Reading Comprehension

What is the underlying idea of the whole passage?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

The temptation, to any man who is interested in ideas and primarily in literature, to put literature into the corner until he cleaned up the whole country first, is almost irresistible. Some persons have succeeded so well in this later profession of setting the house in order, and have attracted so much more attention than Arnold, that we must conclude that it is indeed their proper role, and that they have done well for themselves in laying literature aside.
Not only is the critic tempted outside of criticism. The criticism proper betrays such poverty of ideas and such atrophy of sensibility that men who ought to preserve their critical ability for the improvement of their own creative work are tempted into criticism. This is not to suggest as a corollary to this that the ‘creative’ gift is ‘higher’ than the critical.  When one creative mind is better than another, the reason often is that the better is the more critical. But the great bulk of the work of criticism could have been done by minds of the second order, and it is just these minds of the second order that are difficult to find. They are necessary for the rapid circulation of ideas. The periodical press — the ideal literary periodical — is an instrument of transport; and the literary periodical press is dependent upon the existence of a sufficient number of second-order (not ‘second rate,’ the expression is too derogatory) minds to supply its material. These minds are necessary for that ‘current of ideas,’ that ‘society permeated by fresh thought,’ of which Arnold speaks.
It is a perpetual heresy of English to believe that only the first-order mind, the Genius, the Great Man, matters; that he is solitary, and produced best in the least favourable environment, perhaps the Public School; and that it is most likely a sign of inferiority that Paris can show so many minds of the second order. If too much bad verse is published in London, it does not occur to us to raise our standards, to do anything to educate the poetasters; the remedy is, kill them off.
We quite agree that poetry is not a formula. It is part of the business of the critic to preserve tradition — where a good tradition exists. It is part of his business to see literature steadily and to see it whole; and this is eminently to see it not as consecrated by time, but to see it beyond time; to see the best work of our time and the best work of twenty-five hundred years ago with the same eyes. It is part of his business to help the poetaster to understand his own limitations. The poetaster who understands his own limitations will be one of our useful second-order minds; a good minor poet (something which is very rare) or another good critic. As for the first-order minds, when they happen, they will be none the worse off for a ‘current of ideas’; the solitude with which they will always and everywhere be invested is a very different thing from isolation, or a monarchy of death.

What is the underlying idea of the fourth paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

Data of educational psychology are obtained through various methods. These methods range in reliability from extremely low to very high. In addition to the questionable validity of the information obtained by research, there are certain risks of inference involved when the results of laboratory investigations are extrapolated to classroom applications. Every classroom is unique in many ways and there are certain risks in generalizing from the laboratory to the classroom as well as from one type of classroom to another.
Educational psychologists and educators in the field would do a service to the profession if they would cross-validate laboratory studies in the classroom and pool the results from such studies in several schools to determine the generality of their findings.
Conventional textbooks are quite unsatisfactory for the student who wishes to critically evaluate the reliability of the methods used in obtaining the information presented. The book, which presents enough of the methodology of the studies from which all of the data presented are derived, would be able to cover a very limited area of subject matter and a small number of studies. It is necessary, therefore, for textbooks to become authoritarian in tenor and subject-matter oriented if they are to be useful to the student who is largely a consumer of research data. Data presented in textbook fashion must be accepted largely on faith — faith in the veracity of the presentations and in the reliability of the research methods used.
The student who is critical will want to go back to the original studies to check on the original methods and data on issues which are crucial for him. There are books of readings available in which selected studies are presented in their complete forms. These constitute useful supplements to the subject-matter oriented textbook. A textbook should be perceived by the student as a presentation of the best available information to date, organized and interpreted within a limited frame of reference.

