Wednesday, November 25, 2009
Tuesday, November 24, 2009
REFLCTIVE PAPER ON A BOOK REVIEW
The book selected for `Book review` that is “Art of Middle Management in Primary Schools” written by Peter flaming and Max Amesbury. (2001).
Rational for selecting this book
We are doing our M.Ed 2011 with specialization in Leadership and Management. Naturally we look for a book which would be related to our course specialization and review of same will enhance our understanding about our field. In this connection selected book fulfilled the criteria.
Themes of book
In the book school problems are discussed from management perspective, specially focused on role of middle management. This theory introduced in United Kingdom in 1980 with the aim of improving quality of teaching and enhancing the achievements of learning of pupils, and making schools accountable. However, middle management concept emerged ten years later in 1990. Ideal middle manager is one who has clear vision about his responsibilities, and he must be capable to utilize human and material resources properly. Middle manager may be a teacher, can be member or leader of team. In the process of improvement, development and change, he can face challenges, threats, obstacles, demands and dilemmas. Those actions can make him frustrate and demoralize. However working in team with collaborative and supportive culture he can be exciting, challenging, rewarding and fulfilling. For achievements of tasks and targets flexibility, accountability, critically reflective practice, autonomy and responsibility are considered essential components of success. Researchers identified that collegiate approach is best one for improving schools effectiveness. In that approach middle managers are working collaboratively, with open mind, listening team member’s opinions, and appreciating them publicly. Working in team with sharing vision, interdependent, understanding of task and responsibilities, open communication, trusting and supporting, with creativity and flexibility will lead them towards greater achievements. Middle managers can create such environment to encourage teamwork. Open, clear, honest effective communication tools must be adapted for formal or informal discussion or reports which must be fit for purpose. For middle managers assertive communication is suggested rather than aggressive or passive. For planning, understanding well organized and focused on purpose meetings increase the effectiveness of teachers as a team. Good management must be visionary however middle managers are required to be able to help colleagues for day to day tasks. It will possible when middle mangers be able to develop a system for fair and efficient use of resources. For improvement and development the quality of teaching and learning in schools, middle managers must carry on effective and innovative planning. For same cyclical process is recommended which involving audit, construction, implication and evaluation. Plan should be realistic, clear and achievable. Evaluation should be based upon collaboration, openness and critical reflection. Middle managers will protect their team from stress and be able to manage their own stresses as well. This would be possible with supportive and open culture. Managing time is crucial issue. Time is very valuable and waits for none. It is essential for managers to achieve the tasks and targets in given time frame work. Middle managers must efficient in managing time.
Personal reflections and insights
Indeed this is very useful book for teachers, head teachers to understand the role of middle management. Research proved that the schools who adapt the concept of Total Quality Management Theory have got great success in improvement and development fields. This approach is creating collaborative, supportive, trustworthy, innovative culture in schools. Open communication providing equal opportunities for entire team to share their opinions and ideas. All such steps will build trust among team members.
I have a 19 years experience of working in different Government Colleges of Sindh. There I found that majority among them are working with authoritative and traditional approaches. They feeling very comfort and fit in those prevailing environment. They not welcome new ideas. However among them I saw few who tried their level best to brought change in their respective institution but unfortunately not succeeded. That happened because their efforts were not well structured and plan. They take that risk with out vision and support of teachers, student and, community. Middle managers of our context are very for from literature. In senior professionals have vast practical experiences but they are living their own era which was finished when computer, internet and media made their roots every where in society. Less and minimum use of new innovative technology is our dilemma. Trained teachers are not applying those teaching techniques in classroom learning and head teacher is not providing resources to him. In such situations we must learn lessons from any where which are available.
For change willingness is essential but capacity to transform change is more important. Our educational system for betterment needs positive changes at large. The book “Art of Middle Management in Primary Schools” masterly written from western perspective but we can learn good lessons from it. We can find answers from their research and adopt ideas according to our own context in creative manner.
Conclusion
Art of middle management in primary schools is one good book written in very interestingly with simple language based on practical research and investigation. For making understanding easier author(s) used several charts, graphs, examples and pictures. The book covers many characteristics of Middle Manager as collaborative leader in improvement and development of schools. This is our deliberate action to provide knowledge to leaders who are working as middle managers in educational institution in our own context and also provide them an opportunity of comparative study as they can evaluate their roles and responsibilities and, will be able to play constructive role in change process and development/improvement of schools. Review of this book gave us chance to understand the western perspective about middle management concept and also provides opportunity to make connections from our own context. Over all I recommends this book for reading to all teachers, head teachers, supervisors and students of education as well.
Reference
Fleming, P., & Amesbury, M. (2001). The art of middle management in primary schools. London: David Fulton Publishers.
Rational for selecting this book
We are doing our M.Ed 2011 with specialization in Leadership and Management. Naturally we look for a book which would be related to our course specialization and review of same will enhance our understanding about our field. In this connection selected book fulfilled the criteria.
Themes of book
In the book school problems are discussed from management perspective, specially focused on role of middle management. This theory introduced in United Kingdom in 1980 with the aim of improving quality of teaching and enhancing the achievements of learning of pupils, and making schools accountable. However, middle management concept emerged ten years later in 1990. Ideal middle manager is one who has clear vision about his responsibilities, and he must be capable to utilize human and material resources properly. Middle manager may be a teacher, can be member or leader of team. In the process of improvement, development and change, he can face challenges, threats, obstacles, demands and dilemmas. Those actions can make him frustrate and demoralize. However working in team with collaborative and supportive culture he can be exciting, challenging, rewarding and fulfilling. For achievements of tasks and targets flexibility, accountability, critically reflective practice, autonomy and responsibility are considered essential components of success. Researchers identified that collegiate approach is best one for improving schools effectiveness. In that approach middle managers are working collaboratively, with open mind, listening team member’s opinions, and appreciating them publicly. Working in team with sharing vision, interdependent, understanding of task and responsibilities, open communication, trusting and supporting, with creativity and flexibility will lead them towards greater achievements. Middle managers can create such environment to encourage teamwork. Open, clear, honest effective communication tools must be adapted for formal or informal discussion or reports which must be fit for purpose. For middle managers assertive communication is suggested rather than aggressive or passive. For planning, understanding well organized and focused on purpose meetings increase the effectiveness of teachers as a team. Good management must be visionary however middle managers are required to be able to help colleagues for day to day tasks. It will possible when middle mangers be able to develop a system for fair and efficient use of resources. For improvement and development the quality of teaching and learning in schools, middle managers must carry on effective and innovative planning. For same cyclical process is recommended which involving audit, construction, implication and evaluation. Plan should be realistic, clear and achievable. Evaluation should be based upon collaboration, openness and critical reflection. Middle managers will protect their team from stress and be able to manage their own stresses as well. This would be possible with supportive and open culture. Managing time is crucial issue. Time is very valuable and waits for none. It is essential for managers to achieve the tasks and targets in given time frame work. Middle managers must efficient in managing time.
