Bank of India PO Mock Test - 2 - Bank Exams MCQ

Directions: Read the passage given below and answer the questions that follow by choosing the correct/most appropriate options: 

French shoppers are facing a sour sight in supermarkets this summer - no mustard. The nationwide shortage is due to a lack of mustard seeds needed to produce the condiment. Severe drought in Canada, poor harvests in France, and the war in Ukraine have combined to reduce the supplies of mustard seeds available to producers. The price of mustard has shot up by 10% in France as a result, and some shops are struggling to restock jars.

Canada, where France imports many of its mustard seeds, was hit by a drought last year that collapsed crop yields in the country's agricultural west. Not all droughts are due to climate change, but excess heat in the atmosphere is drawing more moisture out of the earth and making droughts worse. The world has already warmed by about 1.2C since the industrial era began and temperatures will keep rising unless governments around the world make steep cuts to emissions.

Meanwhile in France domestic mustard seed harvests have fallen short of expectations for three years in a row, most recently due to a wet winter and cold spring. Luc Vondermaeson, who is managing director of France's third-largest mustard manufacturer La Reine de Dijon, told the BBC that production was running at 20-25% below normal. Seeds could still be found in January and February, he said, but availability had dwindled since then.

"The market is totally empty. Everything has been booked and we have difficulty obtaining seeds." French producers had originally hoped to import additional mustard seeds from Russia or Ukraine to make up for the shortfall, but since the invasion, this has no longer been possible. The war has disrupted global supply chains for many agricultural products.

Russia's attacks on and blockade of Ukraine's Black Sea ports and Western sanctions on Moscow has combined to severely limit the amount of food either country is exporting to the rest of the world. Earlier this week the United Nations warned that the invasion could cause a global food _______ lasting for years. And in the UK, the disruption of supplies of sunflower oil from Ukraine last month led to supermarkets limiting how many bottles of cooking oil customers could buy.

Q. According to the passage, the third-largest mustard manufacturer in France is:

Directions: Read the passage given below and answer the questions that follow by choosing the correct/most appropriate options: 

French shoppers are facing a sour sight in supermarkets this summer - no mustard. The nationwide shortage is due to a lack of mustard seeds needed to produce the condiment. Severe drought in Canada, poor harvests in France, and the war in Ukraine have combined to reduce the supplies of mustard seeds available to producers. The price of mustard has shot up by 10% in France as a result, and some shops are struggling to restock jars.

Canada, where France imports many of its mustard seeds, was hit by a drought last year that collapsed crop yields in the country's agricultural west. Not all droughts are due to climate change, but excess heat in the atmosphere is drawing more moisture out of the earth and making droughts worse. The world has already warmed by about 1.2C since the industrial era began and temperatures will keep rising unless governments around the world make steep cuts to emissions.

Meanwhile in France domestic mustard seed harvests have fallen short of expectations for three years in a row, most recently due to a wet winter and cold spring. Luc Vondermaeson, who is managing director of France's third-largest mustard manufacturer La Reine de Dijon, told the BBC that production was running at 20-25% below normal. Seeds could still be found in January and February, he said, but availability had dwindled since then.

"The market is totally empty. Everything has been booked and we have difficulty obtaining seeds." French producers had originally hoped to import additional mustard seeds from Russia or Ukraine to make up for the shortfall, but since the invasion, this has no longer been possible. The war has disrupted global supply chains for many agricultural products.

Russia's attacks on and blockade of Ukraine's Black Sea ports and Western sanctions on Moscow has combined to severely limit the amount of food either country is exporting to the rest of the world. Earlier this week the United Nations warned that the invasion could cause a global food _______ lasting for years. And in the UK, the disruption of supplies of sunflower oil from Ukraine last month led to supermarkets limiting how many bottles of cooking oil customers could buy.

Q. Read the passage and select the inference(s) that hold true based on the facts in the passage.

Inferences:

I: China, India, and Pakistan grow about 90% of the world's production of mustard.

II: France's domestic mustard seed harvests have fallen short of expectations.

III: China is the largest producer of mustard in the world.

Directions: Read the given passage carefully and choose the most appropriate answer for each question given below the same.

