One of the least effective ways of storing information is learning…………it. ?->(Show Answer!)

1. One of the least effective ways of storing information is learning…………it.

Answer: to repeat

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MCQ-> Analyse the following passage and provide appropriate answers for questions that follow. The understanding that the brain has areas of specialization has brought with it the tendency to teach in ways that reflect these specialized functions. For example, research concerning the specialized functions of the left and right hemispheres has led to left and right hemisphere teaching. Recent research suggests that such an approach neither reflects how the brain learns, nor how it functions once learning has occurred. To the contrary, in most ‘higher vertebrates’ brain systems interact together as a whole brain with the external world. Learning is about making connections within the brain and between the brain and outside world. What does this mean? Until recently, the idea that the neural basis for learning resided in connections between neurons remained a speculation. Now, there is direct evidence that when learning occurs, neuro – chemical communication between neurons is facilitated, and less input is required to activate established connections over time. This evidence also indicates that learning creates connections between not only adjacent neurons but also between distant neurons, and that connections are made from simple circuits to complex ones and from complex circuits to simple ones As connections are formed among adjacent neurons to form circuits, connections also begin to form with neurons in other regions of the brain that are associated with visual, tactile, and even olfactory information related to the sound of the word. Meaning is attributed to ‘sounds of words’ because of these connections. Some of the brain sites for these other neurons are far from the neural circuits that correspond to the component sounds of the words; they include sites in other areas of the left hemisphere and even sites in the right hemisphere. The whole complex of interconnected neurons that are activated by the word is called a neural network. In early stages of learning, neural circuits are activated piecemeal, incompletely, and weakly. It is like getting a glimpse of a partially exposed and blurry picture. With more experience, practice, and exposure, the picture becomes clearer and more detailed. As the exposure is repeated, less input is needed to activate the entire network. With time, activation and recognition become relatively automatic, and the learner can direct her attention to other parts of the task. This also explains why learning takes time. Time is needed to establish new neutral networks and connections between networks. Thi suggests that the neutral mechanism for learning is essentially the same as the products of learning. Learning is a process that establishes new connections among networks. The newly acquired skills or knowledge are nothing but formation of neutral circuits and networks.It can be inferred that, for a nursery student, learning will ...
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MCQ-> Read the following passage carefully and answer the questions given below it. Certain words/phrases have been printed in bold to help you locate them while answering some of the questions. The wisdom of learning from failure is incontrovertible. Yet organisations that do it well are extraordinarily rare. This gap is not due to a lack of commitment to learning. Managers in the vast majority of enterprises that I have studied over the past 20 years —pharmaceutical. financial services, product design, telecommunications, and construction companies: hospitals; and NASA’s space shuttle program, among others— genuinely wanted to help their organisations learn from failures to improve future performance. In some cases they and their teams had devoted many hours to afteraction reviews, postmortems, and the like. But time after time I saw that these painstaking efforts led to no real change. The reason: Those managers were thinking about failure the wrong way. Most executives I’ve talked to believe that failure is bad (of course!). They also believe that learning from it is pretty straightforward: Ask people to reflect on what they did wrong and exhort them to avoid similar mistakes in the future—or, better yet, assign a team to review and write a report on what happened and then distribute it throughout the organisation. These widely held beliefs are misguided. First, failure is not always bad. In organisational life it is sometimes bad, sometimes inevitable, and sometimes even good. Second, learning from organisational failures is anything but straightforward. The attitudes and activities required to effectively detect and analyze failures are in short supply in most companies, and the need for context-specific learning strategies is underappreciated. Or – ganisations need new and better ways to go beyond lessons that are superficial (“Procedures weren’t followed”) or self-serving (“The market just wasn’t ready for our great new product”). That means jettisoning old cultural beliefs and stereotypical notions of success and embracing failure’s lessons. Leaders can begin by understanding how the blame game gets in the way. The Blame Game Failure and fault are virtually inseparable in most households. organisations, and cultures. Every child learns at some point that admitting failure means taking the blame. That is why so few organisations have shifted to a culture of psychological safety in which the rewards of learning from failure can be fully realised. Executives I’ve interviewed in organisations as different as hospitals and investment banks admit to being torn: How can they respond constructively to failures without giving rise to an anything-goes attitude? If people aren’t blamed for failures, what will ensure that they try as hard as possible to do their best work? This concern is based on a false dichotomy. In actuality, a culture that makes it safe to admit and report on failure can—and in some organisational contexts must–coexist with high standards for performance. To understand why, look at the exhibit “A Spectrum of Reasons for Failure,” which lists causes ranging from deliberate deviation to thoughtful experimentation. Which of these causes involve blameworthy actions? Deliberate deviance, first on the list, obviously warrants blame. But inattention might not. If it results from a lack of effort, perhaps it’s blameworthy. But if it results from fatigue near the end of an overly long shift, the manager who assigned the shift is more at fault than the employee. As we go down the list, it gets more and more difficult to find blameworthy acts. In fact, a failure resulting from thoughtful experimentation that generates valuable information may actually be praiseworthy. When I ask executives to consider this spectrum and then to estimate how many of the failures in their organisations are truly blameworthy, their answers are usually in single digits—perhaps 2% to 5%. But when I ask how many are treated as blameworthy, they say (after a pause or a laugh) 70% to 90%. The unfortunate consequence is that many failures go unreported and their lessons are lost. Question : sophisticated understanding of failure’s causes and contexts will help to avoid the blame game and institute an effective strategy for learning from failure. Although an infinite number of things can go wrong in organisations, mistakes fall into three broad categories: preventable, complexity-related, and intelligent.Which of the following statement (s) is/are true in the context of the given passage ? I. Most executives believe that failure is bad and learning from it is pretty straightforward. II. The wisdom of learning from failure is disputable. III. Deliberate deviance, first on the list of the exhibit, “A Spectrum of Reasons for Failure” obviously warrants blame....