Personal reflections and insights
Indeed this is very useful book for teachers, head teachers to understand the role of middle management. Research proved that the schools who adapt the concept of Total Quality Management Theory have got great success in improvement and development fields. This approach is creating collaborative, supportive, trustworthy, innovative culture in schools. Open communication providing equal opportunities for entire team to share their opinions and ideas. All such steps will build trust among team members.
I have a 19 years experience of working in different Government Colleges of Sindh. There I found that majority among them are working with authoritative and traditional approaches. They feeling very comfort and fit in those prevailing environment. They not welcome new ideas. However among them I saw few who tried their level best to brought change in their respective institution but unfortunately not succeeded. That happened because their efforts were not well structured and plan. They take that risk with out vision and support of teachers, student and, community. Middle managers of our context are very for from literature. In senior professionals have vast practical experiences but they are living their own era which was finished when computer, internet and media made their roots every where in society. Less and minimum use of new innovative technology is our dilemma. Trained teachers are not applying those teaching techniques in classroom learning and head teacher is not providing resources to him. In such situations we must learn lessons from any where which are available.
For change willingness is essential but capacity to transform change is more important. Our educational system for betterment needs positive changes at large. The book “Art of Middle Management in Primary Schools” masterly written from western perspective but we can learn good lessons from it. We can find answers from their research and adopt ideas according to our own context in creative manner.
Conclusion
Art of middle management in primary schools is one good book written in very interestingly with simple language based on practical research and investigation. For making understanding easier author(s) used several charts, graphs, examples and pictures. The book covers many characteristics of Middle Manager as collaborative leader in improvement and development of schools. This is our deliberate action to provide knowledge to leaders who are working as middle managers in educational institution in our own context and also provide them an opportunity of comparative study as they can evaluate their roles and responsibilities and, will be able to play constructive role in change process and development/improvement of schools. Review of this book gave us chance to understand the western perspective about middle management concept and also provides opportunity to make connections from our own context. Over all I recommends this book for reading to all teachers, head teachers, supervisors and students of education as well.
Reference
Fleming, P., & Amesbury, M. (2001). The art of middle management in primary schools. London: David Fulton Publishers.
ARTICLE CRITQUE
The article selected for review is “Secondary School Leadership Practice in Botswana” ` Implications for Effective Training` written by Bolelang C. PEKHO, PhD, lecturer in Education, University of Botswana.
Main theme
Mr Pekho evaluated the National Education Policy (1996) of his country Botswana. The aim of education policy was to create equal access in schools to all children. But due to flaws’ policy didn’t achieve the targeted goals. Cause of failure was lack of consultation with stake holders and lack of skills among people which were made responsible for implementation the tasks. Huge amount of money invested in construction of new class rooms, purchases of necessary equipments and launched trainings for improvement of class room teachers’ pedagogy skills, but policy makers ignored one important area, which was head teachers’ leadership skill development program. In fact under the circumstances skill development program for heads of secondary schools was necessary in changed scenario. In new arena head teachers’ role was changed from instructional head teacher to educational leader. Author discussed its implementation effects, impacts especially focused on secondary school head teachers. As education expends it was arose new demands and roles for head teacher to play. Planning, budgeting, controlling Supervision of teaching and learning, curriculum implementation, co curricular activities, matters regarding discipline, maintenance of school assets, monitoring of staff, interaction with community, all routine correspondence, and dealing with higher authorities were some more additional responsibilities assigned to them. In entire their services, they never experienced to face such complex issues. Majority of them never availed an opportunity of training for enhancement of leadership skill improvement. “There is need to establish a leadership training policy that will guide leadership trainings of head teachers in Botswana and prepare head teachers for their roles.”
(Pekho, 2008). Training and skill development areas of Headteacher in secondary level were overlooked by policy makers. Researcher suggested that the situation can be improved if Government would involve all stakeholders.
Methodology used The researcher applied qualitative method for his research and used interview approach. He developed five questions related to his research. He picked up eight head teachers from eight districts belonged rural and urban areas. He chose head teachers having mix abilities. Among them few got leadership development trainings. He stayed one hour with each head teacher for interview purpose. Interviews hold in their respective schools. Time settled with the consents of head teachers. After gathering data he applied Miles and Humberman’s (1994) analysis model of reducing the data and, used Buckley’s (1985) model to categorize the head teacher’s tasks. In the light of model, researcher categorized head teachers technical, human relation and conceptual areas and explained every category in detail. Interpretive approach applied for data analysis. Researcher used carefully the local and international literature in support of his point of view. Sufficient relevant references are also given. He started his research from July 2003 and completed by November 2003.
Central findings Researcher successfully pins point the flaws of educational policy. Author reminded the policy makers for importance of leadership skill development training programs for head teachers of secondary schools. In development/improvement process if single piece of chain would be missed, than it wouldn’t be possible to get fruitful results. Researcher proved the importance of careful planning and certain skills and techniques for Implementation process. “ …a training policy needs to be established to govern the process of training of secondary school head teachers on leadership” (Pekho 2008)., because leader and acquiring leadership skills is also complex process, without such skills it wouldn’t be possible for head teachers to address the issues in expansion of the educational change process in Botswana. To make them enable to work in entirely new management environment the appropriate trainings would be included in policy for achievement of tasks. If those issues overlooked than it would not be possible to get maximum positive results.
Strengths Paper was articulated logically. Appropriate tools and techniques were used for research. Selection of population and sampling was superb. Samples were taken from different socioeconomic areas. (Big city, town, major and medium villages) Literature was used for support and clarity. Language used was simple and understandable. Researcher successfully disclosed the weaknesses of educational policy. Researcher was emphasis for the innovative training programs for heads. Unfortunately such criteria not introduced in policy. It is indicated that in development/improvement process if one piece from chain is missing than it wouldn’t be possible to get fruitful results. So careful planning is important. Implementation process needs certain skills and techniques.
Weaknesses In entire research neither schools nor head teachers discussed from gender point of view.
