Article: Some students get so nervous before a test, they do poorly even if they know the material. Sian Beilock, a psychology professor at the University of Chicago in Illinois, has studied these highly anxious test-takers. Sian Beilock says: "They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when they worry, it actually uses up attention and memory resources. I talk about _ as their cognitive horsepower that they could otherwise be using to focus on the exam." Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test. The researchers tested the idea on a group of 20 anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test. The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort. Professor Beilock says those who sat quietly scored an average of 12 percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent. Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test. Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B-for those who did not. The research shows that for students who are highly test-anxious, who'd done the writing intervention , all of a sudden there was no relationship between test anxiety and performance. Those students most likely to worry were performing just as well as their classmates who... Question: The purpose of the passage is _ . Yes or no, is the answer "to introduce a research about the anxious test-takers"?
Yes

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Article: Dennis Sinar, 51, a doctor from Washington, N. C., is quick to explain why he took a yearlong break from his job. "I was pretty burned out after practicing medicine for 26 years. I needed a recharge." So he took a "gap year", from July 2011 to June 2012, to explore things like ancient buildings, antique restoration, and traditional Eastern medicine, in locations including Alaska, Nepal and Romania. "Taking a break from work is an excellent way for adults to go into a new career or refresh an old one," said Holly Bull, president of the Center for Interim Programs in Princeton, N, J., which sets up gap-year programs. The group works mainly with college-age students, but it has also served older adults since it was formed 28 years ago. "In recent years, mid-career breaks have been gaining more interest," she said. A report on adult gap years published this year by a market research company also described the potential American market for gap years as a "sleeping giant." "A gap year is a challenge for the older individual to step out of a comfort zone and take a risk. I enjoyed that side most." said Dr. Sinar, who kept a daily blog about his experience. His time studying Eastern medicine "reaffirmed the reasons I went into health care," said Dr. Sinar, who returned to practice medicine at his old job, although he works fewer days. "I use those experiences to provide my patients with more care," he added. "And I listen better than I did before." George Garritan, chairman of the Department of Leadership and Human Capital Management at New York University, certainly agrees with Dr. Sinar. He said a gap-year experience could be worthwhile for employees and companies. For employees, investing in themselves and improving skill sets is a move that will benefit throughout their career. He added that returning employees feel refreshed and have given more thought to their career. For companies, offering unpaid leaves makes good sense for attracting and keeping talented employees. "My hope is that this takes off," Dr.... Question: What's the passage mainly about? Yes or no, is the answer "Why a gap year is worthwhile for adults."?
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Question: Article: Games are a good form of teaching or training children as they combine fun with knowledge. They make the teaching or training activities more interesting. They are useful in all fields of teaching and training. Help your child discover just how much more is going on in the world around them with this listening game. It will also provide a few minutes of peace and quiet in what is probably a very noisy and busy day. A discussion of the sounds you each hear will also assist in language development and an ability to articulate that which was heard. The sit-and-listen game is especially helpful if your child is at the stage of developing language skills: listening, speaking and so on. Method: This is a very relaxing activity in which you both need to sit still and silent for about 30 seconds and just listen to the world around you. You are both trying to hear as many different things as you can, whether they are cars, people, airplanes, water running, the wind in the trees or any other kinds of daily sounds. After the given time is up, having a chat about what you both could hear. It is a good idea to ask your little one some open ended questions to promote their language development, such as: "What were the loudest sounds you heard?" "What were the closest sounds you heard?" "How many cars did you hear?" "How far away do you think that barking dog might live?" "What sounds did you hear which you did not expect to hear?" Note: As an extension activity you may wish to draw a picture of all the things you could hear. Question: After a discussion of the sounds, you can ask your child Yes or no, is the answer "to draw a picture of the happenings"?
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No