59 extractive question-and-answer pairs built from HUMAN VALUE English, published by ugc.gov.in. The source is a 28-page publication. Source-evidenced topics include human values, professional ethics, educational institutions, higher educational institutions, university grants commission, ethical practices, higher educational, higher education. 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. Question types in the export: 20 factual, 12 summary, 11 definition, 8 relationship, 7 list, 1 comparison. 39 of the 59 pairs (66.1%) ask explanatory questions; the remaining 20 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset contains 59 extractive question-and-answer pairs derived from the 'HUMAN VALUE English' publication by the University Grants Commission (UGC). The questions cover topics such as human values, professional ethics, and their application in higher educational institutions. Each answer is a verbatim excerpt from the source document, ensuring traceability to the original text. The dataset includes various question types, such as definitions, summaries, and relationships, with a focus on explanatory content. It aims to provide insights into ethical practices and value-based education frameworks.
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# 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("www-ugc-gov-in-166ddafaf350fe92a12a34ee61395112")
df.head()First 10 of 59 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What does the concept of Dharma in Indian culture mean? | ‘dhaarayate yasya sa dharma’ (‘what is worth doing or upholding’) | Indian culture revolves around the concept of Dharma which means ‘dhaarayate yasya sa dharma’ (‘what is worth doing or upholding’) in which action is guided by propriety of time (kaal), place (desh) and position or status (kula). | 65 | definition | 1.000 | https://www.ugc.gov.in/e-book/HUMAN%20VALUE%20English.pdf | Indian culture revolves around the concept of Dharma which means ‘dhaarayate yasya sa dharma’ (‘what is worth doing or upholding’) in which action is guided by propriety of time (kaal), place (desh) and position or status (kula). | 12 | page=12,block=0 | 0.700 | valid |
| What is considered a dead burden if not implemented in practice? | gyaanam bhaar kriyaa vinaa (knowledge of values and ethics is only dead burden if it is not implemented in practice) | It means: seniors have greater roles; no one is listening what you are saying but everyone is watching what you are doing; words have less power to communicate; action has more power to communicate; and gyaanam bhaar kriyaa vinaa (knowledge of values and ethics is only dead burden if it is not implemented in practice). So, ethics can be learned or can be made to learn through modelling. Leaders set ethical examples by what they say and do. Apart from that, ethics training is also a possibility and yields a desirable result. | 203 | definition | 1.000 | https://www.ugc.gov.in/e-book/HUMAN%20VALUE%20English.pdf | It means: seniors have greater roles; no one is listening what you are saying but everyone is watching what you are doing; words have less power to communicate; action has more power to communicate; and gyaanam bhaar kriyaa vinaa (knowledge of values and ethics is only dead burden if it is not implemented in practice). | 13 | page=13,block=0 | 0.700 | valid |
| What is one of the focuses of professional ethics in higher educational institutions? | broader indicators of desirable actions vis-à-vis undesirable actions. | 8 Inculcation of Human Values and Professional Ethics in HEIs (2) To focus on professional ethics which are broader indicators of desirable actions vis-à-vis undesirable actions. (3) To lay down broader guidelines of values and ethics for internal and external stakeholders. (4) To suggest operational guidelines for value-based and ethical practices in the higher educational institutions leading to implementation and monitoring. (5) To indicate the outcomes of creating a value-based and ethical culture in HEIs. (6) To suggest indicative reinforcement programmes for nurturing human values and ethics in HEIs. 1. Outcomes The first and foremost outcome of this endeavour is to create institutions with the ether of values and ethics. | 108 | definition | 1.000 | https://www.ugc.gov.in/e-book/HUMAN%20VALUE%20English.pdf | 8 Inculcation of Human Values and Professional Ethics in HEIs (2) To focus on professional ethics which are broader indicators of desirable actions vis-à-vis undesirable actions. (3) To lay down broader guidelines of values and ethics for internal and external stakeholders. | 10 | |||