Utilization in our own context
Botswana is one under developing African country. Our educational scenario is not much change from it. I have nineteen years experience as college teacher and, two years as mater trainer for head teacher and administration in ESRA[1] project. That experience provided me excellent opportunity to under stand the issues regarding head teachers in public sector, where Our head teachers from primary to secondary and higher secondary level and principal of colleges do need much support and help to improve their skills and abilities to understand the complexities of new emerged things. For example most of heads of all categories didn’t know the use of computers. No internet excess is probably available at all levels of educational institutions of rural areas, and very rare institutions might be found in urban context which availing the facility of internet and using it for learning purpose. I haven’t found in my life visionary head with innovative ideas. In our context very few evidences may be found about cooperative and collaborative teaching learning environment. One can be head teacher with the political reference or seniority basis, but yet no policy introduced of merit to get chance to become head teacher especially in public sector. Our educational system needs reforms and re conceptualization of our leadership style and work is more important area.
REFERENCE
Pekho, B. (2008). Secondary school leadershjip practice in Botswa.Educational Management & leadership, London. 71-84
[1] Education Reform Support Assistance
Main theme
Mr Pekho evaluated the National Education Policy (1996) of his country Botswana. The aim of education policy was to create equal access in schools to all children. But due to flaws’ policy didn’t achieve the targeted goals. Cause of failure was lack of consultation with stake holders and lack of skills among people which were made responsible for implementation the tasks. Huge amount of money invested in construction of new class rooms, purchases of necessary equipments and launched trainings for improvement of class room teachers’ pedagogy skills, but policy makers ignored one important area, which was head teachers’ leadership skill development program. In fact under the circumstances skill development program for heads of secondary schools was necessary in changed scenario. In new arena head teachers’ role was changed from instructional head teacher to educational leader. Author discussed its implementation effects, impacts especially focused on secondary school head teachers. As education expends it was arose new demands and roles for head teacher to play. Planning, budgeting, controlling Supervision of teaching and learning, curriculum implementation, co curricular activities, matters regarding discipline, maintenance of school assets, monitoring of staff, interaction with community, all routine correspondence, and dealing with higher authorities were some more additional responsibilities assigned to them. In entire their services, they never experienced to face such complex issues. Majority of them never availed an opportunity of training for enhancement of leadership skill improvement. “There is need to establish a leadership training policy that will guide leadership trainings of head teachers in Botswana and prepare head teachers for their roles.”
(Pekho, 2008). Training and skill development areas of Headteacher in secondary level were overlooked by policy makers. Researcher suggested that the situation can be improved if Government would involve all stakeholders.
Methodology used The researcher applied qualitative method for his research and used interview approach. He developed five questions related to his research. He picked up eight head teachers from eight districts belonged rural and urban areas. He chose head teachers having mix abilities. Among them few got leadership development trainings. He stayed one hour with each head teacher for interview purpose. Interviews hold in their respective schools. Time settled with the consents of head teachers. After gathering data he applied Miles and Humberman’s (1994) analysis model of reducing the data and, used Buckley’s (1985) model to categorize the head teacher’s tasks. In the light of model, researcher categorized head teachers technical, human relation and conceptual areas and explained every category in detail. Interpretive approach applied for data analysis. Researcher used carefully the local and international literature in support of his point of view. Sufficient relevant references are also given. He started his research from July 2003 and completed by November 2003.
Central findings Researcher successfully pins point the flaws of educational policy. Author reminded the policy makers for importance of leadership skill development training programs for head teachers of secondary schools. In development/improvement process if single piece of chain would be missed, than it wouldn’t be possible to get fruitful results. Researcher proved the importance of careful planning and certain skills and techniques for Implementation process. “ …a training policy needs to be established to govern the process of training of secondary school head teachers on leadership” (Pekho 2008)., because leader and acquiring leadership skills is also complex process, without such skills it wouldn’t be possible for head teachers to address the issues in expansion of the educational change process in Botswana. To make them enable to work in entirely new management environment the appropriate trainings would be included in policy for achievement of tasks. If those issues overlooked than it would not be possible to get maximum positive results.
Strengths Paper was articulated logically. Appropriate tools and techniques were used for research. Selection of population and sampling was superb. Samples were taken from different socioeconomic areas. (Big city, town, major and medium villages) Literature was used for support and clarity. Language used was simple and understandable. Researcher successfully disclosed the weaknesses of educational policy. Researcher was emphasis for the innovative training programs for heads. Unfortunately such criteria not introduced in policy. It is indicated that in development/improvement process if one piece from chain is missing than it wouldn’t be possible to get fruitful results. So careful planning is important. Implementation process needs certain skills and techniques.
Weaknesses In entire research neither schools nor head teachers discussed from gender point of view.
Utilization in our own context
Botswana is one under developing African country. Our educational scenario is not much change from it. I have nineteen years experience as college teacher and, two years as mater trainer for head teacher and administration in ESRA[1] project. That experience provided me excellent opportunity to under stand the issues regarding head teachers in public sector, where Our head teachers from primary to secondary and higher secondary level and principal of colleges do need much support and help to improve their skills and abilities to understand the complexities of new emerged things. For example most of heads of all categories didn’t know the use of computers. No internet excess is probably available at all levels of educational institutions of rural areas, and very rare institutions might be found in urban context which availing the facility of internet and using it for learning purpose. I haven’t found in my life visionary head with innovative ideas. In our context very few evidences may be found about cooperative and collaborative teaching learning environment. One can be head teacher with the political reference or seniority basis, but yet no policy introduced of merit to get chance to become head teacher especially in public sector. Our educational system needs reforms and re conceptualization of our leadership style and work is more important area.
REFERENCE
Pekho, B. (2008). Secondary school leadershjip practice in Botswa.Educational Management & leadership, London. 71-84
[1] Education Reform Support Assistance
Monday, October 19, 2009
Glimpse from my life
Dear facilitator,
Thank you very much for your inspirational letter (14 October 2009), in which you narrated your experiences in land and abroad, especially successes as teacher, challenges as researcher and opportunities availed as professional learner. That is great thing, we all must write our experiences in same manner. Fortunately I read one more same narrative article/letter in Daily Dawn October 18, 2009 issue. Which written by Nyla Daud, the famous journalist. “To teacher with love.” was it’s title. She started her life story from childhood when she was admitted in school at Murry. Miss Ivy Preston taught her English in a way that changes her life forever. She recalled her memories “Than wonder happened at school. The kind old Britain lady after giving the class an exercise to do called out her name. Very self consciously the child[1] walked up to the teacher who appeared to have hailed from another planet in comparison to the Childs own world at home.” She ends up article with words “let’s hope that in the coming times our schools will produce people who will narrate stories of teachers who made their lives.” Similar you wrote in the end of your letter “I am looking forward to hearing from you and our fun learning sessions together.” You have also mentioned in letter that, what you have achieved in your life, the successful journey started few years ago as student of M.Ed and than “life became roller coaster for you.” To day I am thinking “Perhaps my journey is starting from today and may that day will come after few years later when I will be able to stand besides you with same dignity, honor and proud.
