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Article: Testing has taken the place of teaching in most public schools. Pretests, drills, tests, and retests. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then read the text quickly for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to say proudly and openly that they teach to the test. Teaching to the test is a curious phenomenon . Instead of deciding what skills students ought to learn, helping students learn them, and then using some methods of assessment to discover whether students have mastered the skills, teachers are encouraged to teach the students in the opposite way. First one looks at a test. Then one chooses the skills needed not to master reading, but to do well in the test. Finally, the test skills are taught. The ability to read or write might suggest the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparations for a test of a skill with the acquisition of that skill. Too many discussions of basic skills make this misunderstanding because people are tested rather than concerned with the nature and quality of what is taught. Recently, many schools have faced what could be called the crisis of comprehension or, in simple words, the phenomenon of students with grammar skills still being unable to understand what they read. These students are quite good at test taking and filling in workbooks. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can't see or understand the whole. They are taught to be so concerned with grades that they have no time to think about meaning, and reread things if necessary. Question: The author mentions Erica's performance in her study in order to show _ . Yes or no, is the answer "the improper way of teaching"?
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Yes

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Article: Two men dressed as police officers stole about $200 million worth of art from the Isabella Stewart Gardner Museum early this morning. The two burglars knocked on a side door of the museum at about 1:15 am. They told the two security guards on duty that there was a disturbance in the area. The guards then made the very serious mistake of allowing the two men to go into the building. After they went in, the two burglars tied the guards up with tape. The two men stole 11 paintings and an ancient Chinese vase. The stolen works included three paintings by Rembrandt. A maintenance worker discovered the two guards at about 7 am and called police. One of the greatest losses was Rembrandt's works, "The Storm on the Sea of Galilee." It was a very popular attraction at the museum and was one of the most valuable works stolen. Museum officials said that the value of the stolen art is at least 200 million dollars, and may in fact be much more. The true value of the paintings is unknown, because they have not been on the market for nearly a century. This is considered to be the biggest theft ever in the United States. Officials are waiting to see whether the burglars will or try to sell them to a private collector. Museum officials and police are not sure why the burglars chose certain works and not others. There are other paintings in the museum that are even more valuable than the ones that were stolen. Special investigators are looking into the theft and the museum's security system. They believe that this is a "professional job," because the people involved were well prepared and knew what they wanted. Question: How did the two burglars get into the museum? Yes or no, is the answer "The security guards opened the door for them."?
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No

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Article: The red crab lives on Christmas Island in the Indian Ocean and has been found nowhere else in the world. But on its homeland it is a very significant species -- some 120 million individuals cover the rain forest floor and play a major role in determining the structure of the ecosystem. These large crabs are active during the day but prefer to stay in the shade and can die in the heat of direct sunlight. They feed on fallen leaves, seeds, fruits and flowers, recycling nutrients and helping to determine the spread and composition of native plants. Most of the year the red crabs live in the holes they dig throughout the forest. During the dry season they hide in these shelters to keep their body wet and remain there for two to three months. But when wet season returns in October or November they begin a legendary mass migration to their seaside breeding grounds, moving in color1ful wave that wash over all obstacles like roads (including special passages and some closed roads built for the red crab) and even seaside cliffs. The annual migration is also closely tied to the lunar schedule. The crabs arrive at the coast and breed at such a time that the females can produce eggs and develop them in caves for a dozen or so days before carrying them into the sea exactly when high tide turns between the last quarter and new moon. During this period sea level on the beaches varies the least and offers an easier approach, which is so important that if the weather delays the migration crabs will put off laying eggs until the next lunar month. Red crab eggs grow right away, and the young live in the sea for a month before returning to the coast, changing into air breathers, and slowly returning inland to begin the cycle once again. Question: What's important for the red crab to reproduce their young? Yes or no, is the answer "The movement of the moon."?
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No