A very large number of students go to coaching classes to learn, especially for so-called theory subjects (where teachers talk and/or dictate and circulate notes and students pretend to listen) and practical subjects like accounts. In many science subjects, even as laboratory practical sessions are held in colleges — setting up a lab is expensive — for theory, once again, coaching classes are the preferred option. Only in the faculty of Arts is there a glaring absence of coaching classes, for the simple reason that the number of students is not large enough in any one subject for it to be profitable for a coaching class. Beside, with a few exceptions, in colleges in Mumbai, Arts subjects are like fillers; they are attractive to very different kinds of students. Students would rather go to these coaching classes than attend the regular lectures. Why?

These classes are popular in Mumbai — and, increasingly, elsewhere in the country — because they do not ‘waste’ time in explaining concepts too much. They do not expect students to go to the library and read more. Indeed, they have no idea of referencing other books and academic journals. They provide students with largely self-contained notes, tuned to the university and college exams. These notes are actually not so much about learning as about passing the exams, because, in any case, in Mumbai there is an enduring myth about the irrelevance of theory in life and therefore in academic learning. On the other hand, practical training is much prized by all: students, their parents, prospective employees at lower levels and, sadly, by many teachers who have also been trained under the same myths and perceptions. Further, these classes are available almost at all hours: from early morning to late evening. Since many students in Mumbai are not full-time college students and are either pursuing some other professional degree or working part-time somewhere, this flexibility in time and a compact schedule adds to the appeal of these classes.

The depressing reality is that an undergraduate degree does not hold much attraction for a student, at least in Mumbai. It has a social and formal value as an official degree from a recognised university, but it has little academic value. The central paradox is that in most cases, students’ pre-conceived ideas of what a college should be teaching them are very different from what governments, universities and policymakers think students should be learning in regular undergraduate colleges. Many students, their parents, and even quite a few teachers are convinced that the official syllabi do not reflect the needs of students, of the economy, and of prospective employers. In such a situation, even as the need for the college degree remains high, the learning that should go with it holds little value. Thus, all that a student needs to learn is the practicality of a few subjects like accounts and for the rest of the theory in any subject, mug up enough through notes to clear the exam and get the official degree.

This is further made possible by the way exams and assessment are conducted in Mumbai University and colleges. I can’t think of any exam in a regular course which actually tests students’ learning in any meaningful way. In such a scenario, serious learning will at a discount for every level. Coaching classes — many of them run by college teachers themselves! — know this well and organise their teaching accordingly.

There is another important factor that makes this rote-learning for examination popular for all: governments, universities, colleges, teachers, and students. The normal size of a class in theory subjects in a regular college is up to 120 students. Often, this number goes up for various reasons. There is no way any teacher can seriously, meaningfully, and engagingly speak to a class of 120 students at a time and expect them to learn. It is simply not possible. Not surprisingly, it places a premium on rote-learning.

Q. The phrase ‘depressing reality’ has been used to throw light on…?

Directions: Read the given passage carefully and choose the most appropriate answer for each question given below the same.

A very large number of students go to coaching classes to learn, especially for so-called theory subjects (where teachers talk and/or dictate and circulate notes and students pretend to listen) and practical subjects like accounts. In many science subjects, even as laboratory practical sessions are held in colleges — setting up a lab is expensive — for theory, once again, coaching classes are the preferred option. Only in the faculty of Arts is there a glaring absence of coaching classes, for the simple reason that the number of students is not large enough in any one subject for it to be profitable for a coaching class. Beside, with a few exceptions, in colleges in Mumbai, Arts subjects are like fillers; they are attractive to very different kinds of students. Students would rather go to these coaching classes than attend the regular lectures. Why?

These classes are popular in Mumbai — and, increasingly, elsewhere in the country — because they do not ‘waste’ time in explaining concepts too much. They do not expect students to go to the library and read more. Indeed, they have no idea of referencing other books and academic journals. They provide students with largely self-contained notes, tuned to the university and college exams. These notes are actually not so much about learning as about passing the exams, because, in any case, in Mumbai there is an enduring myth about the irrelevance of theory in life and therefore in academic learning. On the other hand, practical training is much prized by all: students, their parents, prospective employees at lower levels and, sadly, by many teachers who have also been trained under the same myths and perceptions. Further, these classes are available almost at all hours: from early morning to late evening. Since many students in Mumbai are not full-time college students and are either pursuing some other professional degree or working part-time somewhere, this flexibility in time and a compact schedule adds to the appeal of these classes.