Respected Madam, I have come in the field of teaching accidentally, but in fact it was my heartily desire to become a teacher. When I was in primary class, my father’s age teachers showed very much respect to me only because my teacher uncle taught them, and my parents gave me my great uncles name, as he was died few years ago before my birth.
I had started my journey of teaching in 1990 as lecture of commerce. When to day I am looking back to my previous year’s experience of teaching, there is nothing to narrate but my own enormous learning from my students. I taught students of First year to B.Com final. However I had enjoyed lot the period I served as Master Trainer for Head Teachers and Administrators for two years from 2004 to 2006 in district Sukkur with UEI[2] ESRA[3] project. To achieve the objectives of project I traveled through out District Sukkur and met with teachers and head teachers of both male and female gender having varied experiences, skills and education. After that experience I decided to become a teacher educator. Meanwhile I did B.Ed and M.Ed from Shah Abdul University. My thrust for advanced studies and to learn new and exciting things and skills paved way to join AKU IED as student of M.Ed 2011. I am thinking that perhaps this is only beginning. I have long journey to go. Insha Allah with help of Teacher(s) like you my dream will be true one day in near future.
Yours truly,
Amir Gul Katohar
Student of M.Ed 2011
October 19,2009
[1] Writer of article.
[2] United Educational Initiatives.
[3] Education Sector Reform Assistance.
Thank you very much for your inspirational letter (14 October 2009), in which you narrated your experiences in land and abroad, especially successes as teacher, challenges as researcher and opportunities availed as professional learner. That is great thing, we all must write our experiences in same manner. Fortunately I read one more same narrative article/letter in Daily Dawn October 18, 2009 issue. Which written by Nyla Daud, the famous journalist. “To teacher with love.” was it’s title. She started her life story from childhood when she was admitted in school at Murry. Miss Ivy Preston taught her English in a way that changes her life forever. She recalled her memories “Than wonder happened at school. The kind old Britain lady after giving the class an exercise to do called out her name. Very self consciously the child[1] walked up to the teacher who appeared to have hailed from another planet in comparison to the Childs own world at home.” She ends up article with words “let’s hope that in the coming times our schools will produce people who will narrate stories of teachers who made their lives.” Similar you wrote in the end of your letter “I am looking forward to hearing from you and our fun learning sessions together.” You have also mentioned in letter that, what you have achieved in your life, the successful journey started few years ago as student of M.Ed and than “life became roller coaster for you.” To day I am thinking “Perhaps my journey is starting from today and may that day will come after few years later when I will be able to stand besides you with same dignity, honor and proud.
Respected Madam, I have come in the field of teaching accidentally, but in fact it was my heartily desire to become a teacher. When I was in primary class, my father’s age teachers showed very much respect to me only because my teacher uncle taught them, and my parents gave me my great uncles name, as he was died few years ago before my birth.
I had started my journey of teaching in 1990 as lecture of commerce. When to day I am looking back to my previous year’s experience of teaching, there is nothing to narrate but my own enormous learning from my students. I taught students of First year to B.Com final. However I had enjoyed lot the period I served as Master Trainer for Head Teachers and Administrators for two years from 2004 to 2006 in district Sukkur with UEI[2] ESRA[3] project. To achieve the objectives of project I traveled through out District Sukkur and met with teachers and head teachers of both male and female gender having varied experiences, skills and education. After that experience I decided to become a teacher educator. Meanwhile I did B.Ed and M.Ed from Shah Abdul University. My thrust for advanced studies and to learn new and exciting things and skills paved way to join AKU IED as student of M.Ed 2011. I am thinking that perhaps this is only beginning. I have long journey to go. Insha Allah with help of Teacher(s) like you my dream will be true one day in near future.
Yours truly,
Amir Gul Katohar
Student of M.Ed 2011
October 19,2009
[1] Writer of article.
[2] United Educational Initiatives.
[3] Education Sector Reform Assistance.
Monday, October 12, 2009
Friday, September 18, 2009
Reading Practical Material For all of you
Example-2
PassageMost animals use more than one species as food. Therefore, the term food web is a better description of food relationship than the term food chain. A food web is a complex feeding systems that contains several food chains. For example, mice, rabbits and deer eat plants. Owls eat meat and rabbits. Mountain lion eats rabbits and deer. These five species are parts of food chains that together form a food web. The first link in a food chain is always a green plant. Only organisms with chlorophyll, such as green plants, can make food. For example, the first link in the aquatic chains is algae. Most algae are microscopic green plants that produce food by photosynthesis. In photosynthesis, energy from sunlight converts carbon dioxide and water to sugar. Tiny fish in lakes, streams and oceans eat algae. In turn, these tiny fishes are eaten by larger fish. These larger fish are eaten by still larger fish. The food supply for fish is made by algae.This food is then passed through the food chains as one animal eats another. Organisms may be divided into three groups based on how they obtain food. These groups are producer, decomposer and consumer. Organisms containing chlorophyll are producers. Thus, green plants are producers. Animals that eat other animals and plants are consumers. Microbes, one-celled organisms that cause the decay of the dead animals and plants are decomposers. Since, decomposers cannot make their own food, they are also consumers. This same Passage is used for the next four (Examples 1 to 6)questions as well. The difficult words in this passage are web (network), aquatic (water living), algae (tiny plants which grow in water) and photosynthesis (process by which plant leaves produce food in the presence of sunlight).
Question
According to the author, what is the food web? (A) A complicated system of several food chains (B) A society that distributes food (C) The relationship of one green plant to another (D) The spiders use to catch food
Analysis
From the third sentence, which says, “A food web is a complex feeding system that contains several food chains”, we can really choose (A) as the answer.
