Article: "An apple a day keeps the doctor away" is one of the most common sayings in the English languages. This is because apples were one of the first foods that medical professionals recognized as healthy---their benefits became obvious when, quite simply, doctors found that people who ate apples were sick less often than those who did not. Today we have a more specific understanding of why apples are so beneficial to overall health. Apples can help keep your levels of bad cholesterol down. The pectin in apples helps you to maintain cardiovascular health and reduce LDL cholesterol(which is the "bad" kind). Apples themselves do not add cholesterol to your diet and are full of water and fiber to help weaken the cholesterol in other foods you might digest. According to Health Diaries, people who eat two apples per day may lower their cholesterol by as much as 16 percent. Apples are naturally low in calories and high in water content. Eating an apple can satisfy your hunger and keep you from reaching for high-sugar, high-calories snacks. By eating apples, you will be more able to maintain a healthy weight because they fill you up, potentially stopping you from eating food that encourages a waistline increase. Apples contain considerable levels of boron , which helps build healthy bones, and can also prevent diseases like arthritis. Apples are rich in vitamin C, which is known to help build immunity. Studies have shown that apples can decrease the risk of breast cancer and liver cancer. One theory is that the apple skins are responsible for this, so be sure not to take apple skins off before you eat them, as you could remove some of the health benefits. Question: Which plays an important role in reducing the risk of breast cancer? Yes or no, is the answer "The apple skins."?
No

Article: A new study finds that our brains are wired to make music-color connections depending on how the music makes us feel. Mozart's "Flute Concerto No.1 in G Major" is most often associated with bright yellow and orange, whereas his "Requiem in D Minor" is linked to bluish gray, the findings revealed. US researchers from the University of California, Berkeley, enlisted nearly 100 subjects for a study on music and color. With 37 colors, the UC Berkeley study found that people tend to pair faster-paced music in a major key with lighter, more vivid, yellow colors, whereas slower-paced music in a minor key is more likely to be teamed up with darker, grayer, bluer colors. "Surprisingly, we can predict with 95 percent accuracy how happy or sad the colors people pick will be based on how happy or sad the music is that they are listening to," said lead author and UC Berkeley vision scientist Stephen Palmer. In three experiments, the subjects listened to 18 classical music pieces that varied in pace (slow, medium, fast) and in major VS minor keys. In the first experiment, participants were asked to pick five of the 37 colors that best matched the music to which they were listening. Separately, they rated each piece of music on a scale of happy to sad, strong to weak, lively to dull, and calm to angry. Next, the research team plans to study particiapants in Turkey where traditional music employs a wider range of scales than just major and minor. "We know that in Mexico and the US the responses are very similar," Palmer said. "But we don't yet know about China or Turkey." Question: What did the US researchers find from the result of the new study? Yes or no, is the answer "People nearly do the same in picking colors for different music."?
No

Article: As I walked along the Edgware Road, I felt as though the world was closing in on me. All the sounds I take for granted, had gone. I had entered a world of silence. This unsettling experience occurred a few weeks ago when I agreed to go deaf for the day to support the work of the charity Hearing Dogs for Deaf People, for which I am an ambassador. When I managed to take a cab to the office of my manager, Gavin, I couldn't hear what the taxi driver was saying to me. Conversation was impossible. Then, when I reached the office, I had to ring the intercom five times as I couldn't hear a response. Everybody said I was shouting at them--- I simply wasn't aware of how loudly I was speaking as I couldn't hear my own voice. Gavin kept telling me my phone was ringing, but I didn't realize. I was too busy trying to concentrate on reading his lips. And when he tried to tell me a code to put into my phone, I had to keep asking him to repeat it, more slowly. Eventually he lost his patience and snapped at me: "Just give me the phone!" I was shocked. People couldn't be bothered to repeat themselves, so they kept trying to do things for me that I was perfectly capable of doing myself. I felt I'd lost control. Being deaf for the day was extraordinarily tiring. I had to work so hard to "listen" with my eyes, get people's attention and use my other senses to make up for my lack of hearing. It was a huge, exhausting effort. Until that experience I didn't realize how much I took my own hearing for granted, or the sorts of emotions and experiences deaf people go through. If a deaf person asks you to repeat something, never think: "It doesn't matter." It does matter. Question: What advice does the author give in the passage? Yes or no, is the answer "Repeat things as slowly as possible for the deaf."?
No

Article: To be a good teacher, you need some of the gifts of a good actor; you must be able to hold the attention and interest of your audience; you must be a clear speaker, with a good, strong, pleasing voice which is fully under your control; and you must be able to act what you are teaching, in order to make its meaning clear. Watch a good teacher, and you will see that he does not sit still before his class:he stands the whole time he is teaching; he walks about, using his arms, hands and fingers to help him in his explanations, and his face to express feelings. Listen to him, and you will hear the loudness, the quality and the musical note of his voice always changing according to what he is talking about. The fact that a good teacher has some of the gifts of a good actor doesn't mean that he will indeed be able to act well on the stage, for there are very important differences between the teacher's work and the actor's. The actor has to speak words which he has learnt by heart; he has to repeat exactly the same words each time he plays a certain part, even his movements and the ways in which he uses his voice are usually fixed beforehand. What he has to do is to make all these carefully learnt words and actions seem natural on the stage. A good teacher works in quite a different way. His takes an active part in his play:they ask and answer questions, they obey orders, and if they don't understand something, they say so. The teacher therefore has to meet the needs of his audience, which is his class. He cannot learn his part by heart, but must invent it as he goes along. I have known many teachers who were fine actors in class but were unable to take part in a stage-play because they could not keep strictly to what another had written. Question: In what way is a teacher's work different from an actor's? Yes or no, is the answer "He has to deal with unexpected situations."?
Yes