MCQ-> Study the following information carefully and answer the question given below: Following are the conditions for selecting Senior Manager General Banking in a bank: (i) have secured at least 60 percent marks in Std XII. (ii) have secured at least 55 percent marks in Graduation in any discipline (iii) have secured at least 60 percent marks in Post-graduate degree/diploma in Management/Economics/Statistics. (iv) be at least 25 years and not be more than 35 years as on 01.03.2010. (v) have post qualification work experience of at least 2 years as General Banking Officer in a bank. (vi) have secured at least 50 percent marks in written examination. (vii) have secured at least 40 percent marks in Personal Interview. In the case of a candidate who satisfies all the above conditions Except----- (a) at (iii) above but has secured at least 60 percent marks in CA or ICWA the case is to be referred to VP-Recruitment. (b) at (vii) above but have secured at least 65 percent marks in the written examination and at least 35 percent marks in the personal interview the case is to be referred to President Recruitment. In each question below are given details of one candidate You have to take one of the following courses of actions based on the information provided and the conditions and sub-conditions given above and mark the number of that course of action as your answer You are not to assume anything other than the information provided in each question All these cases are given to you as on 01.03.2010. Mark answer (a) if the data provided are inadequate to take a decision Mark answer (b) if the case is to be referred to VP- Recruitment Mark answer (c) if the case is to be referred to President Recruitment Mark answer (d) if the candidate is to be selected Mark answer (e) if the candidate is not to be selected.Kesav vora was born on 8th November 1978 He has secured 65 per cent marks in Std. XII and 60 per cent marks in Graduation He has secured 58 percent marks in M.A. Economics and 60 per cent marks in ICWA He has been working in a bank as generalist officer for the past two years after completing his education He has also secured 50 per cent marks in the written examination and 45 percent marks in personal interview.
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MCQ-> Study the following information carefully and answer the question given below: Following are the conditions for selecting Senior Manager-General Banking in a bank: The candidate must (i) have secured at least 60 per cent marks in std XII. (ii)have secured at least 55 per cent marks in Graduation in any discipline (iii)have secured at least 60 per cent marks in Postgraduate degree/diploma in Management/Economics/statistics (iv)be at least 25 years and not more than 35 years as on 01-03-2010 (v)have post qualification work experience of at least 2 years as General Banking Officer in a bank (vi)have secured at least 40 per cent marks in the Personal interview In the case of a candidate who satisfies all the above conditions except (a)at (iii)above but has secured at least 60 per cent marks in CA or ICWA the case is to be referred to VP-Recruitment (b)at (vi)above but has secured at least 65 per cent marks in the written examination and at least 35 per cent marks in the personal interview the case is to be referred to president-Recruitment In each question below are given details of the one candidate You have to take one of the following course of action based on the information provided and the conditions and sub conditions given above and mark the number of that course of action as your answer You are not to assume anything other than the information provided in each question All these are given to you as on 01-03-2010Kesav Vora was born on 8th November 1978.He has secured 65 per cent marks in std XII and 60 per cent marks in Graduation He has secured 58 per cent marks in MA Economics and 60 per cent in ICWA He has been working in a bank as a generalist officer for the past two years after completing his education he has also secured 50 per cent marks in the written examination and 45 per cent marks in the personal interview
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MCQ-> Study the following information carefully and answer the question given below: Following are the conditions for selecting Senior Manager Credit in a bank The candidate must (i) be a graduate in any discipline with at least 60 per cent marks (ii) have post-qualification work experience of at least ten years in the Advances Section of a bank. (iii) be at least 30 years and not more than 40 years as on 1.4.2010 (iv) have secured at least 40 per cent marks in the Group Discussion (v) have secured at least 50 per cent marks in the Interview In the case of a candidate who satisfies all the conditions EXCEPT (A) at (i) above but has secured at least 50 per cent marks in graduation and at least 60 per cent marks in post- graduation in any discipline the case is to be referred to the General Manager Advances (B) at (ii) above but has total post qualification work experience of at least seven years out of which at least three years as Manager Credit in a bank the case is to be referred to the Executive Director In each question below details of one candidate are given you have to take one of the following courses of action based on the information provided and the conditions and sub conditions given above and mark the number of that course of action as your answer You are not to assume anything other than the information provided in each question All these cases are given to you as on 01-04-2010Shobha Gupta has secured 50 per cent marks in the Interview and 40 per cent marks in the Group Discussion She has been working for the past eight years out of which four years as Manager Credit in a bank after completing her BA degree with 60 per cent marks She was born on 12th September 1978
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