Example-3
Passage
Most animals use more than one species as food. Therefore, the term food web is a better description of food relationship than the term food chain. A food web is a complex feeding systems that contains several food chains. For example, mice, rabbits and deer eat plants. Owls eat meat and rabbits. Mountain lion eats rabbits and deer. These five species are parts of food chains that together form a food web. The first link in a food chain is always a green plant. Only organisms with chlorophyll, such as green plants, can make food. For example, the first link in the aquatic chains is algae. Most algae are microscopic green plants that produce food by photosynthesis. In photosynthesis, energy from sunlight converts carbon dioxide and water to sugar. Tiny fish in lakes, streams and oceans eat algae. In turn, these tiny fishes are eaten by larger fish. These larger fish are eaten by still larger fish. The food supply for fish is made by algae.This food is then passed through the food chains as one animal eats another. Organisms may be divided into three groups based on how they obtain food. These groups are producer, decomposer and consumer. Organisms containing chlorophyll are producers. Thus, green plants are producers. Animals that eat other animals and plants are consumers. Microbes, one-celled organisms that cause the decay of the dead animals and plants are decomposers. Since, decomposers cannot make their own food, they are also consumers. This same Passage is used for the next three (Examples 1 to 6)questions as well. * These Questions are taken from the section of TOEFL Reading Comprehension of previous year's original Question Paper. The difficult words in this passage are web (network), aquatic (water living), algae (tiny plants which grow in water) and photosynthesis (process by which plant leaves produce food in the presence of sunlight).
Question
Which of the following would most likely be the first link in a food chain? (A) Termites (B) Fish (C) Lions (D) Grass
Analysis
The first sentence of the paragraph 2 says that the first link in the food chain is always a green plant. Among the choices in this question, grass is the only instance of a green plant. So, (D) is the answer.
Example-4
Passage
Most animals use more than one species as food. Therefore, the term food web is a better description of food relationship than the term food chain. A food web is a complex feeding systems that contains several food chains. For example, mice, rabbits and deer eat plants. Owls eat meat and rabbits. Mountain lion eats rabbits and deer. These five species are parts of food chains that together form a food web. The first link in a food chain is always a green plant. Only organisms with chlorophyll, such as green plants, can make food. For example, the first link in the aquatic chains is algae. Most algae are microscopic green plants that produce food by photosynthesis. In photosynthesis, energy from sunlight converts carbon dioxide and water to sugar. Tiny fish in lakes, streams and oceans eat algae. In turn, these tiny fishes are eaten by larger fish. These larger fish are eaten by still larger fish. The food supply for fish is made by algae.This food is then passed through the food chains as one animal eats another. Organisms may be divided into three groups based on how they obtain food. These groups are producer, decomposer and consumer. Organisms containing chlorophyll are producers. Thus, green plants are producers. Animals that eat other animals and plants are consumers. Microbes, one-celled organisms that cause the decay of the dead animals and plants are decomposers. Since, decomposers cannot make their own food, they are also consumers. This same Passage is used for the next two (Examples 1 to 6) questions as well. * These Questions are taken from the section of TOEFL Reading Comprehension of previous year's original Question Paper. The difficult words in this passage are web (network), aquatic (water living), algae (tiny plants which grow in water) and photosynthesis (process by which plant leaves produce food in the presence of sunlight).
Question
As used in last sentence of the second paragraph, the word passed could best be replaced by which of the following? (A) moved (B) approved (C) attempted (D) relinquished
Analysis
The relevant sentence is, “The food is then passed through the food chains as one animal eats another”. The only word among the given choices that can replace the word passed in the sentence is moved. So, the answer is A.
Example-5
Passage
Most animals use more than one species as food. Therefore, the term food web is a better description of food relationship than the term food chain. A food web is a complex feeding systems that contains several food chains. For example, mice, rabbits and deer eat plants. Owls eat meat and rabbits. Mountain lion eats rabbits and deer. These five species are parts of food chains that together form a food web. The first link in a food chain is always a green plant. Only organisms with chlorophyll, such as green plants, can make food. For example, the first link in the aquatic chains is algae. Most algae are microscopic green plants that produce food by photosynthesis. In photosynthesis, energy from sunlight converts carbon dioxide and water to sugar. Tiny fish in lakes, streams and oceans eat algae. In turn, these tiny fishes are eaten by larger fish. These larger fish are eaten by still larger fish. The food supply for fish is made by algae.This food is then passed through the food chains as one animal eats another. Organisms may be divided into three groups based on how they obtain food. These groups are producer, decomposer and consumer. Organisms containing chlorophyll are producers. Thus, green plants are producers. Animals that eat other animals and plants are consumers. Microbes, one-celled organisms that cause the decay of the dead animals and plants are decomposers. Since, decomposers cannot make their own food, they are also consumers. * This same Passage is used for the next (Examples 1 to 6)question as well. * These Questions are taken from the section of TOEFL Reading Comprehension of previous year's original Question Paper. The difficult words in this passage are web (network), aquatic (water living), algae (tiny plants which grow in water) and photosynthesis (process by which plant leaves produce food in the presence of sunlight).
Question
The author divides the organisms according to (A) how they use energy (B) how they obtain food (C) how much energy they require in order to move (D) whether they live on the land or in the sea
Analysis
The first sentence of the third paragraph says, “Organisms may be divided into three groups based on how they obtain food”. So, B is the ready answer.
Example-6
Passage
Most animals use more than one species as food. Therefore, the term food web is a better description of food relationship than the term food chain. A food web is a complex feeding systems that contains several food chains. For example, mice, rabbits and deer eat plants. Owls eat meat and rabbits. Mountain lion eats rabbits and deer. These five species are parts of food chains that together form a food web. The first link in a food chain is always a green plant. Only organisms with chlorophyll, such as green plants, can make food. For example, the first link in the aquatic chains is algae. Most algae are microscopic green plants that produce food by photosynthesis. In photosynthesis, energy from sunlight converts carbon dioxide and water to sugar. Tiny fish in lakes, streams and oceans eat algae. In turn, these tiny fishes are eaten by larger fish. These larger fish are eaten by still larger fish. The food supply for fish is made by algae.This food is then passed through the food chains as one animal eats another. Organisms may be divided into three groups based on how they obtain food. These groups are producer, decomposer and consumer. Organisms containing chlorophyll are producers. Thus, green plants are producers. Animals that eat other animals and plants are consumers. Microbes, one-celled organisms that cause the decay of the dead animals and plants are decomposers. Since, decomposers cannot make their own food, they are also consumers. * These Questions are taken from the section of TOEFL Reading Comprehension of previous year's original Question Paper. The difficult words in this passage are web (network), aquatic (water living), algae (tiny plants which grow in water) and photosynthesis (process by which plant leaves produce food in the presence of sunlight).
Question
Which of the following organisms could not be a consumer as described in the passage? (A) A microbe (B) A rabbit (C) A tree (D) A fish
Analysis
Having divided organisms into three groups, namely producers, decomposers and consumers, the author says in the last paragraph, Organisms containing chlorophyll are producers. Thus, green plants are producers”. Thus, a tree is a producer and can not be a consumer. So, C is the answer. Microbes fall under the category of decomposers. But the last sentence says that decomposers are also consumers. So, A is not the answer.
