38 extractive question-and-answer pairs built from 4111559 Environment Guideline, published by ugc.gov.in. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. 26 of the 38 pairs (68.4%) are explanatory questions and 12 restate a figure. 100.00% of rows pass the corpus quality gate.
Use the API URL with your free DD token in notebooks, scripts, and pipelines.
https://www.desidata.in/api/datasets/environment-guidelines-by-ugc-question-and-answer-dataset/downloadDataset downloads are free. For Python or API downloads, sign in once and create a free DD token; set it as DD_TOKEN or save it in your notebook's secrets. Requests are linked to your account so your download history and counts stay accurate.
# One-time install: pip install desidata
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("environment-guidelines-by-ugc-question-and-answer-dataset")
df.head()Sign in with Google to download.
Usable for analysis, but expect some cleaning before you rely on it.
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First 10 of 38 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What does sustainable development include? | Sustainable Development Goals (SDGs)- targets and indicators, challenges and strategies for SDGs | Water resources: Types of water resources- fresh water and marine resources; Availability and use of water resources; Environmental impact of over-exploitation, issues and challenges; Water scarcity and stress; Conflicts over water. Soil and mineral resources: Important minerals; Mineral exploitation; Environmental problems due to extraction of minerals and use; Soil as a resource and its degradation. Energy resources: Sources of energy and their classification, renewable and non-renewable sources of energy; Conventional energy sources- coal, oil, natural gas, nuclear energy; Non-conventional energy sources- solar, wind, tidal, hydro, wave, ocean thermal, geothermal, biomass, hydrogen and fuel cells; Implications of energy use on the environment. Introduction to sustainable development: Sustainable Development Goals (SDGs)- targets and indicators, challenges and strategies for SDGs. | 798 | definition | 0.980 | Introduction to sustainable development: Sustainable Development Goals (SDGs)- targets and indicators, challenges and strategies for SDGs. | 10 | page=10,block=0 | 0.700 | valid |
| How are energy sources categorized? | renewable and non-renewable sources of energy | Water resources: Types of water resources- fresh water and marine resources; Availability and use of water resources; Environmental impact of over-exploitation, issues and challenges; Water scarcity and stress; Conflicts over water. Soil and mineral resources: Important minerals; Mineral exploitation; Environmental problems due to extraction of minerals and use; Soil as a resource and its degradation. Energy resources: Sources of energy and their classification, renewable and non-renewable sources of energy; Conventional energy sources- coal, oil, natural gas, nuclear energy; Non-conventional energy sources- solar, wind, tidal, hydro, wave, ocean thermal, geothermal, biomass, hydrogen and fuel cells; Implications of energy use on the environment. Introduction to sustainable development: Sustainable Development Goals (SDGs)- targets and indicators, challenges and strategies for SDGs. | 467 | definition | 0.980 | Energy resources: Sources of energy and their classification, renewable and non-renewable sources of energy; Conventional energy sources- coal, oil, natural gas, nuclear energy; Non-conventional energy sources- solar, wind, tidal, hydro, wave, ocean thermal, geothermal, biomass, hydrogen and fuel cells; Implications of energy use on the environment. | ||||
| What does UNEP stand for? | United Nations Environment Programme (UNEP) | Major International organisations and initiatives: United Nations Environment Programme (UNEP), International Union for Conservation of Nature (IUCN),World Commission on Environment and Development (WCED), United Nations Educational, Scientific and Cultural Organization (UNESCO), Intergovernmental Panel on Climate Change (IPCC), and Man and the Biosphere (MAB) programme. | 51 | definition | 0.980 | Major International organisations and initiatives: United Nations Environment Programme (UNEP), International Union for Conservation of Nature (IUCN),World Commission on Environment and Development (WCED), United Nations Educational, Scientific and Cultural Organization (UNESCO), Intergovernmental Panel on Climate Change (IPCC), and Man and the Biosphere (MAB) programme. | 16 | page=16,block=11 | 0.700 | valid |
| What does the National Education Policy 2020 emphasize about environmental education? | making environmental education an integral part of curricula and encouraging environmental awareness and sensitivity towards its conservation and sustainable development | University Grants Commission 5 Preface The National Education Policy (NEP) 2020 underlines the importance of making environmental education an integral part of curricula and encouraging environmental awareness and sensitivity towards its conservation and sustainable development. NEP also advocates the attainment of holistic and multidisciplinary education, through flexible and innovative curricula for all Higher Education Institutions (HEIs) which shall include credit-based courses and projects in the areas of community engagement and service, environmental education, and value-based education. Global attention to the deteriorating condition of our environment was drawn in the United Nations Conference on Environment and Development held in Rio de Janerio in 1992 and World Summit on Sustainable Development at Johannesburg in 2002. | 109 | summary | 0.970 | University Grants Commission 5 Preface The National Education Policy (NEP) 2020 underlines the importance of making environmental education an integral part of curricula and encouraging environmental awareness and sensitivity towards its conservation and sustainable development. | ||||
