19 extractive question-and-answer pairs built from 6686154 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. 11 of the 19 pairs (57.9%) are explanatory questions and 8 restate a figure. 100.00% of rows pass the corpus quality gate.
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# One-time install: pip install desidata
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import desidata
df = desidata.load("university-grants-commission-guidelines-on-zoology-curriculum-question-and")
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Usable for analysis, but expect some cleaning before you rely on it.
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First 10 of 19 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What has caused a disruption in biodiversity and ecological balance? | indiscriminate removal from the natural habitats | Now the number of such institutions has become manifold and more than a million students take to programs: requiring animals for dissections. Most of these animals are caught from the wild, and their indiscriminate removal from the natural habitats disrupts the biodiversity and ecological balance. use of animals in dissections has come to be a factor compounding with habitat loss, pollution and climate changes in depletion of animal populations. It is a fact that the demand for dissection specimens increases pressure on threatened species. The case of frogs, the population of which has declined to alarming levels in the recent times, is often cited as the example. Also, it has been noticed that laws/regulations/guidelines about animals and their welfare are not taken to cognizance while prescribing animal use in the curriculum. | 200 | relationship | 0.970 | Most of these animals are caught from the wild, and their indiscriminate removal from the natural habitats disrupts the biodiversity and ecological balance. | 1 | page=1,ocr=1 | 0.700 | valid |
| What is the purpose of limiting field visits to areas near the college campus? | such that the students become familiar with the fauna available in and around the place | The laboratory exercises here will make use of museum specimens (if only already available) and microscopic preparations, photographs, video clippings, models, charts, plastinated specimens, fi eld observations combined with photography and/or videography, and so on. Intermittent field visits should be arranged. In extreme cases, the visits may be limited to an area in the vicinity of the college campus, such that the students become familiar with the fauna available in and around the place. | 408 | relationship | 0.970 | In extreme cases, the visits may be limited to an area in the vicinity of the college campus, such that the students become familiar with the fauna available in and around the place. | 5 | page=5,ocr=1 | 0.700 | valid |
| Why is there a need to revamp the Zoology curriculum? | to accommodate the latest developments where in there is pertinent need to underplay animal dissections | University Grants Commission, New Delhi Guidelines for discontinuation of dissection and animal. . . . . . \ experimentation in Zoology/ Life Sciences in a phased' manner A) Pre-amble: Animal dissection as an aspect of Zoology curriculum is about ninety year old. Over the years there has been a tremendous expansion of knowledgé content of Zoology in the light of emergence of newer branches such as biodiversity, biochemistry, biophysics, molecular biology, etc. in the contemporary scenario, there is over-emphasis of learning of anatomy as laboratory exercises. It has been felt that the curriculum must be revamped to accommodate the latest developments where in there is pertinent need to underplay animal dissections. Further, when there were fewer higher learning institutions and fewer students, fewer animals were used in dissections. | 620 | summary | 0.970 | It has been felt that the curriculum must be revamped to accommodate the latest developments where in there is pertinent need to underplay animal dissections. | 1 | page=1,ocr=1 | 0.700 | |
| What issue did the Expert Committee recommend addressing? | to take up the issue of discontinuation of dissection and animal experimentation | Citing these and other reasons, representations have been received at the University Grants Commission (UGC) office with request to review the use of animals in education, particularly in dissections. In consideration of the seriousness of the issue, UGC convened an Expert Committee, and after a brain-storming session, the Committee came up with specific recommendations in this regard. These recommendations aimed at suggesting to the UGC to take up the issue of discontinuation of dissection and animal experimentation | 442 | summary | 0.970 | These recommendations aimed at suggesting to the UGC to take up the issue of discontinuation of dissection and animal experimentation | 1 | page=1,ocr=1 | 0.700 | valid |
| What is the goal of the guidelines issued by the University Grants Commission? | Dissection of animals for class work is to be replaced in a phased manner | a phased manner. The Committee believes that these recommendations, which are in the form of ‘immediate actions’ and ‘long term actions’, may be treated as a ‘road map’ for curricular transformation in Zoology/Life Sciences in the Indian Universities and. Colleges. The recommendations were approved by the UGC and Ministry of Human Resource Development (MHRD), and the following Guidelines are issued for the implementation of these recommendations. These Guidelines will apply to all _departments in universities and colleges which deal with animals in teaching and learning. B) Obj ective/Aim to be achieved: Dissection of animals for class work is to be replaced in a phased manner with the acquisition of appropriate technology and the development of human resources for the same. | 612 | summary | 0.970 | B) Obj ective/Aim to be achieved: Dissection of animals for class work is to be replaced in a phased manner with the acquisition of appropriate technology and the development of human resources for the same. | 2 | page=2,ocr=1 | 0.700 | |