Example-7
Passage
The railroad was not the first institution to impose regularity on society or to draw attention to the importance of precise time keeping. For as long as merchants have set out their wares at day break and communal festivities have been celebrated, people have been in rough agreement with their neighbors as to the time of the day. The value of this tradition is more apparent than ever. Were it not for public acceptanceof a single yardstick of time, social life would be unbearably chaotic. The massive daily transfers of goods, services and information would proceed in fits and starts. The very fabric of modern society would begin to unravel. * The next four questions (Examples 8, 9, 10 & 11) also are based on this Passage. The difficult words in this passage are impose (dictate), precise (accurate), wares (goods for sale), apparent (obvious), chaotic (confusing), it fits and starts (in a haphazard manner) and unravel (come apart).
Question
What is the main idea of this passage? (A) In society we must take more time for our neighbors (B) The traditions of society are timeless (C) An accepted way of measuring time is essential for smooth functioning of society (D) Society judges people by the times at which they conduct certain activities
Analysis
Obviously A, B and D are all factually wrong and can not be therefore be stated to be the main idea of the passage. Throughout this short passage, the author emphasizes the importance of the public acceptance of a single yardstick of time. So, C is the most appropriate answer.
Example-8
Passage
The railroad was not the first institution to impose regularity on society or to draw attention to the importance of precise time keeping. For as long as merchants have set out their wares at day break and communal festivities have been celebrated, people have been in rough agreement with their neighbors as to the time of the day. The value of this tradition is more apparent than ever. Were it not for public acceptance of a single yardstick of time, social life would be unbearably chaotic. The massive daily transfers of goods, services and information would proceed in fits and starts. The very fabric of modern society would begin to unravel. * The next three questions also (Examples-9,10 & 11) are based on this same passage. The difficult words in this passage are impose (dictate), precise (accurate), wares (goods for sale), apparent (obvious), chaotic (confusing), it fits and starts (in a haphazard manner) and unravel (come apart).
Question
The word draw , in the first sentence, can best be replaced by (A) bring (B) infer (C) formulate (D) sketch
Analysis
The full phrase is to draw attention to the importance of precise time keeping. Among the given choices, it is only bring which can replace the word draw in this phrase. So, A is the answer.
Example-9
Passage
The railroad was not the first institution to impose regularity on society or to draw attention to the importance of precise time keeping. For as long as merchants have set out their wares at day break and communal festivities have been celebrated, people have been in rough agreement with their neighbors as to the time of the day. The value of this tradition is more apparent than ever. Were it not for public acceptance of a single yardstick of time, social life would be unbearably chaotic. The massive daily transfers of goods, services and information would proceed in fits and starts. The very fabric of modern society would begin to unravel. * The next two questions (Examples-10 & 11) also are based on this same passage. The difficult words in this passage are impose (dictate), precise (accurate), wares (goods for sale), apparent (obvious), chaotic (confusing), fits and starts (in a haphazard manner) and unravel (come apart).
Question
In the third sentence, the phrase this tradition refers to (A) the practice of starting the business day at dawn (B) cordial relations between neighbors (C) the railroad’s reliance on time schedule (D) people’s agreement on the measurement on the measurement of time
Analysis
The sentence immediately preceding the phrase this tradition says, “For long ….. people have been in rough agreement with their neighbors as to the time of the day”. So, the tradition referred to is the people’s agreement on the measurement of time. So, D is the answer. Since none of the other choices is even referred to near this sentence, we can eliminate all of them.
Example-10
Passage
The railroad was not the first institution to impose regularity on society or to draw attention to the importance of precise time keeping. For as long as merchants have set out their wares at day break and communal festivities have been celebrated, people have been in rough agreement with their neighbors as to the time of the day. The value of this tradition is more apparent than ever. Were it not for public acceptance of a single yardstick of time, social life would be unbearably chaotic. The massive daily transfers of goods, services and information would proceed in fits and starts. The very fabric of modern society would begin to unravel. * The next question (Example-11) is also based on this Passage. The difficult words in this passage are impose (dictate), precise (accurate), wares (goods for sale), apparent (obvious), chaotic (confusing), it fits and starts (in a haphazard manner) and unravel (come apart).
Question
The author implies that which of the following is a consequence of the greater complexity of today’s society? (A) Agreement of the measurement of time is more important. (B) The role of the rail road has become more vital. (C) People agree about time more rapidly. (D) Traditional values are of greater importance to the society’s well being.
Analysis
The author states in the second sentence that as long as merchants have set out their wares at daybreak and communal festivities have been celebrated, people have been in rough agreement with their neighbors as to the time of the day. He then adds that the value of this tradition is more apparent than ever because, unless there is public acceptance of a single yardstick of time, social life would be unbearably chaotic because of “the massive daily transfers of goods, services and information”. The author thereby implies that, as a consequence of the greater complexity of today’s society agreement on the measurement of time is more important. So, A is the answer. The emphasis in the passage is not at all about the role of the railroad, and so B is not the correct one. The passage relatively talks about the greater importance of people having to agree on the measurement of time at present, ant not about the relatively greater readiness of the people to agree about the time now.So, C is the wrong one. The passage talks of only one tradition relating to the agreement about time, and not of traditional values in general. So, D is also a wrong one.
PassageMost animals use more than one species as food. Therefore, the term food web is a better description of food relationship than the term food chain. A food web is a complex feeding systems that contains several food chains. For example, mice, rabbits and deer eat plants. Owls eat meat and rabbits. Mountain lion eats rabbits and deer. These five species are parts of food chains that together form a food web. The first link in a food chain is always a green plant. Only organisms with chlorophyll, such as green plants, can make food. For example, the first link in the aquatic chains is algae. Most algae are microscopic green plants that produce food by photosynthesis. In photosynthesis, energy from sunlight converts carbon dioxide and water to sugar. Tiny fish in lakes, streams and oceans eat algae. In turn, these tiny fishes are eaten by larger fish. These larger fish are eaten by still larger fish. The food supply for fish is made by algae.This food is then passed through the food chains as one animal eats another. Organisms may be divided into three groups based on how they obtain food. These groups are producer, decomposer and consumer. Organisms containing chlorophyll are producers. Thus, green plants are producers. Animals that eat other animals and plants are consumers. Microbes, one-celled organisms that cause the decay of the dead animals and plants are decomposers. Since, decomposers cannot make their own food, they are also consumers. This same Passage is used for the next four (Examples 1 to 6)questions as well. The difficult words in this passage are web (network), aquatic (water living), algae (tiny plants which grow in water) and photosynthesis (process by which plant leaves produce food in the presence of sunlight).
