English Quiz on Cloze Test for banking & insurance Exams
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Question 1
Direction: In the following passage, there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested. One of which fills the blank appropriately. Find out appropriate word in each case.
Shoppers in Australia, Japan, Hong Kong and the United States have caught toilet paper fever on the back of the Covid-19 coronavirus. Shop shelves are being (1) quickly.
Drawing an analogy, an economist, John Nash, compares a bank run with toilet paper run. He says that a bank holds only a (2) of its deposits as cash reserves. This practice is known as "fractional-reserve banking". It lends out as much of its deposits as it can – subject to a banking regulator's capital-adequacy requirements – making a profit from the interest it charges. If every customer simultaneously decides to withdraw all of their deposits, the bank will (3) under the liability.
According to him, both banking and the toilet-paper market can be thought of as a "coordination game" with two players – you and everyone else. There are two strategies – panic buy or act normally. Each (4) has an associated pay-off. If everyone acts normally, we have an equilibrium: there will be toilet paper on the shop shelves, and people can relax and buy it as they need it.
But if others panic buy, the (5) strategy for you is to do the same, otherwise you'll be left without toilet paper. Everyone is facing the same strategies and pay-offs, so others will panic buy if you do.
Question 2
Direction: In the following passage, there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested. One of which fills the blank appropriately. Find out appropriate word in each case.
Shoppers in Australia, Japan, Hong Kong and the United States have caught toilet paper fever on the back of the Covid-19 coronavirus. Shop shelves are being (1) quickly.
Drawing an analogy, an economist, John Nash, compares a bank run with toilet paper run. He says that a bank holds only a (2) of its deposits as cash reserves. This practice is known as "fractional-reserve banking". It lends out as much of its deposits as it can – subject to a banking regulator's capital-adequacy requirements – making a profit from the interest it charges. If every customer simultaneously decides to withdraw all of their deposits, the bank will (3) under the liability.
According to him, both banking and the toilet-paper market can be thought of as a "coordination game" with two players – you and everyone else. There are two strategies – panic buy or act normally. Each (4) has an associated pay-off. If everyone acts normally, we have an equilibrium: there will be toilet paper on the shop shelves, and people can relax and buy it as they need it.
But if others panic buy, the (5) strategy for you is to do the same, otherwise you'll be left without toilet paper. Everyone is facing the same strategies and pay-offs, so others will panic buy if you do.
Question 3
Direction: In the following passage, there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested. One of which fills the blank appropriately. Find out appropriate word in each case.
Shoppers in Australia, Japan, Hong Kong and the United States have caught toilet paper fever on the back of the Covid-19 coronavirus. Shop shelves are being (1) quickly.
Drawing an analogy, an economist, John Nash, compares a bank run with toilet paper run. He says that a bank holds only a (2) of its deposits as cash reserves. This practice is known as "fractional-reserve banking". It lends out as much of its deposits as it can – subject to a banking regulator's capital-adequacy requirements – making a profit from the interest it charges. If every customer simultaneously decides to withdraw all of their deposits, the bank will (3) under the liability.
According to him, both banking and the toilet-paper market can be thought of as a "coordination game" with two players – you and everyone else. There are two strategies – panic buy or act normally. Each (4) has an associated pay-off. If everyone acts normally, we have an equilibrium: there will be toilet paper on the shop shelves, and people can relax and buy it as they need it.
But if others panic buy, the (5) strategy for you is to do the same, otherwise you'll be left without toilet paper. Everyone is facing the same strategies and pay-offs, so others will panic buy if you do.
Question 4
Direction: In the following passage, there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested. One of which fills the blank appropriately. Find out appropriate word in each case.
Shoppers in Australia, Japan, Hong Kong and the United States have caught toilet paper fever on the back of the Covid-19 coronavirus. Shop shelves are being (1) quickly.
Drawing an analogy, an economist, John Nash, compares a bank run with toilet paper run. He says that a bank holds only a (2) of its deposits as cash reserves. This practice is known as "fractional-reserve banking". It lends out as much of its deposits as it can – subject to a banking regulator's capital-adequacy requirements – making a profit from the interest it charges. If every customer simultaneously decides to withdraw all of their deposits, the bank will (3) under the liability.
According to him, both banking and the toilet-paper market can be thought of as a "coordination game" with two players – you and everyone else. There are two strategies – panic buy or act normally. Each (4) has an associated pay-off. If everyone acts normally, we have an equilibrium: there will be toilet paper on the shop shelves, and people can relax and buy it as they need it.
But if others panic buy, the (5) strategy for you is to do the same, otherwise you'll be left without toilet paper. Everyone is facing the same strategies and pay-offs, so others will panic buy if you do.