What is the underlying idea of the first paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

With Charles Darwin’s popularization of the concept of evolution, man became interested in his biological origins and affiliations. This interest was centered on man’s phylogenetic origins. Starting with the work on heredity of Gregor Mendel in the 1860s and the recognition of its significance in 1900, interest shifted to the problem of man’s ontogenetic origins. Mendel’s simple ‘laws of heredity’ came to be widely known and were uncritically assumed to apply to all human characteristics. Most physical characteristics, intelligence, and many aspects of personality were thought to operate as simple Mendelian unit characters in their transmission from parent to child. This belief stimulated an interest to eugenic movements that proposed to bring about race betterment through sterilization of the unfit and encouragement of marriage among the superior members of society. Many groups of people organized to promote such programmes. Feeble-mindedness, poverty, crime, and immorality were thought to be largely matters of poor heredity. Several studies of family lines were published that seemed to give considerable support to this general concept.
From 1900 to about 1920 there was an overemphasis on the role of heredity in producing these conditions. The fixity and certainty of hereditary determination were grossly overestimated, and the environmental contribution to intelligence, personality, morality, and crime was either ignored or underestimated. The one fundamental fact of logic — that correlation does not prove causation — was forgotten. Because certain traits follow family lines, it does not follow that they are necessarily inherited. There is a ‘social heredity’ involved in the transmission of many things from generation to generation, and it is easy to confuse its effects with those of biology heredity.
Starting in the 1920s and ‘30s there set in a reaction against the uncritical application of the simple Mendelian concepts to all human characteristics and the resulting disregard of the importance of environmental factors. The extreme hereditarians were accused of being mechanistic in their frame of reference, deterministic in their philosophy, and unscientific in their methods.
Behavior trends, intellectual level, special talents, and temperament are not inherited as such, but heredity is certainly a factor in determining all of them. Genes affect behavior indirectly through their influence on the structural development of the individual. Genes affect structural conditions which, in turn, influence function. Such complex things as feeble-mindedness, musical talent, mathematical aptitude, and criminality can hardly be inherited. However, the genes can be crucial factors in determining the development of the nervous system, the sensitivity of the ear, the discriminating ability of the eye, the length, diameter, and nature of the vocal cords, and as such things as the size and shape of the hands.

What is the underlying idea of the opening paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

Data of educational psychology are obtained through various methods. These methods range in reliability from extremely low to very high. In addition to the questionable validity of the information obtained by research, there are certain risks of inference involved when the results of laboratory investigations are extrapolated to classroom applications. Every classroom is unique in many ways and there are certain risks in generalizing from the laboratory to the classroom as well as from one type of classroom to another.
Educational psychologists and educators in the field would do a service to the profession if they would cross-validate laboratory studies in the classroom and pool the results from such studies in several schools to determine the generality of their findings.
Conventional textbooks are quite unsatisfactory for the student who wishes to critically evaluate the reliability of the methods used in obtaining the information presented. The book, which presents enough of the methodology of the studies from which all of the data presented are derived, would be able to cover a very limited area of subject matter and a small number of studies. It is necessary, therefore, for textbooks to become authoritarian in tenor and subject-matter oriented if they are to be useful to the student who is largely a consumer of research data. Data presented in textbook fashion must be accepted largely on faith — faith in the veracity of the presentations and in the reliability of the research methods used.
The student who is critical will want to go back to the original studies to check on the original methods and data on issues which are crucial for him. There are books of readings available in which selected studies are presented in their complete forms. These constitute useful supplements to the subject-matter oriented textbook. A textbook should be perceived by the student as a presentation of the best available information to date, organized and interpreted within a limited frame of reference.

What is the underlying idea of the second paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