| What are some of the emerging branches of Zoology? | biodiversity, biochemistry, biophysics, molecular biology | University Grants Commission, New Delhi Guidelines for discontinuation of dissection and animal. . . . . . \ experimentation in Zoology/ Life Sciences in a phased' manner A) Pre-amble: Animal dissection as an aspect of Zoology curriculum is about ninety year old. Over the years there has been a tremendous expansion of knowledgé content of Zoology in the light of emergence of newer branches such as biodiversity, biochemistry, biophysics, molecular biology, etc. in the contemporary scenario, there is over-emphasis of learning of anatomy as laboratory exercises. It has been felt that the curriculum must be revamped to accommodate the latest developments where in there is pertinent need to underplay animal dissections. Further, when there were fewer higher learning institutions and fewer students, fewer animals were used in dissections. | 401 | list | 0.820 | Over the years there has been a tremendous expansion of knowledgé content of Zoology in the light of emergence of newer branches such as biodiversity, biochemistry, biophysics, molecular biology, etc. | 1 | page=1,ocr=1 | 0.700 | |
| What are the main causes of declining animal populations? | habitat loss, pollution and climate changes | Now the number of such institutions has become manifold and more than a million students take to programs: requiring animals for dissections. Most of these animals are caught from the wild, and their indiscriminate removal from the natural habitats disrupts the biodiversity and ecological balance. use of animals in dissections has come to be a factor compounding with habitat loss, pollution and climate changes in depletion of animal populations. It is a fact that the demand for dissection specimens increases pressure on threatened species. The case of frogs, the population of which has declined to alarming levels in the recent times, is often cited as the example. Also, it has been noticed that laws/regulations/guidelines about animals and their welfare are not taken to cognizance while prescribing animal use in the curriculum. | 370 | list | 0.820 | use of animals in dissections has come to be a factor compounding with habitat loss, pollution and climate changes in depletion of animal populations. | 1 | page=1,ocr=1 | 0.700 | valid |
| What choices are provided to postgraduate students in their curriculum? | to perform dissection of ‘selected species’ as per the curriculum or to have a project related to biodiversity/biosystematics, etc. | Separate budgetary provision should be made by the concerned institution for the procurement of digital material and technology. 4. It is important that during the field visits the students shall only observe the animals and make record of the observations; the animals shall neither be killed nor Femoved trom the natural habitat. To that effect, the students should be told about the importance of biodiversity and its conservation. B.1.5) Recommendation 5: For PG: Students shall have the option to perform dissection of ‘selected species’ as per the curriculum or to have a project related to biodiversity/biosystematics, etc. Guideline 5 5. The Guidelines 4.1-4.3 above will apply here by and large, but the dissection component will be a little more liberalized. 5. | 499 | list | 0.820 | B.1.5) Recommendation 5: For PG: Students shall have the option to perform dissection of ‘selected species’ as per the curriculum or to have a project related to biodiversity/biosystematics, etc. Guideline 5 5. | 6 | page=6,ocr=1 | 0.700 | |
| What topics should be included in the curriculum related to invertebrates and vertebrates? | bio-systematics, population dynamics, evolution and bio-diversity, etc. | Guideline 8: To facilitate the above said recommendations, all departments dealing with animals for teaching and learning should be empowered with infrastructure to adopt the ICT required for the purpose, for which additional assistance will be provided by the UGC. Recommendation 4: Curriculum related to invertebrates, vertebrates, etc., to be enriched with bio-systematics, population dynamics, evolution and bio-diversity, etc. Guideline 9: achieve the above goals the Subjects mentioned in the recommendations should be integrated as part of the curriculum of the respective disciplines. The approach could be as in the listed learning resources appended. The UGC will evolve a model curriculum in this regard. ( Ne Pole, ) Dy ASIA | 360 | list | 0.820 | Recommendation 4: Curriculum related to invertebrates, vertebrates, etc., to be enriched with bio-systematics, population dynamics, evolution and bio-diversity, etc. Guideline 9: achieve the above goals the Subjects mentioned in the recommendations should be integrated as part of the curriculum of the respective disciplines. | 8 | page=8,ocr=1 | ||
| Who wrote 'Animal Diversity' published by McGraw-Hill Higher Education in 2008? | Cleveland P. Hickman, Larry S Roberts, Susan L. Keen, Allan Larson, David Eisenhour | Appendix |. ¢ Animal Diversity. Cleveland P. Hickman, Larry S Roberts, Susan L. Keen, Allan Larson, David Eisenhour. McGraw-Hill Higher Education, 2008. Animal Diversity. Diana R. Kershaw. University Tutorial Press, 1984. Animal Diversity: A Textbook of Invertebrate Zoology. Eylers. Mosby, Incorporated, 1991. e Laboratory Studies in Animal Diversity. Cleveland P. Hickman, Lee B. Kats. McGraw-Hill Higher Education, 2008. ° Digital Zoology: Version 2. CD-ROM and Student Workbook. Jon G. Houseman. 2003. ¢ Laboratory Studies in Animal Diversity. Cleveland P. Hickman, Lee B. Kats, William C. Ober. McGraw-Hill, 2006, Glencoe Science Modules: Life Science, Animal Diversity, Student Edition. Lucy Daniel, Dinah Zike. McGraw-Hill, 2007. Invertebrate Zoology: A Functional Evolutionary Approach. Edward E. Ruppert, Richard S. Fox, Robert D. Barnes. | 32 | list | 0.820 | ¢ Animal Diversity. Cleveland P. Hickman, Larry S Roberts, Susan L. Keen, Allan Larson, David Eisenhour. | 9 | page=9,ocr=1 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
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