NTA-NET (Based on NTA-UGC) Paper-I: Questions 2461 - 2464 of 4284

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Question number: 2461

» Logical Reasoning » Syllogism & Venn Diagram » New 2019

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MCQ▾

Question

The mood of the following syllogism is

Every B is A

Every C is B

Therefore, every C is A

Choices

Choice (4)Response

a.

AEE

b.

IIA

c.

EEE

d.

AAA

Question number: 2462

» Teaching Aptitude » Intelligence

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Appeared in Year: 2018

MCQ▾

Question

Who among the following proposed theory of Multiple Intelligences? (19 December Second Shift)

Choices

Choice (4)Response

a.

Howard Gardner

b.

Sigmund Freud

c.

Albert Einstein

d.

Jean Piaget

Question number: 2463

» Communication » Effective Communication » Group Communications (New 2019

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Appeared in Year: 2018

MCQ▾

Question

Negative criticism as an element of classroom communication will lead to: (22 December First Shift)

i) External sympathy

ii) Justification

iii) Defensiveness

iv) De-motivation

v) Supportive listening

vi) Confrontational empathy

Choices

Choice (4)Response

a.

(i), (ii) and (iii)

b.

(iv), (v) and (vi)

c.

(iii), (iv) and (v)

d.

(ii), (iii) and (iv)

Question number: 2464

» Teaching Aptitude » Teaching Skills

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Appeared in Year: 2018

Match List-Ⅰ List-Ⅱ▾

Question

In the two sets given below, set-I embodies the domain of ‘teaching competencies’ while set-II provides the specific competencies which make a teacher effective. Match the two sets and select appropriate code. (22 December Second Shift)

List-Ⅰ (Domain of Teaching Competencies)List-Ⅱ (Specific Competencies)

(A)

Personality and attitude related competencies

(i)

Teaching and managing

(B)

Behavioural competencies

(ii)

Self-efficacy and locus of control

(C)

Substantive competencies

(iii)

Subject and general knowledge

(D)

Style related competencies

(iv)

Dynamism and flexibility

Choices

Choice (4)Response
  • (A)
  • (B)
  • (C)
  • (D)

a.

  • (ii)
  • (iv)
  • (iii)
  • (i)

b.

  • (iii)
  • (ii)
  • (iv)
  • (i)

c.

  • (ii)
  • (i)
  • (iii)
  • (iv)

d.

  • (iv)
  • (iii)
  • (i)
  • (ii)

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