With Charles Darwin’s popularization of the concept of evolution, man became interested in his biological origins and affiliations. This interest was centered on man’s phylogenetic origins. Starting with the work on heredity of Gregor Mendel in the 1860s and the recognition of its significance in 1900, interest shifted to the problem of man’s ontogenetic origins. Mendel’s simple ‘laws of heredity’ came to be widely known and were uncritically assumed to apply to all human characteristics. Most physical characteristics, intelligence, and many aspects of personality were thought to operate as simple Mendelian unit characters in their transmission from parent to child. This belief stimulated an interest to eugenic movements that proposed to bring about race betterment through sterilization of the unfit and encouragement of marriage among the superior members of society. Many groups of people organized to promote such programmes. Feeble-mindedness, poverty, crime, and immorality were thought to be largely matters of poor heredity. Several studies of family lines were published that seemed to give considerable support to this general concept.
From 1900 to about 1920 there was an overemphasis on the role of heredity in producing these conditions. The fixity and certainty of hereditary determination were grossly overestimated, and the environmental contribution to intelligence, personality, morality, and crime was either ignored or underestimated. The one fundamental fact of logic — that correlation does not prove causation — was forgotten. Because certain traits follow family lines, it does not follow that they are necessarily inherited. There is a ‘social heredity’ involved in the transmission of many things from generation to generation, and it is easy to confuse its effects with those of biology heredity.
Starting in the 1920s and ‘30s there set in a reaction against the uncritical application of the simple Mendelian concepts to all human characteristics and the resulting disregard of the importance of environmental factors. The extreme hereditarians were accused of being mechanistic in their frame of reference, deterministic in their philosophy, and unscientific in their methods.
Behavior trends, intellectual level, special talents, and temperament are not inherited as such, but heredity is certainly a factor in determining all of them. Genes affect behavior indirectly through their influence on the structural development of the individual. Genes affect structural conditions which, in turn, influence function. Such complex things as feeble-mindedness, musical talent, mathematical aptitude, and criminality can hardly be inherited. However, the genes can be crucial factors in determining the development of the nervous system, the sensitivity of the ear, the discriminating ability of the eye, the length, diameter, and nature of the vocal cords, and as such things as the size and shape of the hands.

What is the underlying idea of the whole passage?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

Data of educational psychology are obtained through various methods. These methods range in reliability from extremely low to very high. In addition to the questionable validity of the information obtained by research, there are certain risks of inference involved when the results of laboratory investigations are extrapolated to classroom applications. Every classroom is unique in many ways and there are certain risks in generalizing from the laboratory to the classroom as well as from one type of classroom to another.
Educational psychologists and educators in the field would do a service to the profession if they would cross-validate laboratory studies in the classroom and pool the results from such studies in several schools to determine the generality of their findings.
Conventional textbooks are quite unsatisfactory for the student who wishes to critically evaluate the reliability of the methods used in obtaining the information presented. The book, which presents enough of the methodology of the studies from which all of the data presented are derived, would be able to cover a very limited area of subject matter and a small number of studies. It is necessary, therefore, for textbooks to become authoritarian in tenor and subject-matter oriented if they are to be useful to the student who is largely a consumer of research data. Data presented in textbook fashion must be accepted largely on faith — faith in the veracity of the presentations and in the reliability of the research methods used.
The student who is critical will want to go back to the original studies to check on the original methods and data on issues which are crucial for him. There are books of readings available in which selected studies are presented in their complete forms. These constitute useful supplements to the subject-matter oriented textbook. A textbook should be perceived by the student as a presentation of the best available information to date, organized and interpreted within a limited frame of reference.

What is the underlying idea of the whole passage?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