Question 5
Direction: In the following passage, there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested. One of which fills the blank appropriately. Find out appropriate word in each case.
Shoppers in Australia, Japan, Hong Kong and the United States have caught toilet paper fever on the back of the Covid-19 coronavirus. Shop shelves are being (1) quickly.
Drawing an analogy, an economist, John Nash, compares a bank run with toilet paper run. He says that a bank holds only a (2) of its deposits as cash reserves. This practice is known as "fractional-reserve banking". It lends out as much of its deposits as it can – subject to a banking regulator's capital-adequacy requirements – making a profit from the interest it charges. If every customer simultaneously decides to withdraw all of their deposits, the bank will (3) under the liability.
According to him, both banking and the toilet-paper market can be thought of as a "coordination game" with two players – you and everyone else. There are two strategies – panic buy or act normally. Each (4) has an associated pay-off. If everyone acts normally, we have an equilibrium: there will be toilet paper on the shop shelves, and people can relax and buy it as they need it.
But if others panic buy, the (5) strategy for you is to do the same, otherwise you'll be left without toilet paper. Everyone is facing the same strategies and pay-offs, so others will panic buy if you do.
Question 6
Effective education leadership makes a difference in improving learning. There’s nothing new or especially controversial about that idea. What’s far less clear, even after several decades of school renewal efforts, is just how leadership matters, how important those effects are in promoting the learning of all children, and what the essential ingredients of successful leadership are. Lacking solid (6) to answer these questions, those who have sought to make the case for greater attention and investment in leadership as a (7) for large-scale education improvement have had to rely more on faith than fact. This report by researchers from the Universities of Minnesota and Toronto examines the available evidence and offers educators, policymakers and all citizens interested in promoting successful schools, some answers to these (8) important questions. It is the first in a series of such publications commissioned by The Wallace Foundation that will (9) the role of leadership in improving learning. It turns out that leadership not only matters: it is second only to teaching among school-related factors in its impact on student learning, according to the evidence compiled and analysed M. Christine DeVita President The Wallace Foundation by the authors. And, say the authors, the impact of leadership tends to be greatest in schools where the learning needs of students are most acute.
How do high-quality leaders achieve this impact? By setting directions – charting a clear course that everyone understands, establishing high expectations and using data to track progress and performance. By developing people – providing teachers and others in the system with the necessary support and training to succeed. And by making the organization work – ensuring that the entire range of conditions and incentives in districts and schools fully supports rather than (10) teaching and learning. There is still much more to learn about the essentials of quality leadership, how to harness its benefits, and how to ensure that we don’t continue to throw good leaders into bad systems that will grind down even the best of them. I’m confident that the knowledge in this report, and subsequent publications by this team of researchers, will help lead to more effective policy and practice at a time of fully justified public impatience for school improvement.
Question 7
Effective education leadership makes a difference in improving learning. There’s nothing new or especially controversial about that idea. What’s far less clear, even after several decades of school renewal efforts, is just how leadership matters, how important those effects are in promoting the learning of all children, and what the essential ingredients of successful leadership are. Lacking solid (6) to answer these questions, those who have sought to make the case for greater attention and investment in leadership as a (7) for large-scale education improvement have had to rely more on faith than fact. This report by researchers from the Universities of Minnesota and Toronto examines the available evidence and offers educators, policymakers and all citizens interested in promoting successful schools, some answers to these (8) important questions. It is the first in a series of such publications commissioned by The Wallace Foundation that will (9) the role of leadership in improving learning. It turns out that leadership not only matters: it is second only to teaching among school-related factors in its impact on student learning, according to the evidence compiled and analysed M. Christine DeVita President The Wallace Foundation by the authors. And, say the authors, the impact of leadership tends to be greatest in schools where the learning needs of students are most acute.
How do high-quality leaders achieve this impact? By setting directions – charting a clear course that everyone understands, establishing high expectations and using data to track progress and performance. By developing people – providing teachers and others in the system with the necessary support and training to succeed. And by making the organization work – ensuring that the entire range of conditions and incentives in districts and schools fully supports rather than (10) teaching and learning. There is still much more to learn about the essentials of quality leadership, how to harness its benefits, and how to ensure that we don’t continue to throw good leaders into bad systems that will grind down even the best of them. I’m confident that the knowledge in this report, and subsequent publications by this team of researchers, will help lead to more effective policy and practice at a time of fully justified public impatience for school improvement.
