Article: I wasn't interested in becoming a model at first. I worked as a receptionist in a beauty shop during high school. It was in South Dakota. A woman who had worked for Vogue--a famous fashion magazine said to me, "Why don't you go to New York and be a model?" So I went to New York at eighteen. I went to the first model agency, they thought that I was too long-waisted. It was too bad since I came all the way from South Dakota. I did an information check on the internet and found that Hunting Hartford had just bought the agency. I looked up in the telephone book and dialed. Then I went there. About half an hour later, the man who had just taken over the agency--he had been a male model before--came in. I was just staring at this unfamiliar man when he said, "You! Come into my office!" How do you feel as a fashion model? Quite OK, I should say. But you stop thinking when you are working. It takes a lot of nervous energy as well because the camera goes one, two, three very fast and you have to move very fast. I like my job because it gives me freedom. I can have half a day off to do things I like. I can't do that if I do a normal job. I never like becoming a secretary. They have to sit in the office for eight hours a day, facing the same people. Most models, after one or two years, can't be still very interested in it. But I like being a model. Maybe I was a born one, as many people say. Question: Who inspired the author's desire to become a model? Yes or no, is the answer "A woman customer in the beauty shop."?
No

Article: More than a decade ago, cognitive scientists John Bransfgord and Daniel Schwartz, both then at Vanderbilt University, found that knowledge was not the ability to retain facts or apply previous knowledge to a new situation but a quality they called "preparation for future learning." The researches asked fifth graders and college students to create a recovery plan to protect bald eagles from extinction. Shockingly, the two groups came up with plans of similar quality (though the college students had better spelling skills). From the standpoint of a traditional educator, this outcome indicated that schooling had failed to help students think about ecosystems and extinction, major scientific ideas. The researches decided to go deeper, however. They asked both groups to generate questions about important issues needed to create recovery plans. On this task, they found large differences. College students focused on critical issues. The college students had cultivated the ability to ask questions, the foundation of critical thinking. They had learned how to learn. Museums and other institutions of informal learning may be more suitable to teach this skill than elementary and secondly schools. At the Exploratorium in San Francisco, we recently studied how learning to ask good questions can affect the quality of people's scientific inquiry. We found that when we taught participants to ask "What if?" and "How can?" questions that nobody present would know the answer to and that would spark exploration, they engaged in better inquiry at the next exhibit--asking more questions, performing more experiments and making better interpretations of their results. Specially, their questions became more comprehensive at the new exhibit. This type of learning is not limited to museums of institutional settings. Informal learning environment tolerate failure better than schools. Perhaps many teachers have too little time to allow students to form and pursue their own questions and too much ground to cover in the curriculum. But... Question: What is benefit of asking questions with no ready answers? Yes or no, is the answer "It cultivates students' ability to make scientific inquiries."?
Yes

Q: Article: Here is a passage about learning a foreign language. Outside of class, the most natural way of finding out if you are making mistakes is from other people's responses. If the mistakes are too serious, your listeners will be asking you all the time what you mean. If they are not so serious, then people may be asking you whether you said such and such. That will tell you how close you are to speaking "cogently". Of course, there are other times when it is important to have errors pointed out. Your class assignments are probably marked in this way, in which case you need to spend time going over them to take advantage of the individual feedback. In some classes the teacher gets better and better at grammar because she does all the corrections, but the students make slow progress if, when an assignment is returned, they quickly stuff it into their folders without looking. You are the person who should be connecting your error, even if the marker has signaled them, when you look at them; there are some steps to work through. One distinction that has been made about learners' language is this. You make mistakes about rules that you already know but you make errors about points you haven't learned yet. In other words, you can find your own mistakes, but not your errors. First, make sure you understand what you have written or said, or your correction will simply be another stab at the right answer. Next, decide on the best way of practicing the correct form. Would it help you to write out the sentence once more? Can you make up another similar sentence? Then you could test yourself in a few days time to see whether you have remembered the right form, anyone can get it right immediately after being told. He challenge is to remember it and apply it later. Question: Which of the following might be the most important to work through your mistakes? Yes or no, is the answer "Keeping the right form in mind and using it later."?
A: No

(Question)
Article: Store shelves are filling up with so-called "green" products promising to benefit the environment. A recent argument shows that it can be as difficult for buyers to confirm such statement as for producers to defend them. The argument concerns the GreenPlug Electricity Saver. The GreenPlug is supposed to prevent energy waste by electrical equipment whose constant -speed motors operate at less full load---as is especially true of older refrigerators. Research showed that such motors can be made to do the same work with less heat, noise, and power consumption just by lowering the voltage of the power supply. John and Wyck Hay, started Green Technologies to apply that finding to home appliances. In the USA, there are more than 140 million refrigerators in use, accounting for an average of 16% of the household electric bill. Two years of research resulted in the GreenPlug. Connecting between wall socket and refrigerator, the equipment contains a minicomputer that gives a motor full power (120 volts on average) for start-up, then reduces the power to 106 volts. Older refrigerators are the most overpowered and, thus, save the most energy with a GreenPlug. Refrigerators less than two years old are already energy-saving that a GreenPlug actually makes them waste electricity. The higher the voltage, the larger the difference a GreenPlug makes. Higher power costs shorten the payback time. The population-weighted national average is 10 cents per kilowatt-hour. But some residents in Washington State pay 1.5 cents. Some in Alaska pay 41.6 cents. Then come highly individual household differences like the number of children or refrigerator -opening age. All in all, the GreenPlug should save the average consumer $20 a year. Although the GreenPlug lowered the voltage as it was designed to do,Consumer Reports, an influential magazine, questioned how quickly---if ever---electricity savings due to the plug would repay its cost. People would be better off buying a new, high-efficiency refrigerator, the magazine... Question: We can infer from the passage that the author _ . Yes or no, is the answer "holds an objective attitude to the issue."?
(Answer)
No