The depressing reality is that an undergraduate degree does not hold much attraction for a student, at least in Mumbai. It has a social and formal value as an official degree from a recognised university, but it has little academic value. The central paradox is that in most cases, students’ pre-conceived ideas of what a college should be teaching them are very different from what governments, universities and policymakers think students should be learning in regular undergraduate colleges. Many students, their parents, and even quite a few teachers are convinced that the official syllabi do not reflect the needs of students, of the economy, and of prospective employers. In such a situation, even as the need for the college degree remains high, the learning that should go with it holds little value. Thus, all that a student needs to learn is the practicality of a few subjects like accounts and for the rest of the theory in any subject, mug up enough through notes to clear the exam and get the official degree.

This is further made possible by the way exams and assessment are conducted in Mumbai University and colleges. I can’t think of any exam in a regular course which actually tests students’ learning in any meaningful way. In such a scenario, serious learning will at a discount for every level. Coaching classes — many of them run by college teachers themselves! — know this well and organise their teaching accordingly.

There is another important factor that makes this rote-learning for examination popular for all: governments, universities, colleges, teachers, and students. The normal size of a class in theory subjects in a regular college is up to 120 students. Often, this number goes up for various reasons. There is no way any teacher can seriously, meaningfully, and engagingly speak to a class of 120 students at a time and expect them to learn. It is simply not possible. Not surprisingly, it places a premium on rote-learning.

Q. What as per the second paragraph has been referred to as ‘a myth?’

Directions: Read the given passage carefully and choose the most appropriate answer for each question given below the same.

A very large number of students go to coaching classes to learn, especially for so-called theory subjects (where teachers talk and/or dictate and circulate notes and students pretend to listen) and practical subjects like accounts. In many science subjects, even as laboratory practical sessions are held in colleges — setting up a lab is expensive — for theory, once again, coaching classes are the preferred option. Only in the faculty of Arts is there a glaring absence of coaching classes, for the simple reason that the number of students is not large enough in any one subject for it to be profitable for a coaching class. Beside, with a few exceptions, in colleges in Mumbai, Arts subjects are like fillers; they are attractive to very different kinds of students. Students would rather go to these coaching classes than attend the regular lectures. Why?

These classes are popular in Mumbai — and, increasingly, elsewhere in the country — because they do not ‘waste’ time in explaining concepts too much. They do not expect students to go to the library and read more. Indeed, they have no idea of referencing other books and academic journals. They provide students with largely self-contained notes, tuned to the university and college exams. These notes are actually not so much about learning as about passing the exams, because, in any case, in Mumbai there is an enduring myth about the irrelevance of theory in life and therefore in academic learning. On the other hand, practical training is much prized by all: students, their parents, prospective employees at lower levels and, sadly, by many teachers who have also been trained under the same myths and perceptions. Further, these classes are available almost at all hours: from early morning to late evening. Since many students in Mumbai are not full-time college students and are either pursuing some other professional degree or working part-time somewhere, this flexibility in time and a compact schedule adds to the appeal of these classes.

The depressing reality is that an undergraduate degree does not hold much attraction for a student, at least in Mumbai. It has a social and formal value as an official degree from a recognised university, but it has little academic value. The central paradox is that in most cases, students’ pre-conceived ideas of what a college should be teaching them are very different from what governments, universities and policymakers think students should be learning in regular undergraduate colleges. Many students, their parents, and even quite a few teachers are convinced that the official syllabi do not reflect the needs of students, of the economy, and of prospective employers. In such a situation, even as the need for the college degree remains high, the learning that should go with it holds little value. Thus, all that a student needs to learn is the practicality of a few subjects like accounts and for the rest of the theory in any subject, mug up enough through notes to clear the exam and get the official degree.