With Charles Darwin’s popularization of the concept of evolution, man became interested in his biological origins and affiliations. This interest was centered on man’s phylogenetic origins. Starting with the work on heredity of Gregor Mendel in the 1860s and the recognition of its significance in 1900, interest shifted to the problem of man’s ontogenetic origins. Mendel’s simple ‘laws of heredity’ came to be widely known and were uncritically assumed to apply to all human characteristics. Most physical characteristics, intelligence, and many aspects of personality were thought to operate as simple Mendelian unit characters in their transmission from parent to child. This belief stimulated an interest to eugenic movements that proposed to bring about race betterment through sterilization of the unfit and encouragement of marriage among the superior members of society. Many groups of people organized to promote such programmes. Feeble-mindedness, poverty, crime, and immorality were thought to be largely matters of poor heredity. Several studies of family lines were published that seemed to give considerable support to this general concept.
From 1900 to about 1920 there was an overemphasis on the role of heredity in producing these conditions. The fixity and certainty of hereditary determination were grossly overestimated, and the environmental contribution to intelligence, personality, morality, and crime was either ignored or underestimated. The one fundamental fact of logic — that correlation does not prove causation — was forgotten. Because certain traits follow family lines, it does not follow that they are necessarily inherited. There is a ‘social heredity’ involved in the transmission of many things from generation to generation, and it is easy to confuse its effects with those of biology heredity.
Starting in the 1920s and ‘30s there set in a reaction against the uncritical application of the simple Mendelian concepts to all human characteristics and the resulting disregard of the importance of environmental factors. The extreme hereditarians were accused of being mechanistic in their frame of reference, deterministic in their philosophy, and unscientific in their methods.
Behavior trends, intellectual level, special talents, and temperament are not inherited as such, but heredity is certainly a factor in determining all of them. Genes affect behavior indirectly through their influence on the structural development of the individual. Genes affect structural conditions which, in turn, influence function. Such complex things as feeble-mindedness, musical talent, mathematical aptitude, and criminality can hardly be inherited. However, the genes can be crucial factors in determining the development of the nervous system, the sensitivity of the ear, the discriminating ability of the eye, the length, diameter, and nature of the vocal cords, and as such things as the size and shape of the hands.

What is the underlying idea of the second paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

Data of educational psychology are obtained through various methods. These methods range in reliability from extremely low to very high. In addition to the questionable validity of the information obtained by research, there are certain risks of inference involved when the results of laboratory investigations are extrapolated to classroom applications. Every classroom is unique in many ways and there are certain risks in generalizing from the laboratory to the classroom as well as from one type of classroom to another.
Educational psychologists and educators in the field would do a service to the profession if they would cross-validate laboratory studies in the classroom and pool the results from such studies in several schools to determine the generality of their findings.
Conventional textbooks are quite unsatisfactory for the student who wishes to critically evaluate the reliability of the methods used in obtaining the information presented. The book, which presents enough of the methodology of the studies from which all of the data presented are derived, would be able to cover a very limited area of subject matter and a small number of studies. It is necessary, therefore, for textbooks to become authoritarian in tenor and subject-matter oriented if they are to be useful to the student who is largely a consumer of research data. Data presented in textbook fashion must be accepted largely on faith — faith in the veracity of the presentations and in the reliability of the research methods used.
The student who is critical will want to go back to the original studies to check on the original methods and data on issues which are crucial for him. There are books of readings available in which selected studies are presented in their complete forms. These constitute useful supplements to the subject-matter oriented textbook. A textbook should be perceived by the student as a presentation of the best available information to date, organized and interpreted within a limited frame of reference.

What is the underlying idea of the fourth paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

With Charles Darwin’s popularization of the concept of evolution, man became interested in his biological origins and affiliations. This interest was centered on man’s phylogenetic origins. Starting with the work on heredity of Gregor Mendel in the 1860s and the recognition of its significance in 1900, interest shifted to the problem of man’s ontogenetic origins. Mendel’s simple ‘laws of heredity’ came to be widely known and were uncritically assumed to apply to all human characteristics. Most physical characteristics, intelligence, and many aspects of personality were thought to operate as simple Mendelian unit characters in their transmission from parent to child. This belief stimulated an interest to eugenic movements that proposed to bring about race betterment through sterilization of the unfit and encouragement of marriage among the superior members of society. Many groups of people organized to promote such programmes. Feeble-mindedness, poverty, crime, and immorality were thought to be largely matters of poor heredity. Several studies of family lines were published that seemed to give considerable support to this general concept.
From 1900 to about 1920 there was an overemphasis on the role of heredity in producing these conditions. The fixity and certainty of hereditary determination were grossly overestimated, and the environmental contribution to intelligence, personality, morality, and crime was either ignored or underestimated. The one fundamental fact of logic — that correlation does not prove causation — was forgotten. Because certain traits follow family lines, it does not follow that they are necessarily inherited. There is a ‘social heredity’ involved in the transmission of many things from generation to generation, and it is easy to confuse its effects with those of biology heredity.
Starting in the 1920s and ‘30s there set in a reaction against the uncritical application of the simple Mendelian concepts to all human characteristics and the resulting disregard of the importance of environmental factors. The extreme hereditarians were accused of being mechanistic in their frame of reference, deterministic in their philosophy, and unscientific in their methods.
Behavior trends, intellectual level, special talents, and temperament are not inherited as such, but heredity is certainly a factor in determining all of them. Genes affect behavior indirectly through their influence on the structural development of the individual. Genes affect structural conditions which, in turn, influence function. Such complex things as feeble-mindedness, musical talent, mathematical aptitude, and criminality can hardly be inherited. However, the genes can be crucial factors in determining the development of the nervous system, the sensitivity of the ear, the discriminating ability of the eye, the length, diameter, and nature of the vocal cords, and as such things as the size and shape of the hands.

