Threats associated with lightning #shorts #upsc #mains #geography #optional #career#jobs#competitive

In each of the questions an inference is given in bold which is then followed by three paragraphs. You have to find the paragraphs(s) from where it is inferred. Choose the option with the best possible outcome as your choice. Country's enonomic standard can be best adjudged by per capital income. Exports and imports, a swelling favourable balance of trade, investments and bank-balances, are not an index or a balance sheet of national prosperity. Till the begining of the Second World War, English exports were noticeably the greater than what they are today. And yet it England had greater national prospery today than it ever had. Because the income of average Englishmen, working as field and factory labourers, clerks, policemen, petty shopkeepers and shop assistants, domestic workers and other low-paid workers, has gone up. It is possible that while per capita real income is increasing per capita consumption of goods and services might be falling. This happens when the Govt. might itsef be using up the increased income for massive military buildup necessitating heavy production of arms and ammuntions. A rise in national income may occur as a result of increased spending on items such as defence. National income often rises in time of war, or the threat of war, because money is spent on weapons. This will push up GNP, but the people may be acutely short of goods to buy.

Read the following passage and answer the item that follow. PASSAGE-1 Those responsible for teaching young people have resorted to a variety of means to make their pupils learn. The earliest of these was the threat of punishment. This meant that the pupil who was slow, careless or inattentive risked either physical chastisement or the loss of some expected privilege. Learning was thus associated with fear. At a later period, pupils were encouraged to learn in the hope of some kind of reward. This often took the form of marks awarded for work done and sometimes of prizes given at the end of the year to the best scholar. Such a system appealed to the competitive spirit, but was just as depressing as the older system for the slow pupil. In the nineteenth century sprang up a new type of teacher, convinced that learning was worthwhile for its own sake and that the young pupil's principal stimulus should neither be anxiety to avoid a penalty nor ambition to win a reward, but sheer desire to learn. Interest, direct or indirect, became the keyword of instruction. The system which appealed to the competitive spirit in the pupils was largely based on :

Read the following passage and answer the item that follow. PASSAGE-1 Those responsible for teaching young people have resorted to a variety of means to make their pupils learn. The earliest of these was the threat of punishment. This meant that the pupil who was slow, careless or inattentive risked either physical chastisement or the loss of some expected privilege. Learning was thus associated with fear. At a later period, pupils were encouraged to learn in the hope of some kind of reward. This often took the form of marks awarded for work done and sometimes of prizes given at the end of the year to the best scholar. Such a system appealed to the competitive spirit, but was just as depressing as the older system for the slow pupil. In the nineteenth century sprang up a new type of teacher, convinced that learning was worthwhile for its own sake and that the young pupil's principal stimulus should neither be anxiety to avoid a penalty nor ambition to win a reward, but sheer desire to learn. Interest, direct or indirect, became the keyword of instruction. The system based on rewards satisfied all except :

Read the following passage and answer the item that follow. PASSAGE-1 Those responsible for teaching young people have resorted to a variety of means to make their pupils learn. The earliest of these was the threat of punishment. This meant that the pupil who was slow, careless or inattentive risked either physical chastisement or the loss of some expected privilege. Learning was thus associated with fear. At a later period, pupils were encouraged to learn in the hope of some kind of reward. This often took the form of marks awarded for work done and sometimes of prizes given at the end of the year to the best scholar. Such a system appealed to the competitive spirit, but was just as depressing as the older system for the slow pupil. In the nineteenth century sprang up a new type of teacher, convinced that learning was worthwhile for its own sake and that the young pupil's principal stimulus should neither be anxiety to avoid a penalty nor ambition to win a reward, but sheer desire to learn. Interest, direct or indirect, became the keyword of instruction. The educational system which caused fear in the pupil's mind was based on :

These mismatched graduates face poorer- prospects and lower earnings than their peers who embark on careers that are a better fit for the knowledge and skills they have acquired through three or four years of study. It suggests that traditional careers advice isn-'t working. The problem isn't necessarily that too many students are taking the wrong course. There is little evidence that graduates are studying the "wrong" subjects, according to the UUK research, since most are on courses that offer subject knowledge and employability skills that are very much in demand. Politicians complain of a, but graduates face an "experience gap" - with many employers preferring to recruit young people who have spent a couple of years in the workplace rather than raw recruitments from the university. To help graduates find the right jobs for them, lots of universities are experimenting with new ways to make their careers advice more accessible and meaningful. At the University of Kent, students can use an online Careers Explorer service to match their skills to career options, and a work-study scheme that provides bursaries for work experience. Students at the University of Dundee can take employability modules in parallel with their academic work, including online and personal career planning sessions. What re universities doing in order to help graduates find the right jobs for them?