Quiz-1

Direction for Q1 - Q5: Read the following passage and answer the following questions:


The impressive recent growth of certain sectors of the Indian economy is a necessary but insufficient condition for the elimination of extreme poverty.

In order to ensure that the poorest benefit from this growth, and also contribute to it, the expansion and improvement of the microfinance sector should be a national priority. Studies suggest that the impact of microfinance on the poorest is greater than on the poor, and yet another that non-participating members of communities where microfinance operates experience socio-economic gains — suggesting strong spillover effects. Moreover, well-managed microfinance institutions (MFIs) have shown a capacity to wean themselves off of subsidies and become sustainable within a few years.

Microfinance is powerful, but it is clearly no panacea. Microfinance does not directly address some structural problems facing Indian society and the economy, and it is not yet as efficient as it will be when economies of scale are realized and a more supportive policy environment is created.

Loan products are still too inflexible, and savings and insurance services that the poor also need are not widely available due to regulatory barriers.

Still, microfinance is one of the few market-based, scalable anti-poverty solutions that are in place in India today, and the argument to scale it up to meet the overwhelming need is compelling. According to Sa-Dhan, the overall outreach is 6.5 million families and the sector-wide loan portfolio is Rs 2,500 crore.

However, this is meeting only 10% of the estimated demand. Importantly, new initiatives are expanding this success story to some of the country’s poorest regions, such as eastern and central Uttar Pradesh.

The local and national governments have an important role to play in ensuring the growth and improvement of microfinance. First and foremost, the market should be left to set interest rates, not the state. Ensuring transparency and full disclosure of rates including fees is something the government should ensure, and something that new technologies, as well as reporting and data standards, are already enabling.

Furthermore, government regulators should set clear criteria for allowing MFIs to mobilize savings for on-lending to the poor; this would allow for a large measure of financial independence amongst well-managed MFIs. Each Indian state could consider forming a multi-party working group to meet with microfinance leaders and have a dialogue with them about how the policy environment could be made more supportive and to clear up misperceptions.
There is an opportunity to make a real dent in hard-core poverty through microfinance. By unleashing the entrepreneurial talent of the poor, we will slowly but surely transform India in ways we can only begin to imagine today.

What could be the meaning of the word panacea in the passage?

The impressive recent growth of certain sectors of the Indian economy is a necessary but insufficient condition for the elimination of extreme poverty.

In order to ensure that the poorest benefit from this growth, and also contribute to it, the expansion and improvement of the microfinance sector should be a national priority. Studies suggest that the impact of microfinance on the poorest is greater than on the poor, and yet another that non-participating members of communities where microfinance operates experience socio-economic gains — suggesting strong spillover effects. Moreover, well-managed microfinance institutions (MFIs) have shown a capacity to wean themselves off of subsidies and become sustainable within a few years.

Microfinance is powerful, but it is clearly no panacea. Microfinance does not directly address some structural problems facing Indian society and the economy, and it is not yet as efficient as it will be when economies of scale are realized and a more supportive policy environment is created.

Loan products are still too inflexible, and savings and insurance services that the poor also need are not widely available due to regulatory barriers.

Still, microfinance is one of the few market-based, scalable anti-poverty solutions that are in place in India today, and the argument to scale it up to meet the overwhelming need is compelling. According to Sa-Dhan, the overall outreach is 6.5 million families and the sector-wide loan portfolio is Rs 2,500 crore.

However, this is meeting only 10% of the estimated demand. Importantly, new initiatives are expanding this success story to some of the country’s poorest regions, such as eastern and central Uttar Pradesh.

The local and national governments have an important role to play in ensuring the growth and improvement of microfinance. First and foremost, the market should be left to set interest rates, not the state. Ensuring transparency and full disclosure of rates including fees is something the government should ensure, and something that new technologies, as well as reporting and data standards, are already enabling.

Furthermore, government regulators should set clear criteria for allowing MFIs to mobilize savings for on-lending to the poor; this would allow for a large measure of financial independence amongst well-managed MFIs. Each Indian state could consider forming a multi-party working group to meet with microfinance leaders and have a dialogue with them about how the policy environment could be made more supportive and to clear up misperceptions.
There is an opportunity to make a real dent in hard-core poverty through microfinance. By unleashing the entrepreneurial talent of the poor, we will slowly but surely transform India in ways we can only begin to imagine today.

Why, according to the author, should microfinance be scaled up in India?

The impressive recent growth of certain sectors of the Indian economy is a necessary but insufficient condition for the elimination of extreme poverty.

In order to ensure that the poorest benefit from this growth, and also contribute to it, the expansion and improvement of the microfinance sector should be a national priority. Studies suggest that the impact of microfinance on the poorest is greater than on the poor, and yet another that non-participating members of communities where microfinance operates experience socio-economic gains — suggesting strong spillover effects. Moreover, well-managed microfinance institutions (MFIs) have shown a capacity to wean themselves off of subsidies and become sustainable within a few years.

