pls answer it is not related to accounting but help pls

stion 11 The number of the stated main idea sentence of paragraph (3) is: O Sentence #1 ho O Sentence #2 O Sentence #3 Sentence #4 1. Today, colleges and universities are under attack from many sectors. Teachers, it is claimed, are not doing a good job of teaching, and students are not doing a good job of learning Businesses and industries suffer from uncreative executives who lack initiative and who are educated not to think for themselves but to mouth outdated ciches the rest of the world has long discarded College graduates lack both basic skills and general culture Studies are conducted and reports are issued on the status of higher education, but any changes that result are either largely cosmetic or make a bad situation worse 2. One aspect of education too seldom challenged is the lecture system. Professors continue to lecture and students to take notes much as they did in the thirteenth century, when books were so more and expensive that few students could own them. The time is long overdue for us to renounce the lecture system and tum to methods that really work 3. One problem with lectures is that listening intelligently is hard work ta] Reading the same material in a textbook is a more efficient way to learn because students can proceed as slowly as they need to until the subject matter becomes clear to them. [bEven simply paying attention is very difficult te People can listen at a rate of 400 to 600 words a minute, while the most impassioned professor talks ot barely a third of that speed (d) This time lag between speech and comprehension leads to daydreaming Many students believe years of watching television or being on their colphones have damaged tror attention span, but their real problem is that listening attentively is much harder than thay tvenk 4 Worse til, attending lectures is passive learning, at least for inexperienced listeners. Active learning, in which students wite essays collaboratively or perform a task and then have their work evaluated by an instructor, is for more beneficial for those who have not yet ly learned how to learn while it's true that techniques of active listening, such as trying to anticipate the speaker's next point or taking notes selectively, can enhance the value of a lecture few students postes such skills at the beginning of their college careers. More commonly, students try to write everything down and even bring tape recorders to class in an incorrect effort to capture every word 5. Students need to question their professors and to have their ideas taken seriously. Only then wil they develop the analytical skills required to think logically and creatively Mout students learn best by engaging in frequent and heated debato, not by Jotting down a professor's often ustactory summary of complicated issues. They need small discussion classes that demand the common labours of teacher and students rather than classes in which one person, however learned offers of her own ideas 6. The lecture system ultimately ham professions as well. It reduces feedback to a minimum, so that the lecturer can noter udge how well students understand the material nor benefit from their questions or comments Questions that require the speaker to clanfy ambiguous points and comments that challenge carelessly constructed arguments are Indispensable to leaming. Without them, the liveliest mind can weaken Undergraduates may not be able to make twiling contributions very often, but lecturing Ingulatos a professor even from the beginner's simple question that could have started a fruitful ine of thought it lectures make so little sense, why have they been allowed to continue? Administrators love them, of course. They can cram far more students into a lecture hal than into a discussion class, and for many administrators that is almost the end of the story But the truth is that faculty members, and even students, conspire with them to keep the lecture system alive and well Lectures are easier on everyone thah debates Professors can pretend to teach by lecturing just as students can pretend to learn by attending lectures with no one the wiser, including the participants. Moreover, if lectures afford some students an opportunity to sit back and to the professor run the show, they offer some professors an irresistible forum for showing off in a classroom where everyone contributes, students are less able to hide and professors less tempted to engage in intellectual discussion Smaller classes in which students are required to involve themselves in discussion put an end to students' inactiveness Students become actively involved when forced to question their own ideas as well as their instructor's. Their listening skills improve dramatically in the excitement of exchange of ideas with their instructors and follow students. Such Interchanges help professors do their job better because they allow them to discover who knows what before final exams, not atter. When exams are given in this type of course, they can then require analysis and synthesis, motivating students to make sense of what is presented to them, rather than just memonize it. Classes like this require energy imagination, and commitment from professors, all of which can be exhausting. But they compel students to share responsibility for their own intellectual growth 7. 8. stion 11 The number of the stated main idea sentence of paragraph (3) is: O Sentence #1 ho O Sentence #2 O Sentence #3 Sentence #4 1. Today, colleges and universities are under attack from many sectors. Teachers, it is claimed, are not doing a good job of teaching, and students are not doing a good job of learning Businesses and industries suffer from uncreative executives who lack initiative and who are educated not to think for themselves but to mouth outdated ciches the rest of the world has long discarded College graduates lack both basic skills and general culture Studies are conducted and reports are issued on the status of higher education, but any changes that result are either largely cosmetic or make a bad situation worse 2. One aspect of education too seldom challenged is the lecture system. Professors continue to lecture and students to take notes much as they did in the thirteenth century, when books were so more and expensive that few students could own them. The time is long overdue for us to renounce the lecture system and tum to methods that really work 3. One problem with lectures is that listening intelligently is hard work ta] Reading the same material in a textbook is a more efficient way to learn because students can proceed as slowly as they need to until the subject matter becomes clear to them. [bEven simply paying attention is very difficult te People can listen at a rate of 400 to 600 words a minute, while the most impassioned professor talks ot barely a third of that speed (d) This time lag between speech and comprehension leads to daydreaming Many students believe years of watching television or being on their colphones have damaged tror attention span, but their real problem is that listening attentively is much harder than thay tvenk 4 Worse til, attending lectures is passive learning, at least for inexperienced listeners. Active learning, in which students wite essays collaboratively or perform a task and then have their work evaluated by an instructor, is for more beneficial for those who have not yet ly learned how to learn while it's true that techniques of active listening, such as trying to anticipate the speaker's next point or taking notes selectively, can enhance the value of a lecture few students postes such skills at the beginning of their college careers. More commonly, students try to write everything down and even bring tape recorders to class in an incorrect effort to capture every word 5. Students need to question their professors and to have their ideas taken seriously. Only then wil they develop the analytical skills required to think logically and creatively Mout students learn best by engaging in frequent and heated debato, not by Jotting down a professor's often ustactory summary of complicated issues. They need small discussion classes that demand the common labours of teacher and students rather than classes in which one person, however learned offers of her own ideas 6. The lecture system ultimately ham professions as well. It reduces feedback to a minimum, so that the lecturer can noter udge how well students understand the material nor benefit from their questions or comments Questions that require the speaker to clanfy ambiguous points and comments that challenge carelessly constructed arguments are Indispensable to leaming. Without them, the liveliest mind can weaken Undergraduates may not be able to make twiling contributions very often, but lecturing Ingulatos a professor even from the beginner's simple question that could have started a fruitful ine of thought it lectures make so little sense, why have they been allowed to continue? Administrators love them, of course. They can cram far more students into a lecture hal than into a discussion class, and for many administrators that is almost the end of the story But the truth is that faculty members, and even students, conspire with them to keep the lecture system alive and well Lectures are easier on everyone thah debates Professors can pretend to teach by lecturing just as students can pretend to learn by attending lectures with no one the wiser, including the participants. Moreover, if lectures afford some students an opportunity to sit back and to the professor run the show, they offer some professors an irresistible forum for showing off in a classroom where everyone contributes, students are less able to hide and professors less tempted to engage in intellectual discussion Smaller classes in which students are required to involve themselves in discussion put an end to students' inactiveness Students become actively involved when forced to question their own ideas as well as their instructor's. Their listening skills improve dramatically in the excitement of exchange of ideas with their instructors and follow students. Such Interchanges help professors do their job better because they allow them to discover who knows what before final exams, not atter. When exams are given in this type of course, they can then require analysis and synthesis, motivating students to make sense of what is presented to them, rather than just memonize it. Classes like this require energy imagination, and commitment from professors, all of which can be exhausting. But they compel students to share responsibility for their own intellectual growth 7. 8