LOGICAL REASONING CLASS-3
Passage 1:
Students decide to
attend college for several reasons. These reasons include career opportunities
and financial stability, intellectual growth, a time for self-discovery, norms,
obligations, and social opportunities. Outside demands in society, such as technology
changes, and increased educational demands also drive the need for more
students to attend college. The students then spend the next few years trying
to discover a path and find their way so they can become successful. The
transition to college presents students with many new challenges, including
increased academic demands, less time with family members, interpersonal
problems with roommates and romantic interests, and financial stress.
Competitive academic work and uncertainty about future employment and
professional career were also noted as sources of stress. The transition to
college represents a process characterized by change, ambiguity, and adjustment
across all of life’s domains. The transition towards independence and
self-sufficiency has been characterized as ‘stress-arousing’ and
‘anxiety-provoking’ by many college students. Failure to accomplish and develop
these characteristics of development and maintain independence may result in
life dissatisfaction. Emerging adulthood has also been noted to augment college
students’ vulnerability to stress. Many students experience their first
symptoms of depression and anxiety during this time, but a growing problem is
that college campuses do not have enough resources to help all of these
students. It has been noted that 75% to 80% of college students are moderately
stressed and 10% to 12% are severely stressed.
Q1. What according to you is the
objective of the study of the present paragraph?
1. To map the various
stages of pressure points of adulthood in the process of education.
2. To narrate the
anti-family agenda in the current education system.
3.
To pinpoint the obstacles
targeted against meritorious students.
4. All of the above
Q2. Which factors as per the author
cause more stress amongst college students?
1. Pressure from
parents and society towards greater educational needs and increased competitive
academic work.
2. Failure to develop
successful romantic interests, financial constraints and interpersonal issues
with room-mates.
3. Failure to adapt to
the transition to college life and to adjust various life domains in tune with
needs and requirements of college life.
4.
Inability to manage time
constraints and the uncertainty pertaining to their future.
Q3. Which of the following fall
closest to the underlying assumption in the present study?
1.
Problem-solving ability
amongst college students is negatively associated with symptoms of depression
and anxiety.
2. Students lean
towards unhealthy coping skills in order to try to lower the stress that they
experience.
3. Romantic interest
is an anti-dote for stress amongst the students in the colleges.
4. Stress is
subjective for each student.
Q4. Suggest a suitable title for the
paragraph from amongst the given titles:
1.
Triumph and Turbulence of
College Education System
2. Negative impact of
College Education System
3. Negligence of
Stress Management by parents
4. Unemployment and
Mental Instability
Q5. With reference to the above
paragraph, which of the following offers the most plausible solutions as a
coping up mechanism for college students?
1. Individual students
should approach counsellors for coping up with stress.
2. Keeping in view
that large number of students are experiencing stress, colleges must take steps
reduce course curriculum and peer pressures.
3.
College authorities shall
provide access to counseling and every student experiencing stress must engage
in some form of coping mechanism to alleviate stress.
4. The students must
learn to differentiate between short term and long-term stress.
Passage 2:
Under the COVID-19 outbreak, universities and schools around the
world had suspended face-to-face classes to prevent the rapid spread of the
virus among students and staff. This sudden disruption to face-to-face
education reshaped pedagogical practices and led to the rapid adoption of
online teaching among universities. Subsequently, academics working at
universities, at the frontline of those changes, faced enormous levels of
pressure and disturbance to their professional roles and practices. For those
without sufficient knowledge or experience for effective online teaching, this
sudden transition was particularly challenging. In normal circumstances,
designing an online course follows a systematic instructional design process
with careful consideration of the unique characteristics of target learner
groups and the chosen instructional medium. During the rapid adoption of online
teaching in response to COVID-19, however, systematic instructional design
procedures and team-based support for course development and preparation were
unavailable. Instead, individual academics were given the challenge alone to teach
online with a limited level of support and guidance from their school or
university – the task was even more difficult in this situation where they were
remotely working from home.
Q6. The objective behind
the information furnished in the passage is:
1. To examine the experiences faced by the teachers because
of the sudden transition from offline to online mode of teaching due to
outbreak of COVID-19.
2.
To identify the differences between the online and offline mode
of teaching.
3.
To reveal the side-effects of COVID-19.
4.
To understand the need to be able to cope up with crisis like
situations even in the educational sector.
Q7. Based on the ideas
presented in the paragraph, it will not be possible to draw out useful
recommendations for situations like the pandemic, unless:
1.
The factors required to contribute to quality education by
online and offline modes are examined.
2.
Knowledge about the infrastructural availability in the schools
or universities is crucial.
3. The faculty is given adequate training and experience in
providing online education is taken into consideration.
4.
A detailed analysis of the comparative performance in the online
and offline modes is done.
Q8. What can be most
conveniently inferred from the given paragraph?
1.
Whether online or face-to-face, university teaching activity is
a genuinely complex task that involves multiple elements of interlinked
activity systems.
2.
It has been more challenging for both individual academics and
institutions to quickly adopt to online teaching during the COVID-19 Pandemic.
3.
The object of the online teaching activity systems created a
fundamental contradiction with the object of the previous teaching activity
systems.
4. All the above.
Q9. What suitable policy
decision should be devised by the administrators of the schools and the
universities, in the light of the facts presented in the paragraph?
1. There must be an insight into the complexity of online
teaching and need to work for the capacity building of the teachers during such
extra ordinary times and there is a greater need to create a teacher community
and foster collaborative teaching relationships among the members, even if it takes
time.
2.
The faculty members must be oriented towards the lasting changes
brought about to their roles and identities in teaching.
3.
It is time to develop a comprehensive understanding of the
challenges experienced by individual academics and the changes created by those
academics.
4.
There is a need to develop infrastructure in schools and
universities.
Q10. Which of the
following points most closely supports the fact that the present education
system lacks the structure to sustain effective teaching during and after the
periods of lockdowns?
1.
There are inadequate applications and platforms for effective
online teaching.
2.
Shift from offline to online was faced with resistance.
3. The academia’s long-established roles and identities have
been completely altered by the pandemic.
4.
The students are interested in online examinations and schools
and universities are finding it difficult to shift to offline examination mode.