Microfinance is powerful, but it is clearly no panacea. Microfinance does not directly address some structural problems facing Indian society and the economy, and it is not yet as efficient as it will be when economies of scale are realized and a more supportive policy environment is created.

Loan products are still too inflexible, and savings and insurance services that the poor also need are not widely available due to regulatory barriers.

Still, microfinance is one of the few market-based, scalable anti-poverty solutions that are in place in India today, and the argument to scale it up to meet the overwhelming need is compelling. According to Sa-Dhan, the overall outreach is 6.5 million families and the sector-wide loan portfolio is Rs 2,500 crore.

However, this is meeting only 10% of the estimated demand. Importantly, new initiatives are expanding this success story to some of the country’s poorest regions, such as eastern and central Uttar Pradesh.

The local and national governments have an important role to play in ensuring the growth and improvement of microfinance. First and foremost, the market should be left to set interest rates, not the state. Ensuring transparency and full disclosure of rates including fees is something the government should ensure, and something that new technologies, as well as reporting and data standards, are already enabling.

Furthermore, government regulators should set clear criteria for allowing MFIs to mobilize savings for on-lending to the poor; this would allow for a large measure of financial independence amongst well-managed MFIs. Each Indian state could consider forming a multi-party working group to meet with microfinance leaders and have a dialogue with them about how the policy environment could be made more supportive and to clear up misperceptions.
There is an opportunity to make a real dent in hard-core poverty through microfinance. By unleashing the entrepreneurial talent of the poor, we will slowly but surely transform India in ways we can only begin to imagine today.

Why are saving products not available?

The impressive recent growth of certain sectors of the Indian economy is a necessary but insufficient condition for the elimination of extreme poverty.

In order to ensure that the poorest benefit from this growth, and also contribute to it, the expansion and improvement of the microfinance sector should be a national priority. Studies suggest that the impact of microfinance on the poorest is greater than on the poor, and yet another that non-participating members of communities where microfinance operates experience socio-economic gains — suggesting strong spillover effects. Moreover, well-managed microfinance institutions (MFIs) have shown a capacity to wean themselves off of subsidies and become sustainable within a few years.

Microfinance is powerful, but it is clearly no panacea. Microfinance does not directly address some structural problems facing Indian society and the economy, and it is not yet as efficient as it will be when economies of scale are realized and a more supportive policy environment is created.

Loan products are still too inflexible, and savings and insurance services that the poor also need are not widely available due to regulatory barriers.

Still, microfinance is one of the few market-based, scalable anti-poverty solutions that are in place in India today, and the argument to scale it up to meet the overwhelming need is compelling. According to Sa-Dhan, the overall outreach is 6.5 million families and the sector-wide loan portfolio is Rs 2,500 crore.

However, this is meeting only 10% of the estimated demand. Importantly, new initiatives are expanding this success story to some of the country’s poorest regions, such as eastern and central Uttar Pradesh.

The local and national governments have an important role to play in ensuring the growth and improvement of microfinance. First and foremost, the market should be left to set interest rates, not the state. Ensuring transparency and full disclosure of rates including fees is something the government should ensure, and something that new technologies, as well as reporting and data standards, are already enabling.

Furthermore, government regulators should set clear criteria for allowing MFIs to mobilize savings for on-lending to the poor; this would allow for a large measure of financial independence amongst well-managed MFIs. Each Indian state could consider forming a multi-party working group to meet with microfinance leaders and have a dialogue with them about how the policy environment could be made more supportive and to clear up misperceptions.
There is an opportunity to make a real dent in hard-core poverty through microfinance. By unleashing the entrepreneurial talent of the poor, we will slowly but surely transform India in ways we can only begin to imagine today.

Which of the following is not a challenge faced by microfinance in India?

The impressive recent growth of certain sectors of the Indian economy is a necessary but insufficient condition for the elimination of extreme poverty.

In order to ensure that the poorest benefit from this growth, and also contribute to it, the expansion and improvement of the microfinance sector should be a national priority. Studies suggest that the impact of microfinance on the poorest is greater than on the poor, and yet another that non-participating members of communities where microfinance operates experience socio-economic gains — suggesting strong spillover effects. Moreover, well-managed microfinance institutions (MFIs) have shown a capacity to wean themselves off of subsidies and become sustainable within a few years.

Microfinance is powerful, but it is clearly no panacea. Microfinance does not directly address some structural problems facing Indian society and the economy, and it is not yet as efficient as it will be when economies of scale are realized and a more supportive policy environment is created.

Loan products are still too inflexible, and savings and insurance services that the poor also need are not widely available due to regulatory barriers.

Still, microfinance is one of the few market-based, scalable anti-poverty solutions that are in place in India today, and the argument to scale it up to meet the overwhelming need is compelling. According to Sa-Dhan, the overall outreach is 6.5 million families and the sector-wide loan portfolio is Rs 2,500 crore.