What is the underlying idea of the third paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

Data of educational psychology are obtained through various methods. These methods range in reliability from extremely low to very high. In addition to the questionable validity of the information obtained by research, there are certain risks of inference involved when the results of laboratory investigations are extrapolated to classroom applications. Every classroom is unique in many ways and there are certain risks in generalizing from the laboratory to the classroom as well as from one type of classroom to another.
Educational psychologists and educators in the field would do a service to the profession if they would cross-validate laboratory studies in the classroom and pool the results from such studies in several schools to determine the generality of their findings.
Conventional textbooks are quite unsatisfactory for the student who wishes to critically evaluate the reliability of the methods used in obtaining the information presented. The book, which presents enough of the methodology of the studies from which all of the data presented are derived, would be able to cover a very limited area of subject matter and a small number of studies. It is necessary, therefore, for textbooks to become authoritarian in tenor and subject-matter oriented if they are to be useful to the student who is largely a consumer of research data. Data presented in textbook fashion must be accepted largely on faith — faith in the veracity of the presentations and in the reliability of the research methods used.
The student who is critical will want to go back to the original studies to check on the original methods and data on issues which are crucial for him. There are books of readings available in which selected studies are presented in their complete forms. These constitute useful supplements to the subject-matter oriented textbook. A textbook should be perceived by the student as a presentation of the best available information to date, organized and interpreted within a limited frame of reference.

What is the underlying idea of the third paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

With Charles Darwin’s popularization of the concept of evolution, man became interested in his biological origins and affiliations. This interest was centered on man’s phylogenetic origins. Starting with the work on heredity of Gregor Mendel in the 1860s and the recognition of its significance in 1900, interest shifted to the problem of man’s ontogenetic origins. Mendel’s simple ‘laws of heredity’ came to be widely known and were uncritically assumed to apply to all human characteristics. Most physical characteristics, intelligence, and many aspects of personality were thought to operate as simple Mendelian unit characters in their transmission from parent to child. This belief stimulated an interest to eugenic movements that proposed to bring about race betterment through sterilization of the unfit and encouragement of marriage among the superior members of society. Many groups of people organized to promote such programmes. Feeble-mindedness, poverty, crime, and immorality were thought to be largely matters of poor heredity. Several studies of family lines were published that seemed to give considerable support to this general concept.
From 1900 to about 1920 there was an overemphasis on the role of heredity in producing these conditions. The fixity and certainty of hereditary determination were grossly overestimated, and the environmental contribution to intelligence, personality, morality, and crime was either ignored or underestimated. The one fundamental fact of logic — that correlation does not prove causation — was forgotten. Because certain traits follow family lines, it does not follow that they are necessarily inherited. There is a ‘social heredity’ involved in the transmission of many things from generation to generation, and it is easy to confuse its effects with those of biology heredity.
Starting in the 1920s and ‘30s there set in a reaction against the uncritical application of the simple Mendelian concepts to all human characteristics and the resulting disregard of the importance of environmental factors. The extreme hereditarians were accused of being mechanistic in their frame of reference, deterministic in their philosophy, and unscientific in their methods.
Behavior trends, intellectual level, special talents, and temperament are not inherited as such, but heredity is certainly a factor in determining all of them. Genes affect behavior indirectly through their influence on the structural development of the individual. Genes affect structural conditions which, in turn, influence function. Such complex things as feeble-mindedness, musical talent, mathematical aptitude, and criminality can hardly be inherited. However, the genes can be crucial factors in determining the development of the nervous system, the sensitivity of the ear, the discriminating ability of the eye, the length, diameter, and nature of the vocal cords, and as such things as the size and shape of the hands.