This is further made possible by the way exams and assessment are conducted in Mumbai University and colleges. I can’t think of any exam in a regular course which actually tests students’ learning in any meaningful way. In such a scenario, serious learning will at a discount for every level. Coaching classes — many of them run by college teachers themselves! — know this well and organise their teaching accordingly.

There is another important factor that makes this rote-learning for examination popular for all: governments, universities, colleges, teachers, and students. The normal size of a class in theory subjects in a regular college is up to 120 students. Often, this number goes up for various reasons. There is no way any teacher can seriously, meaningfully, and engagingly speak to a class of 120 students at a time and expect them to learn. It is simply not possible. Not surprisingly, it places a premium on rote-learning.

Q. Choose the part of the sentence that carries an error in the same.

Directions: Read the given passage carefully and choose the most appropriate answer for each question given below the same.

A very large number of students go to coaching classes to learn, especially for so-called theory subjects (where teachers talk and/or dictate and circulate notes and students pretend to listen) and practical subjects like accounts. In many science subjects, even as laboratory practical sessions are held in colleges — setting up a lab is expensive — for theory, once again, coaching classes are the preferred option. Only in the faculty of Arts is there a glaring absence of coaching classes, for the simple reason that the number of students is not large enough in any one subject for it to be profitable for a coaching class. Beside, with a few exceptions, in colleges in Mumbai, Arts subjects are like fillers; they are attractive to very different kinds of students. Students would rather go to these coaching classes than attend the regular lectures. Why?

These classes are popular in Mumbai — and, increasingly, elsewhere in the country — because they do not ‘waste’ time in explaining concepts too much. They do not expect students to go to the library and read more. Indeed, they have no idea of referencing other books and academic journals. They provide students with largely self-contained notes, tuned to the university and college exams. These notes are actually not so much about learning as about passing the exams, because, in any case, in Mumbai there is an enduring myth about the irrelevance of theory in life and therefore in academic learning. On the other hand, practical training is much prized by all: students, their parents, prospective employees at lower levels and, sadly, by many teachers who have also been trained under the same myths and perceptions. Further, these classes are available almost at all hours: from early morning to late evening. Since many students in Mumbai are not full-time college students and are either pursuing some other professional degree or working part-time somewhere, this flexibility in time and a compact schedule adds to the appeal of these classes.

The depressing reality is that an undergraduate degree does not hold much attraction for a student, at least in Mumbai. It has a social and formal value as an official degree from a recognised university, but it has little academic value. The central paradox is that in most cases, students’ pre-conceived ideas of what a college should be teaching them are very different from what governments, universities and policymakers think students should be learning in regular undergraduate colleges. Many students, their parents, and even quite a few teachers are convinced that the official syllabi do not reflect the needs of students, of the economy, and of prospective employers. In such a situation, even as the need for the college degree remains high, the learning that should go with it holds little value. Thus, all that a student needs to learn is the practicality of a few subjects like accounts and for the rest of the theory in any subject, mug up enough through notes to clear the exam and get the official degree.

This is further made possible by the way exams and assessment are conducted in Mumbai University and colleges. I can’t think of any exam in a regular course which actually tests students’ learning in any meaningful way. In such a scenario, serious learning will at a discount for every level. Coaching classes — many of them run by college teachers themselves! — know this well and organise their teaching accordingly.

There is another important factor that makes this rote-learning for examination popular for all: governments, universities, colleges, teachers, and students. The normal size of a class in theory subjects in a regular college is up to 120 students. Often, this number goes up for various reasons. There is no way any teacher can seriously, meaningfully, and engagingly speak to a class of 120 students at a time and expect them to learn. It is simply not possible. Not surprisingly, it places a premium on rote-learning.

Q. Why is there a glaring absence of coaching classes for the faculty of Arts as per the passage?

Directions: In each of the questions below, four sentences are given that may or may not contain an error. Choose the one that is grammatically as well as contextually correct and meaningful. If all the sentences are correct, mark 'All are correct as your answer'.

Directions: In each of the questions below, four sentences are given that may or may not contain an error. Choose the one that is grammatically as well as contextually correct and meaningful. If all the sentences are correct, mark 'All are correct as your answer'.