However, this is meeting only 10% of the estimated demand. Importantly, new initiatives are expanding this success story to some of the country’s poorest regions, such as eastern and central Uttar Pradesh.

The local and national governments have an important role to play in ensuring the growth and improvement of microfinance. First and foremost, the market should be left to set interest rates, not the state. Ensuring transparency and full disclosure of rates including fees is something the government should ensure, and something that new technologies, as well as reporting and data standards, are already enabling.

Furthermore, government regulators should set clear criteria for allowing MFIs to mobilize savings for on-lending to the poor; this would allow for a large measure of financial independence amongst well-managed MFIs. Each Indian state could consider forming a multi-party working group to meet with microfinance leaders and have a dialogue with them about how the policy environment could be made more supportive and to clear up misperceptions.
There is an opportunity to make a real dent in hard-core poverty through microfinance. By unleashing the entrepreneurial talent of the poor, we will slowly but surely transform India in ways we can only begin to imagine today.

What is the author’s view about interest rates?

Direction for Q6 - Q10: Read the following passage and answer the following questions.

The importance of communication skills cannot be underestimated especially so in the teaching-learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else's perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication--the primary goal of all true educators. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one's effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements; the source (sender, speaker, transmitter or instructor), the symbols used in the composing and transmitting of the message (words or signs), and the receiver (listener, reader, or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It's also about receiving information the others are sending to you, with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it's a process that can be fraught with error, with messages muddled by the sender, or misinterpreted by the recipient. When this isn't detected it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate, and collaborate with others. Effective communication is essential for a well-run classroom. A teacher, who is able to communicate well with students, can inspire them to learn and participate in class and encourage them to come forth with views thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following is not a challenge faced by teachers?

The importance of communication skills cannot be underestimated especially so in the teaching-learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else's perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication--the primary goal of all true educators. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one's effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements; the source (sender, speaker, transmitter or instructor), the symbols used in the composing and transmitting of the message (words or signs), and the receiver (listener, reader, or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It's also about receiving information the others are sending to you, with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it's a process that can be fraught with error, with messages muddled by the sender, or misinterpreted by the recipient. When this isn't detected it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate, and collaborate with others. Effective communication is essential for a well-run classroom. A teacher, who is able to communicate well with students, can inspire them to learn and participate in class and encourage them to come forth with views thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following are essential for effective communication?
A. Conveying the message clearly
B. Not to waste effort and opportunity
C. Receiving the information with as little distortion as possible

The importance of communication skills cannot be underestimated especially so in the teaching-learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else's perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication--the primary goal of all true educators. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one's effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements; the source (sender, speaker, transmitter or instructor), the symbols used in the composing and transmitting of the message (words or signs), and the receiver (listener, reader, or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It's also about receiving information the others are sending to you, with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it's a process that can be fraught with error, with messages muddled by the sender, or misinterpreted by the recipient. When this isn't detected it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate, and collaborate with others. Effective communication is essential for a well-run classroom. A teacher, who is able to communicate well with students, can inspire them to learn and participate in class and encourage them to come forth with views thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following is true about rapport as per the passage?
A. It is a sympathetic relationship.
B. It is based on understanding of other people's frame of reference.
C. It helps in creating a strong bond
D. It is important for teachers to build rapport with students.

The importance of communication skills cannot be underestimated especially so in the teaching-learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else's perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication--the primary goal of all true educators. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one's effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements; the source (sender, speaker, transmitter or instructor), the symbols used in the composing and transmitting of the message (words or signs), and the receiver (listener, reader, or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It's also about receiving information the others are sending to you, with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it's a process that can be fraught with error, with messages muddled by the sender, or misinterpreted by the recipient. When this isn't detected it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate, and collaborate with others. Effective communication is essential for a well-run classroom. A teacher, who is able to communicate well with students, can inspire them to learn and participate in class and encourage them to come forth with views thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following must the teachers keep in mind to facilitate learning in students as per the passage?

The importance of communication skills cannot be underestimated especially so in the teaching-learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else's perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication--the primary goal of all true educators. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one's effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.

Much of teaching is about sending and receiving messages. The process of communication is composed of three elements; the source (sender, speaker, transmitter or instructor), the symbols used in the composing and transmitting of the message (words or signs), and the receiver (listener, reader, or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It's also about receiving information the others are sending to you, with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it's a process that can be fraught with error, with messages muddled by the sender, or misinterpreted by the recipient. When this isn't detected it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate, and collaborate with others. Effective communication is essential for a well-run classroom. A teacher, who is able to communicate well with students, can inspire them to learn and participate in class and encourage them to come forth with views thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.

Which of the following are the three elements of communication as per the passage?

Which of the following is the finding of a study on communication styles?