| What is the goal of Mission LiFE launched by the Prime Minister in 2022? | to safeguard our environment from the impact of climate change | On October 20th, 2022 the Prime Minister launched Mission LiFE (Lifestyle for Environment), a global movement to safeguard our environment from the impact of climate change. Environment Education, therefore, needs to include areas such as climate change, pollution, waste management, sanitation, conservation of biological diversity, management of biological resources and biodiversity, forest and wildlife conservation, and sustainable development. Earlier in 2003, UGC had come out with a core module syllabus for compulsory implementation of Environmental Studies at the undergraduate level as per directives of the Hon’ble Supreme Court of India. Further, in 2017, UGC framed an 8 unit’s module syllabus for the Ability Enhancement Compulsory Course (AECC-Environmental Studies) under the Choice Based Credit System (CBCS). | 110 | summary | 0.970 | On October 20th, 2022 the Prime Minister launched Mission LiFE (Lifestyle for Environment), a global movement to safeguard our environment from the impact of climate change. | 6 | page=6,block=0 | 0.700 | valid |
| What is the purpose of the UGC's current document related to the National Education Policy, 2020? | to formulate guidelines and curriculum framework for environmental education | The present document is an outcome of the UGC’s initiative to implement the National Education Policy, 2020 which has emphasised the need to formulate guidelines and curriculum framework for environmental education. The document is expected to cater to students from diverse disciplinary backgrounds and to sensitise them about the commitment of our nation towards achieving sustainable development goals and adderessing global environmnetal challenges. Prof. M. Jagadesh Kumar Chairman University Grants Commission New Delhi, June, 2023 | 138 | summary | 0.970 | The present document is an outcome of the UGC’s initiative to implement the National Education Policy, 2020 which has emphasised the need to formulate guidelines and curriculum framework for environmental education. | 6 | page=6,block=6 | 0.700 | valid |
| What is the focus of the article by Adenle, Azadi, and Arbiol published in 2015? | Global assessment of technological innovation for climate change adaptation and mitigation in developing world | 3. Adenle A. Azadi H. Arbiol J. (2015). Global assessment of technological innovation for climate change adaptation and mitigation in developing world, Journal of Environmental Management, 161 (15): 261-275. 4. Barnett, J. & S. O’Neill (2010). Maladaptation. Global Environmental Change—Human and Policy Dimensions 20: 211–213. 5. Berrang-Ford, L. J.D. Ford & J. Paterson (2011). Are we adapting to climate change ? Global Environmental Change—Human and Policy Dimensions 21: 25-33. | 40 | summary | 0.970 | (2015). Global assessment of technological innovation for climate change adaptation and mitigation in developing world, Journal of Environmental Management, 161 (15): 261-275. | 14 | page=14,block=13 | 0.700 | valid |
| What type of education does the National Education Policy 2020 promote? | holistic and multidisciplinary education | University Grants Commission 5 Preface The National Education Policy (NEP) 2020 underlines the importance of making environmental education an integral part of curricula and encouraging environmental awareness and sensitivity towards its conservation and sustainable development. NEP also advocates the attainment of holistic and multidisciplinary education, through flexible and innovative curricula for all Higher Education Institutions (HEIs) which shall include credit-based courses and projects in the areas of community engagement and service, environmental education, and value-based education. Global attention to the deteriorating condition of our environment was drawn in the United Nations Conference on Environment and Development held in Rio de Janerio in 1992 and World Summit on Sustainable Development at Johannesburg in 2002. | 317 | definition | 0.940 | NEP also advocates the attainment of holistic and multidisciplinary education, through flexible and innovative curricula for all Higher Education Institutions (HEIs) which shall include credit-based courses and projects in the areas of community engagement and service, environmental education, and value-based education. | 6 | |||
| What concept was introduced by the World Commission on Environment and Development? | sustainable development | Environmental Ethics and emergence of environmentalism: Anthropocentric and eco-centric perspectives (Major thinkers); The Club of Rome- Limits to Growth; UN Conference on Human Environment 1972; World Commission on Environment and Development and the concept of sustainable development; Rio Summit and subsequent international efforts. Suggested readings 1. Fisher, Michael H. (2018) An Environmental History of India- From Earliest Times to the Twenty-First Century, Cambridge University Press. 2. Headrick, Daniel R. (2020) Humans versus Nature- A Global Environmental History, Oxford University Press. 3. Hughes, J. Donald (2009) An Environmental History of the World- Humankind’s Changing Role in the Community of Life, 2nd Edition. Routledge. 4. Perman, R. Ma, Y. McGilvray, J., and Common, M. (2003) Natural Resource and Environmental Economics. Pearson Education. 5. Simmons, I. G. (2008). | 263 | definition | 0.940 | Environmental Ethics and emergence of environmentalism: Anthropocentric and eco-centric perspectives (Major thinkers); The Club of Rome- Limits to Growth; UN Conference on Human Environment 1972; World Commission on Environment and Development and the concept of sustainable development; Rio Summit and subsequent international efforts. | ||||
| What concept addresses fairness in climate change efforts? | Climate justice | Mitigation of climate change: Synergies between adaptation and mitigation measures; Green House Gas (GHG) reduction vs. sink enhancement; Concept of carbon intensity, energy intensity and carbon neutrality; National and international policy instruments for mitigation, decarbonizing pathways and net zero targets for the future; Energy efficiency measures; Renewable energy sources; Carbon capture and storage, National climate action plan and Intended Nationally Determined Contributions (INDCs); Climate justice. Suggested Readings 1. Pittock, Barrie (2009) Climate Change: The Science, Impacts and Solutions. 2nd Edition. Routledge. | 498 | definition | 0.940 | sink enhancement; Concept of carbon intensity, energy intensity and carbon neutrality; National and international policy instruments for mitigation, decarbonizing pathways and net zero targets for the future; Energy efficiency measures; Renewable energy sources; Carbon capture and storage, National climate action plan and Intended Nationally Determined Contributions (INDCs); Climate justice. | 14 | page=14,block=0 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 10 |
| page=10,block=0 |
| 0.700 |
| valid |
| 6 |
| page=6,block=0 |
| 0.700 |
| valid |
| page=6,block=0 |
| 0.700 |
| valid |
| 9 |
| page=9,block=0 |
| 0.700 |
| valid |