Directions: Given below is a word, followed by three sentences which consist of that word. Identify the sentence(s) which best express(es) the meaning of the word. Choose option 5 (None of the above) if the word is not suitable in any of the sentences.

SACRILEGIOUS

A. A number of churches were sacked and sacrilegious acts committed.

B. Above all, try to be sacrilegious and cautious with the old prince.

C. Leading clerics condemned the book as a sacrilegious attack on their faith.

Directions: Given below is a word, followed by three sentences that consist of that word. Identify the sentences(s) that best express(es) the meaning of the word. Choose option 5 ‘None of the above’ if the word is not suitable in any of the sentences.

GRATE

A. The floor is scratched from where the chairs grate on it.

B. We grated our new neighbours and invited them to dinner.

C. Her heels got stuck in a New York City grate.

Direction: In the following question, two columns are given containing three phrases each. The phrases are labelled A, B and C in the first column and P, Q and R in the second column. A phrase from the first column may or may not connect with a phrase in the second column to make it grammatically and contextually meaningful sentence. Identify the correct option given below that gives the correct sequence in which one or more sentence can be formed . If one of the options make it possible for a meaningful sentence to be formed, indicate 'None of these' as your answer..

Directions: The question below has two blanks, each blank indicating that something has been omitted. Choose the set of words for each blank that best fit the meaning of the sentence as a whole.

Q. Before he can get out of prison, the _______ must serve over half of his _______.

Directions: The question below has two blanks, each blank indicating that something has been omitted. Choose the set of words for each blank that best fit the meaning of the sentence as a whole.

Q. Harish enrolled in a class that teaches _______ so that he can _______ his garden.

Directions: The question below has two blanks, each blank indicating that something has been omitted. Choose the set of words for each blank that best fit the meaning of the sentence as a whole.

Q. In order to _______ the waves _______ on the beach, you must actually go to a beach, or at least see it on TV.

Directions: In the following sentence, four words or phrases have been printed in bold. One bold part in the sentence is not acceptable in Standard English. Pick up that part and mark its number. If there are no errors in the bold parts, mark (5) i.e. No error as the answer.

Combined(A) with the natural immunnity(B) that may still be lingering(C) among those infected in the Delta-charged second wave a few months ago, a large number of Indians may presently be protected(D) against serious illness and death from the virus.

Directions: In the following sentence, four words or phrases have been printed in bold. One bold part in the sentence is not acceptable in Standard English. Pick up that part and mark its number. If there are no errors in the bold parts, mark (5) i.e. No error as the answer.

The CBSE’s special scheme relies on syllabus rationalization (A)/ done through expert evaluation of intarconnectivity (B)/ of subjects, and a centralized(C)/ protocol of question papers and marking scheme for the term examinations. (D)

Directions: Six sentences are given, in which the first sentence is fixed; also one sentence is going to be filled with the appropriate word. Arrange the sentences to form a meaningful paragraph. Read the sentences carefully and answer the questions that follow.

A. Severe Tropical Storm Nalgae, known in the Philippines as Severe Tropical Storm Paeng, was a deadly tropical cyclone that caused widespread damage across the Philippines and later impacted Hong Kong and Macau.

B. Philippines' meteorological service PAGASA also followed JMA's lead and gave it the name Paeng.

C. The disturbance, initially designated as 93W, was eventually upgraded the following day to a tropical depression by the Joint Typhoon Warning Center (JTWC) and re-designated as 26W.

D. That same day, it was upgraded again by JMA to tropical storm status, thus gaining the name Nalgae.

E. The twenty-second named tropical storm of the 2022 Pacific typhoon season, Nalgae originated from ______________.

F. The Japan Meteorological Agency (JMA) however, had already considered the disturbance as a tropical depression a day prior to JTWC's.

Q. Which of the following should be the FIFTH sentence after rearrangement?

Directions: Six sentences are given, in which the first sentence is fixed; also one sentence is going to be filled with the appropriate word. Arrange the sentences to form a meaningful paragraph. Read the sentences carefully and answer the questions that follow.

A. Severe Tropical Storm Nalgae, known in the Philippines as Severe Tropical Storm Paeng, was a deadly tropical cyclone that caused widespread damage across the Philippines and later impacted Hong Kong and Macau.

