
iii ➥ Acceptance of life energies
iv ➥ Connect with supreme power

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Answer: IV
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Q57➡ | UGC NET November 2020, 17 oct shift 2


* The Divine Presence in each individual can be found through
i ➥ One՚s own realization of divinity
ii ➥ The whirls of our mind
iii ➥ The surface self
iv ➥ Knowing the nature of agitated mind

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Answer: I
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Q58➡ | UGC NET November 2020, 17 oct shift 2


* What is needed for the mind to be active?
i ➥ Life energy
ii ➥ Nourishment for body
iii ➥ More knowledge
iv ➥ Constant replenishment of energy

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Answer: III
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Q59➡ | UGC NET November 2020, 17 oct shift 2


* The passage focusses on the.
i ➥ Need for body replenishment
ii ➥ Intellectual thoughts
iii ➥ Importance of connect with the Divine Presence
iv ➥ Vital life energies

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Answer: III
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Q60➡ | UGC NET November 2020, 17 oct shift 2


* How can we realize the Divine Presence?
i ➥ By searching for the divine
ii ➥ By recognizing its presence within us
iii ➥ By reaching the innermost space
iv ➥ By making sincere efforts within one՚s own sell

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Answer: IV
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Q61➡ | UGC NET November 2020, 5 nov shift 2


*When individuals in an organization ask others to comply with their instructions, it is identified as.
i ➥ organizational power
ii ➥ positional power
iii ➥ authoritarian power
iv ➥ delegated power

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Answer: II
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Q62➡ | UGC NET November 2020, 5 nov shift 2


* The passage recognizes the critical role of:
i ➥ faith of the leader in his followers
ii ➥ emotional intelligence to have personal power
iii ➥ needs and goals of managers for personal power
iv ➥ power flowing upwards so that managers can gain personal power

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Answer: II
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Q63➡ | UGC NET November 2020, 5 nov shift 2


* Delegation of power to managers depends upon
i ➥ downward flow of authority
ii ➥ the whimsicality of top managers
iii ➥ the people around the management
iv ➥ the trust reposed by the top managers

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Answer: IV
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Q64➡ | UGC NET November 2020, 5 nov shift 2


* Personal Power emanates From
i ➥ the group of managers
ii ➥ the Delegation of responsibility
iii ➥ the followers
iv ➥ the top-level executives in an organisation

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Answer: III
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Q65➡ | UGC NET November 2020, 5 nov shift 2


* position power,when delegated is
i ➥ Volatile
ii ➥ permanent
iii ➥ absolute
iv ➥ inherent

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Answer: I
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Q66➡ | UGC NET November 2020, 11 nov shift 1


*What is one of the positive signs in view of these concerns?
i ➥ migration of birds to grasslands
ii ➥ climate change for better
iii ➥ increase in protective habitats
iv ➥ stability of survival in areas other than urban

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Answer: IV
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Q67➡ | UGC NET November 2020, 11 nov shift 1


* The message flowing from the passage is that
i ➥ man is manipulating nature
ii ➥ it is time to take international reports on bird extinction seriously
iii ➥ all forms of life on the planet are inter-dependent
iv ➥ resilent conditions have not improved the future of birds.

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Answer: III
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Q68➡ | UGC NET November 2020, 11 nov shift 1


* The fast paced dwindling of certain unique species of birds can be seen
i ➥ all over the country
ii ➥ in some sensitive biological hotspots in the country
iii ➥ in specific geographical areas
iv ➥ in the grasslands of the Terai region

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Answer: Ii and III both
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Q69➡ | UGC NET November 2020, 11 nov shift 1


* The survival of birds in the ecosystem is under threat because of
i ➥ conflict with nature
ii ➥ increased population
iii ➥ growing international concerns
iv ➥ fast rate of developmental activities

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Answer: IV
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Q70➡ | UGC NET November 2020, 11 nov shift 1


* Most of species have fallen into the category of being
i ➥ highly endangered
ii ➥ of least concern
iii ➥ of moderate concern
iv ➥ useful for survival of man

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Answer: I
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Q71➡ | UGC NET November 2020, 11 nov shift 2
Read the passage and answer questions from 71 to 75.
Through their work and the efforts of others, managers in all kinds of organizational settings, whether industrial, educational, governmental, or military are attempting to run their organizations with the management by objectives process as a basic underlying management concept. Management by objectives is basically a process whereby the seniors and the junior managers of an enterprise jointly identify its common goals, define each individual’s major areas of responsibility in terms of the results expected… use these measures as guides for operating the unit and assessing the contribution of each of its members. In some cases, this process has been successfully carried beyond the managerial level to include hourly employees. The concept rests on a philosophy of management that emphasizes an integration between external control by managers and self-control by employees. It can apply to any manager or individual no matter what level or function, and to any organization, regardless of size. The effective functioning of this system is an agreement between a manager and an employee about the employee’s group’s performance goals during a stated time period. These goals can emphasise either output variables of intervening variables or some combination of both. The important thing is that goals are jointly established and agreed upon in advance. At the end of the time period, performance is reviewed in relation to accepted goals. Both the employee and the manager participate in this review.