Which of the following could replace 'innovativeness' as used in the passage?

Directions: Read the following passage carefully and select the most suitable option according to the corresponding number in the passage.

Aptitude to give presentation is considered as one of the most important skills in today’s world. A good presentation leaves a formidable impact on the audience besides accomplishing the very objective it has been framed for.
The success of most presentations can be generally gauged from the audience response. The gestures of the spectators can be the best feedback of the presentation. The basic objective of the presenter is to see whether the expectations of the addressees have been fulfilled. If the presenter has achieved this objective, he has won the day!
A good presentation requires effective communication skills, subject expertise, innovativeness and charisma on the part of the presenter. The challenge gets even bigger when you address large audiences.
Audience should be engaged in the presentation by welcoming their queries and handling the same successfully. Apprehension can be concealed by inventiveness and zeal. Confidence and authority would charm the audience. 

Which of the following could replace ‘aptitude’ as used in the passage?

Directions: Read the following passage carefully and select the most suitable option according to the corresponding number in the passage.

Aptitude to give presentation is considered as one of the most important skills in today’s world. A good presentation leaves a formidable impact on the audience besides accomplishing the very objective it has been framed for.
The success of most presentations can be generally gauged from the audience response. The gestures of the spectators can be the best feedback of the presentation. The basic objective of the presenter is to see whether the expectations of the addressees have been fulfilled. If the presenter has achieved this objective, he has won the day!
A good presentation requires effective communication skills, subject expertise, innovativeness and charisma on the part of the presenter. The challenge gets even bigger when you address large audiences.
Audience should be engaged in the presentation by welcoming their queries and handling the same successfully. Apprehension can be concealed by inventiveness and zeal. Confidence and authority would charm the audience. 

Which of the following could replace 'charisma' as used in the passage?

Directions: Read the following passage carefully and select the most suitable option according to the corresponding number in the passage.

Aptitude to give presentation is considered as one of the most important skills in today’s world. A good presentation leaves a formidable impact on the audience besides accomplishing the very objective it has been framed for.
The success of most presentations can be generally gauged from the audience response. The gestures of the spectators can be the best feedback of the presentation. The basic objective of the presenter is to see whether the expectations of the addressees have been fulfilled. If the presenter has achieved this objective, he has won the day!
A good presentation requires effective communication skills, subject expertise, innovativeness and charisma on the part of the presenter. The challenge gets even bigger when you address large audiences.
Audience should be engaged in the presentation by welcoming their queries and handling the same successfully. Apprehension can be concealed by inventiveness and zeal. Confidence and authority would charm the audience. 

Which of the following could replace 'expertise' as used in the passage?

Directions: Read the following passage carefully and select the most suitable option according to the corresponding number in the passage.

Aptitude to give presentation is considered as one of the most important skills in today’s world. A good presentation leaves a formidable impact on the audience besides accomplishing the very objective it has been framed for.
The success of most presentations can be generally gauged from the audience response. The gestures of the spectators can be the best feedback of the presentation. The basic objective of the presenter is to see whether the expectations of the addressees have been fulfilled. If the presenter has achieved this objective, he has won the day!
A good presentation requires effective communication skills, subject expertise, innovativeness and charisma on the part of the presenter. The challenge gets even bigger when you address large audiences.
Audience should be engaged in the presentation by welcoming their queries and handling the same successfully. Apprehension can be concealed by inventiveness and zeal. Confidence and authority would charm the audience.