B. Philippines' meteorological service PAGASA also followed JMA's lead and gave it the name Paeng.

C. The disturbance, initially designated as 93W, was eventually upgraded the following day to a tropical depression by the Joint Typhoon Warning Center (JTWC) and re-designated as 26W.

D. That same day, it was upgraded again by JMA to tropical storm status, thus gaining the name Nalgae.

E. The twenty-second named tropical storm of the 2022 Pacific typhoon season, Nalgae originated from ______________.

F. The Japan Meteorological Agency (JMA) however, had already considered the disturbance as a tropical depression a day prior to JTWC's.

Q. A blank follows sentence E. Which of the following can fit in the blank grammatically and contextually, considering the final arrangement as a whole?

Directions: Six sentences are given, in which the first sentence is fixed; also one sentence is going to be filled with the appropriate word. Arrange the sentences to form a meaningful paragraph. Read the sentences carefully and answer the questions that follow.

A. Severe Tropical Storm Nalgae, known in the Philippines as Severe Tropical Storm Paeng, was a deadly tropical cyclone that caused widespread damage across the Philippines and later impacted Hong Kong and Macau.

B. Philippines' meteorological service PAGASA also followed JMA's lead and gave it the name Paeng.

C. The disturbance, initially designated as 93W, was eventually upgraded the following day to a tropical depression by the Joint Typhoon Warning Center (JTWC) and re-designated as 26W.

D. That same day, it was upgraded again by JMA to tropical storm status, thus gaining the name Nalgae.

E. The twenty-second named tropical storm of the 2022 Pacific typhoon season, Nalgae originated from ______________.

F. The Japan Meteorological Agency (JMA) however, had already considered the disturbance as a tropical depression a day prior to JTWC's.

Q. Which of the following sentence(s) comes in between C and D after the rearrangement?

Directions: The given sentences carry two blanks each which would best take words from the options below them to form a complete meaningful sentences. You must choose the best option that completes the given sentence as your answer.

Q. Nutrients have _________ important functions in our bodies, but ________ ignorance, they are frequently left out of diets and testing levels.

Directions: The given sentences carry two blanks each which would best take words from the options below them to form a complete meaningful sentences. You must choose the best option that completes the given sentence as your answer.

Q. We use social media to raise our voice ________ the _________ of biodiversity.

Directions: The given sentences have been taken from a paragraph but these are not in their proper order. You must rearrange the same carefully so that it forms a meaningful paragraph before answering the questions that follow.

A. I did what any self-respecting Lakhnavi in the city after a long time would do —

B. And the thing that did cross my mind was those delicious kababs.

C. pull out my phone, open up my apps and tap on the orange icon!

D. So, when it was time to think about lunch,

E. Last month I found myself in Lucknow after a long gap of two years, thanks to the pandemic and an ailing mother.

Q. Which of the given options would best start the given paragraph?

Directions: The given sentences have been taken from a paragraph but these are not in their proper order. You must rearrange the same carefully so that it forms a meaningful paragraph before answering the questions that follow.

A. I did what any self-respecting Lakhnavi in the city after a long time would do —

B. And the thing that did cross my mind was those delicious kababs.

C. pull out my phone, open up my apps and tap on the orange icon!

D. So, when it was time to think about lunch,

E. Last month I found myself in Lucknow after a long gap of two years, thanks to the pandemic and an ailing mother.

Q. Which of the given sentences would come third in the sequence?

Directions: The given sentences have been taken from a paragraph but these are not in their proper order. You must rearrange the same carefully so that it forms a meaningful paragraph before answering the questions that follow.

