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Parent: The city education department is unable to distinguish between

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Parent: The city education department is unable to distinguish between  [#permalink]

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New post 28 Apr 2012, 20:37
3
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A
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  35% (medium)

Question Stats:

69% (01:35) correct 31% (01:43) wrong based on 1147 sessions

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Parent: The city education department is unable to distinguish between annoyances and important problems. For instance, prohibiting students from having cell phones is an overreaction. If a student uses one and thus interferes with instruction, confiscate it. All in all, we need educational leadership that can solve problems, not create them. Which of the following is an assumption made by the parent?


A) Students having cell phones does not constitute an important problem for the city schools.

B) Students have no need for cell phones in school.

C) Faculty and staff should be allowed to possess cell phones.

D) Students need to have cell phones because some of them have no stay-at-home parent.

E) An interest in solving problems is the most important attribute of an educational leader.



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Re: Parent: The city education department is unable to distinguish between  [#permalink]

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New post 30 Aug 2013, 07:23
This argument concludes that the city needs educational leadership that can
solve problems, not create them. It illustrates this claim by discussing the
prohibition on cell phones. This prohibition is given as an example of the
leadership creating problems where none exist. The necessary assumption is
one that bridges the logic gap between the premise and the conclusion.
(A) CORRECT. In order to use the issue of students having cells phones as an
example of how the educational leadership creates problems where none exist,
the author must assume that students having cell phones is not an important
problem.
(B) The argument and its conclusion are not about students’ needs. They
concern the quality of educational leadership. Thus, this choice is irrelevant; it is
not necessary for the argument to assume anything about students’ needs.
(C) This choice is irrelevant; the argument does not concern faculty and staff cell
phones, and thus no assumption about them is necessary. Assumptions must be
both unstated and necessary to the conclusion.
(D) The argument and its conclusion are not about students’ needs. They
concern the quality of educational leadership. Thus, this choice is irrelevant; it is
not necessary for the argument to assume anything about students’ needs.
(E) The argument does not rank the various attributes of good educational
leadership. It only discusses one quality. Thus, no assumption about the relative
importance of attributes is necessary, and this choice is irrelevant.
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Re: Parent: The city education department is unable to distinguish between  [#permalink]

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New post Updated on: 10 Nov 2017, 19:49
I guess the argument structure is as followed:
1/ the first sentence is the main premise.
2/ prohibiting students from having cell phones is an overreaction (this gives more details for the premise)
3/ students use cell phone -> confiscate (example that supports the premise)
4/ need educational leadership that can solve problems, not create them. (conclusion)

Example is a key word b/c it is a transition word. Example indicates that more details are given for a premise.

Originally posted by chesstitans on 03 Jul 2017, 08:53.
Last edited by chesstitans on 10 Nov 2017, 19:49, edited 1 time in total.
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Re: Parent: The city education department is unable to distinguish between  [#permalink]

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New post 09 Nov 2017, 19:35
Parent: The city education department is unable to distinguish between annoyances and
important problems. For instance, prohibiting students from having cell phones is an
overreaction. If a student uses one and thus interferes with instruction, confiscate it. All in
all, we need educational leadership that can solve problems, not create them.

Which of the following is an assumption made by the parent?

A) Students having cell phones does not constitute an important problem for the city schools.
b) Students have no need for cell phones in school. Actually weakens parent's argument. Incorrect
c) Faculty and staff should be allowed to possess cell phones. Irrelevant. Out of scope. We are concerned with students having cellphones
d) Students need to have cell phones because some of them have no stay-at-home parent. So what? Students having a cellphones could still be an important problem for schools
e) An interest in solving problems is the most important attribute of an educational leader. Irrelevant. Not a necessary assumption.

Conclusion: CED is unable to distinguish between annoyances and important problems
Premise: For instance, prohibiting students from having cell phones is an overreaction.

BY POE, A is the answer. Negate A to check; Students having cell phones does constitute an important problem for the city schools. If student having cell phones causes problems for the schools, then the argument falls apart.

Kudos if you like the answer :-)
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Re: Parent: The city education department is unable to distinguish between  [#permalink]

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New post 10 Nov 2017, 19:47
zvazviri wrote:
Parent: The city education department is unable to distinguish between annoyances and
important problems. For instance, prohibiting students from having cell phones is an
overreaction. If a student uses one and thus interferes with instruction, confiscate it. All in
all, we need educational leadership that can solve problems, not create them.

Which of the following is an assumption made by the parent?

A) Students having cell phones does not constitute an important problem for the city schools.
b) Students have no need for cell phones in school. Actually weakens parent's argument. Incorrect
c) Faculty and staff should be allowed to possess cell phones. Irrelevant. Out of scope. We are concerned with students having cellphones
d) Students need to have cell phones because some of them have no stay-at-home parent. So what? Students having a cellphones could still be an important problem for schools
e) An interest in solving problems is the most important attribute of an educational leader. Irrelevant. Not a necessary assumption.

Conclusion: CED is unable to distinguish between annoyances and important problems
Premise: For instance, prohibiting students from having cell phones is an overreaction.

BY POE, A is the answer. Negate A to check; Students having cell phones does constitute an important problem for the city schools. If student having cell phones causes problems for the schools, then the argument falls apart.

Kudos if you like the answer :-)


I see that you have used 2 important techniques in GMAT. They are POE and negation.
There is also another technique; A is correct b/c A directly links with the argument.
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Re: Parent: The city education department is unable to distinguish between  [#permalink]

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New post 12 Aug 2019, 20:53
GetThisDone wrote:
Parent: The city education department is unable to distinguish between annoyances and important problems. For instance, prohibiting students from having cell phones is an overreaction. If a student uses one and thus interferes with instruction, confiscate it. All in all, we need educational leadership that can solve problems, not create them. Which of the following is an assumption made by the parent?


A) Students having cell phones does not constitute an important problem for the city schools.

B) Students have no need for cell phones in school.

C) Faculty and staff should be allowed to possess cell phones.

D) Students need to have cell phones because some of them have no stay-at-home parent.

E) An interest in solving problems is the most important attribute of an educational leader.



Main CR Qs link - Main link - http://gmatclub.com/forum/cr-qs-600-700 ... 31508.html


Responding to a pm:

- The city education department is unable to distinguish between annoyances and important problems.
- Prohibiting cell phones is an overreaction. If a student uses one and thus interferes with instruction, confiscate it.
- All in all, we need educational leadership that can solve problems, not create them.

The entire argument is the author's opinion so we cannot split the argument into premises and conclusion. We are looking for the assumption made here.

A) Students having cell phones does not constitute an important problem for the city schools.

The author assumes that cell phones are annoyances and not important problems. He goes on to say that prohibiting cell phones is an overreaction (because cell phones are annoyances). Hence, this is an assumption.

B) Students have no need for cell phones in school.

The author seems to say that students should be allowed to keep cell phones. So he certainly doesn't believe that students do not need cell phones in school.

C) Faculty and staff should be allowed to possess cell phones.

There is no discussion on faculty and staff. Irrelevant.

D) Students need to have cell phones because some of them have no stay-at-home parent.

We might buy in to the first part of this sentence but the second part makes it completely wrong. The author does not assume any particular reason for students to possess cell phones. There is no way we can say that he thinks having cell phones is important because of no stay-at-home parents. Hence, there is no need to think about it further. Incorrect.

E) An interest in solving problems is the most important attribute of an educational leader.

The argument does not assume anything about what is the "most important" attribute of an educational leader. Irrelevant.

Answer (A)
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Re: Parent: The city education department is unable to distinguish between   [#permalink] 12 Aug 2019, 20:53
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