Article: During her junior year of high school, Diane Ray's teacher handed her a worksheet and instructed the 17-year-old to map out her future financial life. Ray pretended to buy a car, rent an apartment, and apply for a credit card. Then, she and her classmates played the "stock market game", investing the hypothetical earnings from their hypothetical jobs in the market in the disastrous fall of 2008. "Our pretend investments crashed," Ray says, still frightened. "We got to know how it felt to lose money." That pain of earning and losing money is a feeling that public schools increasingly want to teach. Forty states now offer some type of financial instruction at the high-school level, teaching students how to balance checkbooks and buy stock in math and social-studies classes. Though it's too early to measure the full influence of the Great Recession , the interest in personal-finance classes has risen since 2007 when bank failures started to occur regularly. Now, many states including Missouri, Utah, and Tennessee require teenagers to take financial classes to graduate from high school. School districts such as Chicago are encouraging money-management classes for kids as young as primary school, and about 300 colleges or universities now offer online personal-finance classes for incoming students. "These classes really say, 'This is how you live independently,' " says Ted Beck, president of National Endowment for Financial Education. Rather than teach investment methods or financial skills, these courses offer a back-to-the-basics approach to handling money: Don't spend what you don't have. Put part of your monthly salary into a savings account, and invest in the stock market for the long-term rather than short-term gains. For Ray, this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills, spending and saving. "Money is so hard to make but so easy to spend," she says one weekday after school. "That is the big takeaway." Teaching kids about the... Question: The passage is mainly about _ . Yes or no, is the answer "the push to teach personal finance in school"?
No

Article: We often use the words "growth" and "development" as if they meant basically the same thing. But this may not always be the case. One can easily imagine instances in which a country has achieved higher levels of income (growth) with little or no benefit coming to most of its citizens (development). In the past, most development policies were aimed at increasing the growth rate of income per capita . Many are still based on the theory that benefit of economic growth will come to all members of society. If this theory is correct, growth should encourage development. By the early 1970s, however, the relationship between growth and development was being questioned. A major study by the World Bank in 1974 concluded that it is now clear that more than decades of rapid growth in developing countries has been of little benefit to a third of their population. The World Bank study showed that increase in GNP per capita did not promise important improvements in such development indicators as nutrition, health, and education. Although GNP per capita did indeed rise, its benefit came down to only a small part of the population. This realization gives rise to a call for new development policies. These new policies favor agriculture over industry, call for national redistribution of income and wealth, and encourage programs to satisfy such basic needs as food and shelter. In the late 1970s and early 1980s the international macroeconomic crises of high oil prices, worldwide recession and the third world debt, forced attention away from programs designed to get rid of poverty. However, the lesson remains: economic growth does not promise economic development. Efforts may be required to change growing output capacity into economic benefit that reaches most of a nation's people. Question: Before the 1970s, most development policies were based on theory that economic growth would benefit _ . Yes or no, is the answer "everyone in society"?
No

Q: Article: You and your friends are settling into your seats. The new Spider- Man movie is about to start and you've got the snacks: soda and popcorn. Food is part of what makes the movie fun. Just as the lights go out, you catch a slight smell of ...tuna fish?! You turn your head, searching for the source. Then you spot him: A couple rows back, some guy is enjoying a tuna fish sandwich. How's he get that in here? You wonder. Then you remember how much you paid for your snacks. What invites the unwelcome outside food is probably the price. Why pay $5 for a bag of M&Ms when you can get them for a dollar at the corner store? Earlier this year, a Michigan man decided to fight for his right to snack. Joshua Thompson is suing his local theatre after it banned outside food. He argues the ban breaks a Michigan law that prevents business from charging extremely high prices. However, most legal experts believe Thompson has little chance of winning his case though he does have a point: 85 percents out of every dollar of treats a movie theatre sells is pure profit . The truth is that movie theatres are more in the snack business than the movie business. A huge part of the ticket income goes to the Hollywood studio. This makes sense, since the studio have to pay the costs of movie production and advertising. But that often doesn't leave much cash for the theater, which also has its own running costs. If customers stopped buying food, owners would have to raise ticket prices even higher. Of course, there's another reason to think twice before bringing food into the movies: It's against the rules. Breaking those rules can be unpleasant consequences, too. Some theatres will kick you out if they catch you. Even without the threat of punishment, we should follow rules all the time-----out of respect. Here's a good idea: Eat before the movie. Question: What do we know about Joshua Thomphson? Yes or no, is the answer "He is likely to lose the case."?
A: No

(Q).
Article: A qualified doctor who rarely practiced but instead devoted his life to writing. He once said: "Medicine is my lawful wife, and literature is my lover." Russian writer Anton Pavlovich Chekhov, was a great playwright and one of the masters of the modern short story. When Chekhov entered the Moscow University Medical School in 1879, he started to publish hundreds of comic short stories to support his family. After he graduated, he wrote regularly for a local daily newspaper. As a writer he was extremely fast, often producing a short story in an hour or less. Chekhov's medical and science experience can be seen through the indifference many of his characters show to tragic events. In 1892, he became a full time writer and published some of his most memorable stories. Chekhov often wrote about the sufferings of life in small town Russia. Tragic events control his characters who are filled with feelings of hopelessness and despair. It is often said that nothing happens in Chekhov's stories and plays. He made up for this with his exciting technique for developing drama within his characters. Chekhov's works combined the calm attitude of a scientist and doctor with the sensitivity of an artist. Some of Chekhov's works were translated into Chinese as early as the 1940s. One of his famous stories, The Man in a Shell, about a school teacher's extraordinarily orderly life, was selected as a text for Chinese senior students. Question: Which of the following adjectives can't be used to describe Chekhov? Yes or no, is the answer "Warm-hearted."?
(A).
No