Question 8
Effective education leadership makes a difference in improving learning. There’s nothing new or especially controversial about that idea. What’s far less clear, even after several decades of school renewal efforts, is just how leadership matters, how important those effects are in promoting the learning of all children, and what the essential ingredients of successful leadership are. Lacking solid (6) to answer these questions, those who have sought to make the case for greater attention and investment in leadership as a (7) for large-scale education improvement have had to rely more on faith than fact. This report by researchers from the Universities of Minnesota and Toronto examines the available evidence and offers educators, policymakers and all citizens interested in promoting successful schools, some answers to these (8) important questions. It is the first in a series of such publications commissioned by The Wallace Foundation that will (9) the role of leadership in improving learning. It turns out that leadership not only matters: it is second only to teaching among school-related factors in its impact on student learning, according to the evidence compiled and analysed M. Christine DeVita President The Wallace Foundation by the authors. And, say the authors, the impact of leadership tends to be greatest in schools where the learning needs of students are most acute.
How do high-quality leaders achieve this impact? By setting directions – charting a clear course that everyone understands, establishing high expectations and using data to track progress and performance. By developing people – providing teachers and others in the system with the necessary support and training to succeed. And by making the organization work – ensuring that the entire range of conditions and incentives in districts and schools fully supports rather than (10) teaching and learning. There is still much more to learn about the essentials of quality leadership, how to harness its benefits, and how to ensure that we don’t continue to throw good leaders into bad systems that will grind down even the best of them. I’m confident that the knowledge in this report, and subsequent publications by this team of researchers, will help lead to more effective policy and practice at a time of fully justified public impatience for school improvement.
Question 9
Effective education leadership makes a difference in improving learning. There’s nothing new or especially controversial about that idea. What’s far less clear, even after several decades of school renewal efforts, is just how leadership matters, how important those effects are in promoting the learning of all children, and what the essential ingredients of successful leadership are. Lacking solid (6) to answer these questions, those who have sought to make the case for greater attention and investment in leadership as a (7) for large-scale education improvement have had to rely more on faith than fact. This report by researchers from the Universities of Minnesota and Toronto examines the available evidence and offers educators, policymakers and all citizens interested in promoting successful schools, some answers to these (8) important questions. It is the first in a series of such publications commissioned by The Wallace Foundation that will (9) the role of leadership in improving learning. It turns out that leadership not only matters: it is second only to teaching among school-related factors in its impact on student learning, according to the evidence compiled and analysed M. Christine DeVita President The Wallace Foundation by the authors. And, say the authors, the impact of leadership tends to be greatest in schools where the learning needs of students are most acute.
How do high-quality leaders achieve this impact? By setting directions – charting a clear course that everyone understands, establishing high expectations and using data to track progress and performance. By developing people – providing teachers and others in the system with the necessary support and training to succeed. And by making the organization work – ensuring that the entire range of conditions and incentives in districts and schools fully supports rather than (10) teaching and learning. There is still much more to learn about the essentials of quality leadership, how to harness its benefits, and how to ensure that we don’t continue to throw good leaders into bad systems that will grind down even the best of them. I’m confident that the knowledge in this report, and subsequent publications by this team of researchers, will help lead to more effective policy and practice at a time of fully justified public impatience for school improvement.
Question 10
Effective education leadership makes a difference in improving learning. There’s nothing new or especially controversial about that idea. What’s far less clear, even after several decades of school renewal efforts, is just how leadership matters, how important those effects are in promoting the learning of all children, and what the essential ingredients of successful leadership are. Lacking solid (6) to answer these questions, those who have sought to make the case for greater attention and investment in leadership as a (7) for large-scale education improvement have had to rely more on faith than fact. This report by researchers from the Universities of Minnesota and Toronto examines the available evidence and offers educators, policymakers and all citizens interested in promoting successful schools, some answers to these (8) important questions. It is the first in a series of such publications commissioned by The Wallace Foundation that will (9) the role of leadership in improving learning. It turns out that leadership not only matters: it is second only to teaching among school-related factors in its impact on student learning, according to the evidence compiled and analysed M. Christine DeVita President The Wallace Foundation by the authors. And, say the authors, the impact of leadership tends to be greatest in schools where the learning needs of students are most acute.
How do high-quality leaders achieve this impact? By setting directions – charting a clear course that everyone understands, establishing high expectations and using data to track progress and performance. By developing people – providing teachers and others in the system with the necessary support and training to succeed. And by making the organization work – ensuring that the entire range of conditions and incentives in districts and schools fully supports rather than (10) teaching and learning. There is still much more to learn about the essentials of quality leadership, how to harness its benefits, and how to ensure that we don’t continue to throw good leaders into bad systems that will grind down even the best of them. I’m confident that the knowledge in this report, and subsequent publications by this team of researchers, will help lead to more effective policy and practice at a time of fully justified public impatience for school improvement.
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