A. I did what any self-respecting Lakhnavi in the city after a long time would do —

B. And the thing that did cross my mind was those delicious kababs.

C. pull out my phone, open up my apps and tap on the orange icon!

D. So, when it was time to think about lunch,

E. Last month I found myself in Lucknow after a long gap of two years, thanks to the pandemic and an ailing mother.

Q. Which of the given sequences forms a meaningful paragraph?

Directions: Read the given passage carefully and answer the questions that follow:

Gaming has long been a common pastime for many young and older people. It has reached new heights due to the pandemic, the introduction of smartphones, and their accessibility. Because of its popularity, gaming has gained a favourable reputation. In addition, online gaming promotes a healthy and competitive environment and improves players’ cognitive capacities, as it entirely depends on the user’s skills and knowledge. It is an additional tool therapists can use to address the escalating mental health challenge, even though it is not a replacement for conventional ways of mental health treatment. Gaming as a pastime has benefited people’s mental health and daily lives for a myriad of factors. While excessive gaming’s adverse repercussions are often discussed, its positive aspects are sometimes disregarded. According to expert research, playing video games have several advantages, including fostering the growth of a gaming community, social contact, and developing complex problem-solving skills. The mind can be stimulated, and video games can improve mental health. It offers a means of unwinding after work, making friends, and getting better at something. However, it is true what people say-consuming too much of anything is bad for your health. In moderation, mobile gaming has more advantages than disadvantages.

There are many myths about how video games affect mental health. The truth is that playing video games can help you learn how to solve complex problems and even encourage social connection through internet gaming. The mind can be stimulated, and video games can improve mental health. There are many advantages to playing video games for your mental health. You can get your mind moving and relieve tension by playing video games. The following are some benefits: Most of your brain’s cognitive processes are activated when playing video games to support higher-level thinking. You should immediately strategize, analyse, and think, depending on how complex the game is. Playing video games engages the deeper brain regions that ________ critical thinking and intellectual growth. You must complete objectives and goals in the game. Once you accomplish them, you feel a great sense of happiness, which enhances your general well-being. Playing games that award you medals or badges for achieving certain objectives enhances this sense of achievement. You have something to strive for when you try to gain more. Multiplayer games support social interaction and make people feel less lonely and isolated in a world where these issues are prevalent. Playing with known or even random individuals fosters a sense of companionship, teamwork, and belonging within the gaming community. Online and multiplayer games promote virtual social contact. You must learn whom to trust and whom to leave behind in the fast-paced environments. Games with several players promote collaboration. Moreover, it’s a risk-free setting where you can experiment with establishing conversations and friendships with strangers.

Running, working, or drawing are all hobbies that require moderation. While playing video games too much can be detrimental to your physical and mental health, doing so in moderation can help with well-being while still being a fun activity. Additionally, playing games might help us divert our attention from strong emotions like fear or tension. Furthermore, playing video games can help us deal with these emotions and dramatically reduce anxiety while regaining our equilibrium and can aid in fostering emotional toughness. Contrary to popular beliefs, playing video games improves mood and has long-lasting impacts. It is a fantastic option, whether you use it to unwind your day with friends or relieve stress.

Q. What is/are the advantages of multiplayer games as per the author?

Directions: Read the given passage carefully and answer the questions that follow:

Gaming has long been a common pastime for many young and older people. It has reached new heights due to the pandemic, the introduction of smartphones, and their accessibility. Because of its popularity, gaming has gained a favourable reputation. In addition, online gaming promotes a healthy and competitive environment and improves players’ cognitive capacities, as it entirely depends on the user’s skills and knowledge. It is an additional tool therapists can use to address the escalating mental health challenge, even though it is not a replacement for conventional ways of mental health treatment. Gaming as a pastime has benefited people’s mental health and daily lives for a myriad of factors. While excessive gaming’s adverse repercussions are often discussed, its positive aspects are sometimes disregarded. According to expert research, playing video games have several advantages, including fostering the growth of a gaming community, social contact, and developing complex problem-solving skills. The mind can be stimulated, and video games can improve mental health. It offers a means of unwinding after work, making friends, and getting better at something. However, it is true what people say-consuming too much of anything is bad for your health. In moderation, mobile gaming has more advantages than disadvantages.

