Statement — A majority of students have failed in one paper in the first-semester examination. Courses of Action: I. All the students who failed should be asked to drop out of the course. II. The faculty teaching the paper should be asked to resign.

Introduction / Context:
A high failure rate in a single paper signals possible issues in syllabus coverage, assessment design, teaching methods, exam difficulty, or student preparedness. Sound actions diagnose and remediate; extreme punitive steps are rarely justified immediately.

Given Data / Assumptions:

• Fact: Majority failed one paper in first semester.
• COA I: Ask all failed students to drop out.
• COA II: Ask the concerned faculty to resign.

Concept / Approach:
Both I and II are knee-jerk, disproportionate, and ignore root-cause analysis. Better actions (not listed) would include moderation, re-evaluation, supplementary instruction, paper audit, and a re-test if warranted.

Step-by-Step Solution:
1) I eliminates students instead of rectifying pedagogy/assessment → not a reasonable immediate action.2) II penalizes faculty without investigation (item analysis, coverage mapping, benchmarking) → also unreasonable as an immediate step.

Verification / Alternative check:
Academic quality assurance practices recommend diagnostics before sanctions.

Why Other Options Are Wrong:
Any option endorsing I or II skips due process and quality control.

Common Pitfalls:
Assuming high failure automatically implies student laziness or teacher incompetence; multiple factors can co-exist.

Final Answer:
Neither I nor II follows.