Question
According to the author, what is the food web? (A) A complicated system of several food chains (B) A society that distributes food (C) The relationship of one green plant to another (D) The spiders use to catch food
Analysis
From the third sentence, which says, “A food web is a complex feeding system that contains several food chains”, we can really choose (A) as the answer.
Example-3
Passage
Most animals use more than one species as food. Therefore, the term food web is a better description of food relationship than the term food chain. A food web is a complex feeding systems that contains several food chains. For example, mice, rabbits and deer eat plants. Owls eat meat and rabbits. Mountain lion eats rabbits and deer. These five species are parts of food chains that together form a food web. The first link in a food chain is always a green plant. Only organisms with chlorophyll, such as green plants, can make food. For example, the first link in the aquatic chains is algae. Most algae are microscopic green plants that produce food by photosynthesis. In photosynthesis, energy from sunlight converts carbon dioxide and water to sugar. Tiny fish in lakes, streams and oceans eat algae. In turn, these tiny fishes are eaten by larger fish. These larger fish are eaten by still larger fish. The food supply for fish is made by algae.This food is then passed through the food chains as one animal eats another. Organisms may be divided into three groups based on how they obtain food. These groups are producer, decomposer and consumer. Organisms containing chlorophyll are producers. Thus, green plants are producers. Animals that eat other animals and plants are consumers. Microbes, one-celled organisms that cause the decay of the dead animals and plants are decomposers. Since, decomposers cannot make their own food, they are also consumers. This same Passage is used for the next three (Examples 1 to 6)questions as well. * These Questions are taken from the section of TOEFL Reading Comprehension of previous year's original Question Paper. The difficult words in this passage are web (network), aquatic (water living), algae (tiny plants which grow in water) and photosynthesis (process by which plant leaves produce food in the presence of sunlight).
Question
Which of the following would most likely be the first link in a food chain? (A) Termites (B) Fish (C) Lions (D) Grass
Analysis
The first sentence of the paragraph 2 says that the first link in the food chain is always a green plant. Among the choices in this question, grass is the only instance of a green plant. So, (D) is the answer.
Example-4
Passage
Most animals use more than one species as food. Therefore, the term food web is a better description of food relationship than the term food chain. A food web is a complex feeding systems that contains several food chains. For example, mice, rabbits and deer eat plants. Owls eat meat and rabbits. Mountain lion eats rabbits and deer. These five species are parts of food chains that together form a food web. The first link in a food chain is always a green plant. Only organisms with chlorophyll, such as green plants, can make food. For example, the first link in the aquatic chains is algae. Most algae are microscopic green plants that produce food by photosynthesis. In photosynthesis, energy from sunlight converts carbon dioxide and water to sugar. Tiny fish in lakes, streams and oceans eat algae. In turn, these tiny fishes are eaten by larger fish. These larger fish are eaten by still larger fish. The food supply for fish is made by algae.This food is then passed through the food chains as one animal eats another. Organisms may be divided into three groups based on how they obtain food. These groups are producer, decomposer and consumer. Organisms containing chlorophyll are producers. Thus, green plants are producers. Animals that eat other animals and plants are consumers. Microbes, one-celled organisms that cause the decay of the dead animals and plants are decomposers. Since, decomposers cannot make their own food, they are also consumers. This same Passage is used for the next two (Examples 1 to 6) questions as well. * These Questions are taken from the section of TOEFL Reading Comprehension of previous year's original Question Paper. The difficult words in this passage are web (network), aquatic (water living), algae (tiny plants which grow in water) and photosynthesis (process by which plant leaves produce food in the presence of sunlight).
Question
As used in last sentence of the second paragraph, the word passed could best be replaced by which of the following? (A) moved (B) approved (C) attempted (D) relinquished
Analysis
The relevant sentence is, “The food is then passed through the food chains as one animal eats another”. The only word among the given choices that can replace the word passed in the sentence is moved. So, the answer is A.
Example-5
Passage
Most animals use more than one species as food. Therefore, the term food web is a better description of food relationship than the term food chain. A food web is a complex feeding systems that contains several food chains. For example, mice, rabbits and deer eat plants. Owls eat meat and rabbits. Mountain lion eats rabbits and deer. These five species are parts of food chains that together form a food web. The first link in a food chain is always a green plant. Only organisms with chlorophyll, such as green plants, can make food. For example, the first link in the aquatic chains is algae. Most algae are microscopic green plants that produce food by photosynthesis. In photosynthesis, energy from sunlight converts carbon dioxide and water to sugar. Tiny fish in lakes, streams and oceans eat algae. In turn, these tiny fishes are eaten by larger fish. These larger fish are eaten by still larger fish. The food supply for fish is made by algae.This food is then passed through the food chains as one animal eats another. Organisms may be divided into three groups based on how they obtain food. These groups are producer, decomposer and consumer. Organisms containing chlorophyll are producers. Thus, green plants are producers. Animals that eat other animals and plants are consumers. Microbes, one-celled organisms that cause the decay of the dead animals and plants are decomposers. Since, decomposers cannot make their own food, they are also consumers. * This same Passage is used for the next (Examples 1 to 6)question as well. * These Questions are taken from the section of TOEFL Reading Comprehension of previous year's original Question Paper. The difficult words in this passage are web (network), aquatic (water living), algae (tiny plants which grow in water) and photosynthesis (process by which plant leaves produce food in the presence of sunlight).
Question
The author divides the organisms according to (A) how they use energy (B) how they obtain food (C) how much energy they require in order to move (D) whether they live on the land or in the sea
Analysis
The first sentence of the third paragraph says, “Organisms may be divided into three groups based on how they obtain food”. So, B is the ready answer.
