| What are one person’s duties considered to be in relation to another person? | the rights of another person | Further, ideas and thoughts on solutions can be invited. One person’s duties are the rights of another person. This idea can be the basis for covering personal and professional moral codes of conduct. | 81 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/4371304_LifeSKill_JeevanKaushal_2023.pdf | One person’s duties are the rights of another person. | 162 | page=162,block=4 | 0.850 | valid |
| What does communication involve beyond speaking and writing? | not only about speaking and writing but it is also about gestures, postures, tones, expressions and all that nonverbal communication encompasses | Communication is not only about speaking and writing but it is also about gestures, postures, tones, expressions and all that nonverbal communication encompasses. | 17 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/4371304_LifeSKill_JeevanKaushal_2023.pdf | Communication is not only about speaking and writing but it is also about gestures, postures, tones, expressions and all that nonverbal communication encompasses. | 47 | page=47,block=0 | 0.850 | valid |
| What does personal influence enable an individual to do? | the ability to read situations and exert influence and leadership in the desired direction | It is the ability to lead others by way of social expertness. Personal influence is the ability to read situations and exert influence and leadership in the desired direction. It is the ability to confront issues that are important or debilitating to relationships, goals, missions, or visions. | 84 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/4371304_LifeSKill_JeevanKaushal_2023.pdf | Personal influence is the ability to read situations and exert influence and leadership in the desired direction. | 156 | page=156,block=0 | 0.850 | valid |
| What happens if there are no barriers to achieving a goal? | no barriers in the way of achieving a goal, then there would be no problems | Barriers: Barriers or obstacles prevent the immediate achievement of goals. If there were no barriers in the way of achieving a goal, then there would be no problems. Problem-solving involves overcoming these barriers in achieving goals. | 90 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/4371304_LifeSKill_JeevanKaushal_2023.pdf | If there were no barriers in the way of achieving a goal, then there would be no problems. | 86 | page=86,block=7 | 0.850 | valid |
| What is the purpose of a job simulation? | any task designed to give the candidate an accurate preview of the role that he/she is interviewing for and what entails on a day-to-day basis | Job simulation is any task designed to give the candidate an accurate preview of the role that he/she is interviewing for and what entails on a day-to-day basis. Job simulations help companies to predict more accurately whether or not a particular candidate will be successful if selected. | 18 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/4371304_LifeSKill_JeevanKaushal_2023.pdf | Job simulation is any task designed to give the candidate an accurate preview of the role that he/she is interviewing for and what entails on a day-to-day basis. | 67 | page=67,block=5 | 0.850 | valid |
| What are academic behaviours as identified by the University of Chicago scholars? | observable behaviours that show learners’ engagement and effort. | The University of Chicago scholars have identified the following five non-cognitive skills as contributors to learners’ academic success: • Academic Behaviours – observable behaviours that show learners’ engagement and effort. • Academic Mindsets – learners’ attitudes and beliefs about their academic work and ability. • Academic Perseverance – the ability to overcome distractions, obstacles, and challenges to complete academic work. • Learning Strategies – tactics that learners use to help them to remember, think, and learn. • Social Skills – behaviours that allow learners to interact with peers and adults in positive and productive ways. | 162 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/4371304_LifeSKill_JeevanKaushal_2023.pdf | The University of Chicago scholars have identified the following five non-cognitive skills as contributors to learners’ academic success: • Academic Behaviours – observable behaviours that show learners’ engagement and effort. • Academic Mindsets – learners’ attitudes and beliefs about their academic work and ability. | 90 | page=90,block=0 |
| What are barriers in active listening described as? | the obstacles that prevent movement or action | 1. Barriers to Listening “Barriers” are the obstacles that prevent movement or action. Barriers in active listening cause hindrance to the listener and disrupt the process of listening. | 40 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/4371304_LifeSKill_JeevanKaushal_2023.pdf | Barriers to Listening “Barriers” are the obstacles that prevent movement or action. | 16 | page=16,block=1 | 0.700 | valid |
| What are factual topics in a topic-based group discussion? | Factual topics are about practical things, which an ordinary person is aware of in his or her, day-to-day life. | Your knowledge about the topic does give you confidence but your overall conduct during the GD tells if you are confident of yourself and of what you say. Do not try to snatch away the limelight by speaking when it is another candidate’s turn. This is impolite and makes you look insecure. 10.1. Types of Group Discussions: GDs can be topic-based or case-based. 1) Topic-based GDs: Topic-based GDs can be classified into the following three types: a) Factual topics: Factual topics are about practical things, which an ordinary person is aware of in his or her, day-to-day life. These are current socio-economic topics, maybe in the news lately, or could be unbound by time. A factual topic for discussion gives a candidate a chance to prove that he or she is aware of and sensitive to the environment. | 467 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/4371304_LifeSKill_JeevanKaushal_2023.pdf | 1) Topic-based GDs: Topic-based GDs can be classified into the following three types: a) Factual topics: Factual topics are about practical things, which an ordinary person is aware of in his or her, day-to-day life. These are current socio-economic topics, maybe in the news lately, or could be unbound by time. |
| What are homonyms in the context of vocabulary? | words that have the same spelling and pronunciation but have different meanings | 10 Curriculum and Guidelines for Life Skills (Jeevan Kaushal) 2. Vocabulary building includes the following knowledge: • Meanings of words • Pronunciation: the way a word is spoken • Synonyms: different words with the same or similar meaning. It gives insight into using appropriate words to express a specific thought. • Antonyms: a different word with opposite meaning • Homonyms: words that have the same spelling and pronunciation but have different meanings. For example: fair (as in good), fair (as in fair or exhibition; light (meaning illumination), light (less weight). • Homophones: words that are pronounced the same way but have different meanings and usually have different spellings. For example: fare/fair, cell/sell, night/knight. • Homographs: a word that has the same spelling, and different meaning, but often have different pronunciation. | 383 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/4371304_LifeSKill_JeevanKaushal_2023.pdf | • Antonyms: a different word with opposite meaning • Homonyms: words that have the same spelling and pronunciation but have different meanings. | 20 |
| What are knowledge-based skills as described in the context of assessing strengths? | Acquired from education and experience (computer skills, languages, degrees, training, and technical ability). | Strengths and Weaknesses i. Assessing the Strengths: Make a list of personal skills/strengths before any interview and categorize them into the following three categories: • Knowledge-based skills: Acquired from education and experience (computer skills, languages, degrees, training, and technical ability). • Transferable skills: Your portable skills that you take from job to job (communication and interpersonal skills, analytical problem-solving, and planning skills). • Personal traits: Your unique qualities (dependable, flexible, friendly, hard working, expressive, punctual, trustworthy, creative, honest, respectful). When you complete this list, choose three to five of those strengths that match what the employer is seeking in the job. Make sure you can give specific examples to demonstrate why you claim that is your strength if probed further. | 198 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/4371304_LifeSKill_JeevanKaushal_2023.pdf | Assessing the Strengths: Make a list of personal skills/strengths before any interview and categorize them into the following three categories: • Knowledge-based skills: Acquired from education and experience (computer skills, languages, degrees, training, and technical ability). • Transferable skills: Your portable skills that you take from job to job (communication and interpersonal skills, analytical problem-solving, and planning skills). |