| What are Human values? | the yield of the field called human nature | Human values are values that human beings cherish and hold in common consciously and otherwise in most of the places and times and practice them. Human values are the yield of the field called human nature. This yield has many precious grains of which tyaaga (renunciation) is the foundation of all values. | 163 | definition | 0.980 | https://www.ugc.gov.in/e-book/HUMAN%20VALUE%20English.pdf | Human values are the yield of the field called human nature. | 11 | page=11,block=2 | 0.850 | valid |
| What is Education? | not limited to the imparting of information or training of skills | To create such an environment, following five systems need to be created: (1) The learning process for holistic development (2) Impeccable governance (3) Effective institutional management (4) Well laid system of rewards and chastisement (5) Institutional climate where ‘rights’ enjoy and ‘wrongs’ are discouraged. Education is not limited to the imparting of information or training of skills. It has to give the educated a proper sense of values Sarvapalli Radhakrishnan | 328 | definition | 0.980 | https://www.ugc.gov.in/e-book/HUMAN%20VALUE%20English.pdf | Education is not limited to the imparting of information or training of skills. | 10 | page=10,block=0 | 0.850 | valid |
| What is Hence there? | a need to discuss and streamline the process that helps to infuse the culture of human values and ethics in educational institutions | Values and ethics have nature of camphor – they evaporate if not preserved carefully. Hence there is a need to discuss and streamline the process that helps to infuse the culture of human values and ethics in educational institutions. Knowledge is power but practice and implementation of human values and ethics demand action-orientation, supported with pro-active culture in institutions. | 101 | definition | 0.980 | https://www.ugc.gov.in/e-book/HUMAN%20VALUE%20English.pdf | Hence there is a need to discuss and streamline the process that helps to infuse the culture of human values and ethics in educational institutions. | 9 | page=9,block=2 | 0.850 | valid |
| What is Human Values Human civilization? | known for the values that it cherishes and practices | 2.1 Human Values Human civilization is known for the values that it cherishes and practices. Across various times and places, sages, saints and seers, drawing on their experience, developed practices that placed vital importance on human values, though the names used by them differed, as their languages varied but the spirit was same. | 39 | definition | 0.980 | https://www.ugc.gov.in/e-book/HUMAN%20VALUE%20English.pdf | Human Values Human civilization is known for the values that it cherishes and practices. | 11 | page=11,block=2 | 0.850 | valid |
| What is Non-violence? | a result of restraint from consciously doing any harm through one’s thoughts, speech or action to any entity, living or non- living | Non-Violence (Ahimsa): Ahimsa means non-killing. Non-violence is a result of restraint from consciously doing any harm through one’s thoughts, speech or action to any entity, living or non- living. It requires being sensitive to the fact that there is life in all forms of existence and they are interconnected. | 65 | definition | 0.980 | https://www.ugc.gov.in/e-book/HUMAN%20VALUE%20English.pdf | Non-violence is a result of restraint from consciously doing any harm through one’s thoughts, speech or action to any entity, living or non- living. | 12 | page=12,block=0 | 0.850 | valid |
| What is Renunciation? | not an escape from the problems of life | Renunciation begins when selfishness ends. Renunciation is not an escape from the problems of life. Moreover, renunciation without action means a parasitic life. | 59 | definition | 0.980 | https://www.ugc.gov.in/e-book/HUMAN%20VALUE%20English.pdf | Renunciation is not an escape from the problems of life. | 12 | page=12,block=6 | 0.850 | valid |
| Why are Tyaaga and sevaa (service) foundations of satya (truth), prem (love) and karunaa (compassion)? | they show commitment to the lives of others along with one’s own | Behind all this was his tyaaga (renunciation) of power, familial affiliations and palatial comforts. Tyaaga and sevaa (service) are foundations of satya (truth), prem (love) and karunaa (compassion) because they show commitment to the lives of others along with one’s own. The Vedic/Upanishadic discourse speaks of values in different places of which the following are the key values: Satyam (Truth), Dharmah (Righteousness) Tapah (Austerity), Tyaagah (Renunciation), Damah (Restrain), Dayaa (Mercy), Daanam (Charity), and Shamah (Tranquility). | 207 | relationship | 0.970 | https://www.ugc.gov.in/e-book/HUMAN%20VALUE%20English.pdf | Tyaaga and sevaa (service) are foundations of satya (truth), prem (love) and karunaa (compassion) because they show commitment to the lives of others along with one’s own. | 11 | page=11,block=2 | 0.800 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| page=10,block=0 |
| 0.700 |
| valid |