Example-6
Passage
Most animals use more than one species as food. Therefore, the term food web is a better description of food relationship than the term food chain. A food web is a complex feeding systems that contains several food chains. For example, mice, rabbits and deer eat plants. Owls eat meat and rabbits. Mountain lion eats rabbits and deer. These five species are parts of food chains that together form a food web. The first link in a food chain is always a green plant. Only organisms with chlorophyll, such as green plants, can make food. For example, the first link in the aquatic chains is algae. Most algae are microscopic green plants that produce food by photosynthesis. In photosynthesis, energy from sunlight converts carbon dioxide and water to sugar. Tiny fish in lakes, streams and oceans eat algae. In turn, these tiny fishes are eaten by larger fish. These larger fish are eaten by still larger fish. The food supply for fish is made by algae.This food is then passed through the food chains as one animal eats another. Organisms may be divided into three groups based on how they obtain food. These groups are producer, decomposer and consumer. Organisms containing chlorophyll are producers. Thus, green plants are producers. Animals that eat other animals and plants are consumers. Microbes, one-celled organisms that cause the decay of the dead animals and plants are decomposers. Since, decomposers cannot make their own food, they are also consumers. * These Questions are taken from the section of TOEFL Reading Comprehension of previous year's original Question Paper. The difficult words in this passage are web (network), aquatic (water living), algae (tiny plants which grow in water) and photosynthesis (process by which plant leaves produce food in the presence of sunlight).
Question
Which of the following organisms could not be a consumer as described in the passage? (A) A microbe (B) A rabbit (C) A tree (D) A fish
Analysis
Having divided organisms into three groups, namely producers, decomposers and consumers, the author says in the last paragraph, Organisms containing chlorophyll are producers. Thus, green plants are producers”. Thus, a tree is a producer and can not be a consumer. So, C is the answer. Microbes fall under the category of decomposers. But the last sentence says that decomposers are also consumers. So, A is not the answer.
Example-7
Passage
The railroad was not the first institution to impose regularity on society or to draw attention to the importance of precise time keeping. For as long as merchants have set out their wares at day break and communal festivities have been celebrated, people have been in rough agreement with their neighbors as to the time of the day. The value of this tradition is more apparent than ever. Were it not for public acceptanceof a single yardstick of time, social life would be unbearably chaotic. The massive daily transfers of goods, services and information would proceed in fits and starts. The very fabric of modern society would begin to unravel. * The next four questions (Examples 8, 9, 10 & 11) also are based on this Passage. The difficult words in this passage are impose (dictate), precise (accurate), wares (goods for sale), apparent (obvious), chaotic (confusing), it fits and starts (in a haphazard manner) and unravel (come apart).
Question
What is the main idea of this passage? (A) In society we must take more time for our neighbors (B) The traditions of society are timeless (C) An accepted way of measuring time is essential for smooth functioning of society (D) Society judges people by the times at which they conduct certain activities
Analysis
Obviously A, B and D are all factually wrong and can not be therefore be stated to be the main idea of the passage. Throughout this short passage, the author emphasizes the importance of the public acceptance of a single yardstick of time. So, C is the most appropriate answer.
Example-8
Passage
The railroad was not the first institution to impose regularity on society or to draw attention to the importance of precise time keeping. For as long as merchants have set out their wares at day break and communal festivities have been celebrated, people have been in rough agreement with their neighbors as to the time of the day. The value of this tradition is more apparent than ever. Were it not for public acceptance of a single yardstick of time, social life would be unbearably chaotic. The massive daily transfers of goods, services and information would proceed in fits and starts. The very fabric of modern society would begin to unravel. * The next three questions also (Examples-9,10 & 11) are based on this same passage. The difficult words in this passage are impose (dictate), precise (accurate), wares (goods for sale), apparent (obvious), chaotic (confusing), it fits and starts (in a haphazard manner) and unravel (come apart).
Question
The word draw , in the first sentence, can best be replaced by (A) bring (B) infer (C) formulate (D) sketch
Analysis
The full phrase is to draw attention to the importance of precise time keeping. Among the given choices, it is only bring which can replace the word draw in this phrase. So, A is the answer.
Example-9
Passage
The railroad was not the first institution to impose regularity on society or to draw attention to the importance of precise time keeping. For as long as merchants have set out their wares at day break and communal festivities have been celebrated, people have been in rough agreement with their neighbors as to the time of the day. The value of this tradition is more apparent than ever. Were it not for public acceptance of a single yardstick of time, social life would be unbearably chaotic. The massive daily transfers of goods, services and information would proceed in fits and starts. The very fabric of modern society would begin to unravel. * The next two questions (Examples-10 & 11) also are based on this same passage. The difficult words in this passage are impose (dictate), precise (accurate), wares (goods for sale), apparent (obvious), chaotic (confusing), fits and starts (in a haphazard manner) and unravel (come apart).
Question
In the third sentence, the phrase this tradition refers to (A) the practice of starting the business day at dawn (B) cordial relations between neighbors (C) the railroad’s reliance on time schedule (D) people’s agreement on the measurement on the measurement of time
Analysis
The sentence immediately preceding the phrase this tradition says, “For long ….. people have been in rough agreement with their neighbors as to the time of the day”. So, the tradition referred to is the people’s agreement on the measurement of time. So, D is the answer. Since none of the other choices is even referred to near this sentence, we can eliminate all of them.
Example-10
Passage
The railroad was not the first institution to impose regularity on society or to draw attention to the importance of precise time keeping. For as long as merchants have set out their wares at day break and communal festivities have been celebrated, people have been in rough agreement with their neighbors as to the time of the day. The value of this tradition is more apparent than ever. Were it not for public acceptance of a single yardstick of time, social life would be unbearably chaotic. The massive daily transfers of goods, services and information would proceed in fits and starts. The very fabric of modern society would begin to unravel. * The next question (Example-11) is also based on this Passage. The difficult words in this passage are impose (dictate), precise (accurate), wares (goods for sale), apparent (obvious), chaotic (confusing), it fits and starts (in a haphazard manner) and unravel (come apart).
Question
The author implies that which of the following is a consequence of the greater complexity of today’s society? (A) Agreement of the measurement of time is more important. (B) The role of the rail road has become more vital. (C) People agree about time more rapidly. (D) Traditional values are of greater importance to the society’s well being.
Analysis
The author states in the second sentence that as long as merchants have set out their wares at daybreak and communal festivities have been celebrated, people have been in rough agreement with their neighbors as to the time of the day. He then adds that the value of this tradition is more apparent than ever because, unless there is public acceptance of a single yardstick of time, social life would be unbearably chaotic because of “the massive daily transfers of goods, services and information”. The author thereby implies that, as a consequence of the greater complexity of today’s society agreement on the measurement of time is more important. So, A is the answer. The emphasis in the passage is not at all about the role of the railroad, and so B is not the correct one. The passage relatively talks about the greater importance of people having to agree on the measurement of time at present, ant not about the relatively greater readiness of the people to agree about the time now.So, C is the wrong one. The passage talks of only one tradition relating to the agreement about time, and not of traditional values in general. So, D is also a wrong one.
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