UGC NET December 2018 Paper 2 Library Science (91-100)

1. Assertion (A) : IFLA advocates for copyright reform at WIPO.
Reason (R) : Outdated copyright laws prevent libraries from performing their basic functions.
(1) Both (A) and (R) are true.
(2) Both (A) and (R) are false.
(3) (A) is false, but (R) is true.
(4) (A) is true, but (R) is false.

2. Assertion (A) : Researchers in the behavioural sciences can describe variables in ratio scale form.
Reason (R) : Ratio scales have an absolute or true zero measurement.
(1) (A) is true, but (R) is false.
(2) (A) is false, but (R) is true.
(3) Both (A) and (R) are true.
(4) Both (A) and (R) are false.

3. Assertion (A) : Resource Description and Access (RDA) lacks potential to revolutionize library cataloguing in spite of its expansive element sets and vocabularies.
Reason (R) : RDA is primarily designed as a content standard.
(1) Both (A) and (R) are true.
(2) (A) is true, but (R) is false.
(3) Both (A) and (R) are false.
(4) (A) is false, but (R) is true.

4. Assertion (A) : Consider for example that 'A' writes down '7' on a paper with small font size and uses FAX machine to transfer the page to 'B', 'B' sees a distorted '7' and decodes as '9'.
Reason (R) : Disruptive functioning of FAX machine.
(1) Both (A) and (R) are false.
(2) (A) is true, but (R) is false.
(3) Both (A) and (R) are true.
(4) (A) is false, but (R) is true.

5. Assertion (A) : All the main classes enumerated in Colon Classification, Ed. 6 are coordinated.
Reason (R) : C.C. has secured the mutual exclusiveness of the classes by avoiding the overlapping of subdivisions.
(1) (A) is false, but (R) is true.
(2) (A) is true, but (R) is false.
(3) Both (A) and (R) are false.
(4) Both (A) and (R) are true.

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Direction (6-10) : Read the passage given below and answer the questions based on your understanding of the passage question.
School lunches are a common topic when Japanese reminiscence about their School life. There is even a small museum in the Ministry of Education, Culture, Sports, Science and Technology in Japan (MEXT) where the typical school lunches of each generation are replicated. This exhibition receives favourable reviews from visitors, who make memories of those days". In Japan "eating from the same pot" signifies fellowship and bonds, and this phrase can be applied all around the country in the case of school lunches. This article looks into the School Lunch Service, which the Japanese hold so close to their hearts.
Modern school lunch services are widely defined as any sustenance given to children under school administration, but in Japan, it originated from local civilian efforts to provide lunch for poor children at the end of the 19th century. Later on, before and during world wars, school lunches were recommended by the Ministry of Education (MOE) as a way of improving the physical health of school children. Starting from the more accessible major cities, school lunches were provided with the goal of reaching out to as many children as possible, but it was only after the establishment of the School Lunch Law, proclaimed and enacted in 1954 under reconstruction following World War II, that the Japanese School lunch program gained lawful authority and was provided nationwide.
The beginning of charity school lunch services in Japan can be traced to 1889, where lunches were provided by a Buddhist confederation for poverty-stricken children in an elementary school in Tsuruoka City, Yamagata Prefecture. The majority of school lunches in the Meiji (1868-1912) and Taisho (1912-1926) periods were limited to impoverished children and had the effect of encouraging them to attend school. Several examples were also seen in Akita, Shizuoka, Iwate and other prefectures, which were funded by school or district budgets as well as private donations. The meals usually consisted of a white-rice ball and miso (soy bean paste), with occasional pickled vegetables, or hot soups. In a documentary photo, recipient children can be seen eating in the corner of the school kitchen, while better-off classmates ate their packed home-made lunches in the classrooms.

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6. From where was the concept of 'modern school lunch' originated in Japan ?
(1) MOE, Japan
(2) The efforts of the local civilians
(3) Human Rights Organizations
(4) Private School Management

7. What does the phrase, "eating from the same pot" signify in Japan ?
(1) Stretch to each other's heart
(2) Fellowship and bonds
(3) Fellowship and unfetter
(4) Famishment

8. What does the meal in school lunch usually contain ?
(1) A ball of Ramen noodles served in a soy sauce or miso soup
(2) White-rice ball and miso with occasional picked vegetables, or hot soups
(3) A ball of sushi and sashimi with vinegar mix (made with sugar and salt)
(4) Tempura, a Japanese fried snack

9. What was the key goal of introducing school lunches by the MOE in Japan ?
(1) To control starvation
(2) To reach out to as many children as possible
(3) To worsen the physical health of school children
(4) To improve the quality of primary education

10. Who was the first beneficiary to avail the charity school lunch service provided by Buddhist confederation for poverty-stricken children in Japan in 1889 ?
(1) Higher Secondary students in Tsuruoka City, Yamagata Prefecture
(2) Upper Primary School in Akita, Shizuoka, Iwate
(3) Higher Secondary School in Meiji and Taisho
(4) Elementary School in Tsuruoka City, Yamagata Prefecture

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