There are many myths about how video games affect mental health. The truth is that playing video games can help you learn how to solve complex problems and even encourage social connection through internet gaming. The mind can be stimulated, and video games can improve mental health. There are many advantages to playing video games for your mental health. You can get your mind moving and relieve tension by playing video games. The following are some benefits: Most of your brain’s cognitive processes are activated when playing video games to support higher-level thinking. You should immediately strategize, analyse, and think, depending on how complex the game is. Playing video games engages the deeper brain regions that ________ critical thinking and intellectual growth. You must complete objectives and goals in the game. Once you accomplish them, you feel a great sense of happiness, which enhances your general well-being. Playing games that award you medals or badges for achieving certain objectives enhances this sense of achievement. You have something to strive for when you try to gain more. Multiplayer games support social interaction and make people feel less lonely and isolated in a world where these issues are prevalent. Playing with known or even random individuals fosters a sense of companionship, teamwork, and belonging within the gaming community. Online and multiplayer games promote virtual social contact. You must learn whom to trust and whom to leave behind in the fast-paced environments. Games with several players promote collaboration. Moreover, it’s a risk-free setting where you can experiment with establishing conversations and friendships with strangers.

Running, working, or drawing are all hobbies that require moderation. While playing video games too much can be detrimental to your physical and mental health, doing so in moderation can help with well-being while still being a fun activity. Additionally, playing games might help us divert our attention from strong emotions like fear or tension. Furthermore, playing video games can help us deal with these emotions and dramatically reduce anxiety while regaining our equilibrium and can aid in fostering emotional toughness. Contrary to popular beliefs, playing video games improves mood and has long-lasting impacts. It is a fantastic option, whether you use it to unwind your day with friends or relieve stress.

Q. Which of the given options justifies the author’s claims being made in the first paragraph?

Directions: Read the given passage carefully and answer the questions that follow:

Gaming has long been a common pastime for many young and older people. It has reached new heights due to the pandemic, the introduction of smartphones, and their accessibility. Because of its popularity, gaming has gained a favourable reputation. In addition, online gaming promotes a healthy and competitive environment and improves players’ cognitive capacities, as it entirely depends on the user’s skills and knowledge. It is an additional tool therapists can use to address the escalating mental health challenge, even though it is not a replacement for conventional ways of mental health treatment. Gaming as a pastime has benefited people’s mental health and daily lives for a myriad of factors. While excessive gaming’s adverse repercussions are often discussed, its positive aspects are sometimes disregarded. According to expert research, playing video games have several advantages, including fostering the growth of a gaming community, social contact, and developing complex problem-solving skills. The mind can be stimulated, and video games can improve mental health. It offers a means of unwinding after work, making friends, and getting better at something. However, it is true what people say-consuming too much of anything is bad for your health. In moderation, mobile gaming has more advantages than disadvantages.

There are many myths about how video games affect mental health. The truth is that playing video games can help you learn how to solve complex problems and even encourage social connection through internet gaming. The mind can be stimulated, and video games can improve mental health. There are many advantages to playing video games for your mental health. You can get your mind moving and relieve tension by playing video games. The following are some benefits: Most of your brain’s cognitive processes are activated when playing video games to support higher-level thinking. You should immediately strategize, analyse, and think, depending on how complex the game is. Playing video games engages the deeper brain regions that ________ critical thinking and intellectual growth. You must complete objectives and goals in the game. Once you accomplish them, you feel a great sense of happiness, which enhances your general well-being. Playing games that award you medals or badges for achieving certain objectives enhances this sense of achievement. You have something to strive for when you try to gain more. Multiplayer games support social interaction and make people feel less lonely and isolated in a world where these issues are prevalent. Playing with known or even random individuals fosters a sense of companionship, teamwork, and belonging within the gaming community. Online and multiplayer games promote virtual social contact. You must learn whom to trust and whom to leave behind in the fast-paced environments. Games with several players promote collaboration. Moreover, it’s a risk-free setting where you can experiment with establishing conversations and friendships with strangers.

Running, working, or drawing are all hobbies that require moderation. While playing video games too much can be detrimental to your physical and mental health, doing so in moderation can help with well-being while still being a fun activity. Additionally, playing games might help us divert our attention from strong emotions like fear or tension. Furthermore, playing video games can help us deal with these emotions and dramatically reduce anxiety while regaining our equilibrium and can aid in fostering emotional toughness. Contrary to popular beliefs, playing video games improves mood and has long-lasting impacts. It is a fantastic option, whether you use it to unwind your day with friends or relieve stress.

Q. Which of the given options provides the correct theme of the given passage?