In this frame of reference, how does an organization function effectively?
i ➥ By providing separate work environment for both managers and workers
ii ➥ By imposing a rigid philosophy of management
iii ➥ By including the hourly employees in the managerial positions
iv ➥ By identifying and executing performance targets in a collaborative mode

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Answer: iv
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Q72➡ | UGC NET November 2020, 11 nov shift 2
Read the passage and answer questions from 71 to 75.
Through their work and the efforts of others, managers in all kinds of organizational settings, whether industrial, educational, governmental, or military are attempting to run their organizations with the management by objectives process as a basic underlying management concept. Management by objectives is basically a process whereby the seniors and the junior managers of an enterprise jointly identify its common goals, define each individual’s major areas of responsibility in terms of the results expected… use these measures as guides for operating the unit and assessing the contribution of each of its members. In some cases, this process has been successfully carried beyond the managerial level to include hourly employees. The concept rests on a philosophy of management that emphasizes an integration between external control by managers and self-control by employees. It can apply to any manager or individual no matter what level or function, and to any organization, regardless of size. The effective functioning of this system is an agreement between a manager and an employee about the employee’s group’s performance goals during a stated time period. These goals can emphasize either output variables of intervening variables or some combination of both. The important thing is that goals are jointly established and agreed upon in advance. At the end of the time period, performance is reviewed in relation to accepted goals. Both the employee and the manager participate in this review.

The philosophy behind management by objective is to
.
i ➥ agree upon different performance goals for managers and employees
ii ➥ provide managers scope to review the accepted output variables
iii ➥ integrate external and internal controls by managers
iv ➥ effect improvement through a joint review of achievement of performance goals within a given time-frame

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Answer: iv
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Q73➡ | UGC NET November 2020, 11 nov shift 2
Read the passage and answer questions from 71 to 75.
Through their work and the efforts of others, managers in all kinds of organizational settings, whether industrial, educational, governmental, or military are attempting to run their organizations with the management by objectives process as a basic underlying management concept. Management by objectives is basically a process whereby the seniors and the junior managers of an enterprise jointly identify its common goals, define each individual’s major areas of responsibility in terms of the results expected… use these measures as guides for operating the unit and assessing the contribution of each of its members. In some cases, this process has been successfully carried beyond the managerial level to include hourly employees. The concept rests on a philosophy of management that emphasizes an integration between external control by managers and self-control by employees. It can apply to any manager or individual no matter what level or function, and to any organization, regardless of size. The effective functioning of this system is an agreement between a manager and an employee about the employee’s group’s performance goals during a stated time period. These goals can emphasize either output variables of intervening variables or some combination of both. The important thing is that goals are jointly established and agreed upon in advance. At the end of the time period, performance is reviewed in relation to accepted goals. Both the employee and the manager participate in this review.

In an MBO, organization is managed through the identification of.
i ➥ common objectives
ii ➥ senior and junior managers
iii ➥ its specific characteristics
iv ➥ competing goals

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Answer: i
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Q74➡ | UGC NET November 2020, 11 nov shift 2
Read the passage and answer questions from 71 to 75.
Through their work and the efforts of others, managers in all kinds of organizational settings, whether industrial, educational, governmental, or military are attempting to run their organizations with the management by objectives process as a basic underlying management concept. Management by objectives is basically a process whereby the seniors and the junior managers of an enterprise jointly identify its common goals, define each individual’s major areas of responsibility in terms of the results expected… use these measures as guides for operating the unit and assessing the contribution of each of its members. In some cases, this process has been successfully carried beyond the managerial level to include hourly employees. The concept rests on a philosophy of management that emphasizes an integration between external control by managers and self-control by employees. It can apply to any manager or individual no matter what level or function, and to any organization, regardless of size. The effective functioning of this system is an agreement between a manager and an employee about the employee’s group’s performance goals during a stated time period. These goals can emphasize either output variables of intervening variables or some combination of both. The important thing is that goals are jointly established and agreed upon in advance. At the end of the time period, performance is reviewed in relation to accepted goals. Both the employee and the manager participate in this review.

The requisite for management by objectives is centered on.
i ➥ the participatory process
ii ➥ the organizational settings
iii ➥ the guidance of juniors
iv ➥ the control by seniors

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Answer: i
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Q75➡ | UGC NET November 2020, 11 nov shift 2
Read the passage and answer questions from 71 to 75.
Through their work and the efforts of others, managers in all kinds of organizational settings, whether industrial, educational, governmental, or military are attempting to run their organizations with the management by objectives process as a basic underlying management concept. Management by objectives is basically a process whereby the seniors and the junior managers of an enterprise jointly identify its common goals, define each individual’s major areas of responsibility in terms of the results expected… use these measures as guides for operating the unit and assessing the contribution of each of its members. In some cases, this process has been successfully carried beyond the managerial level to include hourly employees. The concept rests on a philosophy of management that emphasizes an integration between external control by managers and self-control by employees. It can apply to any manager or individual no matter what level or function, and to any organization, regardless of size. The effective functioning of this system is an agreement between a manager and an employee about the employee’s group’s performance goals during a stated time period. These goals can emphasize either output variables of intervening variables or some combination of both. The important thing is that goals are jointly established and agreed upon in advance. At the end of the time period, performance is reviewed in relation to accepted goals. Both the employee and the manager participate in this review.

The critical feature of the concept in this type of management is related to
i ➥ promoting of uniformity of work environment among all types of organisation
ii ➥ sharing of responsibility with an eye on results
iii ➥ distinguishing the operational role between managers and workers
iv ➥ the assignment of responsibility to the workers

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Answer: ii
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