Article: Over the years, Americans have become used to salt.Most people have no idea how much salt they consume-on average, about 9 to 12 gram per person per day, according to the American Heart Association.That's twice the amount recommended by the government. A new study last week showed eating even a little less salt could greatly help the heart.The scientists said the results would be thirteen percent fewer heart attacks, eight percent fewer strokes , four percent fewer deaths and eleven percent fewer new cases of heart disease. Researchers also found that the benefits would be greatest for African Americans and women.As a group, African Americans tend to have higher blood pressure than the general population, and "many studies suggest that they may be more sensitive to salt," says Dr.Kirsten Bibbins-Domingo, an epidemiologist at the University of California, San Francisco.Her analysis found that a reduction of 3 gram of salt per day would reduce heart attacks 8% on average; among African Americans, that rate would drop 10%.A similar result was found in women, whose stroke risk dropped 8% with a 3-g reduction in salt intake; in men, the risk fell 5%. They and public health professionals in the United States are interested in a national campaign to persuade people to eat less salt. However, other scientists say such a campaign is an experiment with the health of millions of people. Michael Alderman, a high blood pressure expert and professor at Albert Einstein College of Medicine in New York, says that eating less salt results in lower blood pressure.But he says studies have not clearly shown that lowering salt means fewer heart attacks or strokes. "Salt has other biological effects. Calling for reductions in the national diet could have good effects, as well as harmful results. There is not enough evidence either way,"said Michael Alderman. Question: The author's attitude toward the study is _ . Yes or no, is the answer "objective"?
No

Article: While firing off pictures of a curious five-month-old fox, photographer Simon Czapp soon realized his subject had quite an interest in photography herself. The clever fox was so curious about the camera equipment that she climbed right on top of it. And while she was supposed to be the subject of the shoot, the fox stood on the shutter release button and took her own _ .s6t---- Mr Czapp visited the New Forest Wildlife Park to capture images of new arrival Jessie. She has been at the animal park in Ashurst, Hampshire -- home to wolves, deer and other animals in 25 acres of ancient woodland -- after being left by her mother.s6t---- Mr Czapp said, "Jessie was very playful and curious and not at all camera shy. Soon after I arrived she was chewing my shoes and everything seemed to be a game to her. Then she started exploring the camera I had set up on a tripod . She stood on her back legs to look at the back of the camera. She balanced her front paws on it and at one point knocked it over."s6t---- He put the camera back on the tripod and Jessie soon jumped back up. At one point she had all four paws on the camera and was keeping her balance. Mr Czapp added, "She jumped up there several times and I realized it could make a good picture. As I was leaving with the public's viewing window behind me, I thought I heard the camera go off but didn't think much of it. But when I checked the memory card afterwards, I was amazed to see Jessie had actually taken two pictures of me photographing her. I couldn't believe a fox had gained an advantage over me! Jessie is a lovely little fox. There were some lovely photos of her but she obviously thought the photographer was worthy of a picture too!"s6t---- Question: What do we know about Jessie from the passage?s6t---- Yes or no, is the answer "She was sent to the park because her mother left her.s6t----"?
No

Q: Article: A study suggests that although most students at UK universities are happy with their courses, dissatisfaction has grown as fees rise.The study highlights a big variation in teaching time, and lists different ideas about the value of getting university degrees. Katharine Collins, a second-year college student The course has been very interesting, but I was expecting a little more one-to-one time with my teacher. We do about four assignments each term, each of which is about 3,000 words.However, sometimes they are not that helpful.We hope to be given the right to write feedback after every assignment, but we had no feedback at all throughout the first year.We are given grades about three weeks after we hand the assignments in.There is no feedback on where we have gone wrong or how we might improve. Lee Millington, a creative-writing student I choose the courses because of its reputation.There is a lack of one-to-one teaching.I would like personalized feedback from an expert in my field of writing.Some of the lectures have been quite helpful but they try to use too many different styles of writing.For example, if you want to be a poet, you might find that the lectures focus too much on novels. I think there is too much attention paid to sharing our work in workshops and giving each other feedback.I think there should be more time given to actual teaching, rather than to feedback from people who are at a similar level to me. Reporters from Hounsdown Secondary School, Ella, 16 When I work independently, I feel I have more freedom to develop my ideas and come up with more original viewpoints.The price of university will still be worth it to get the qualifications necessary for better jobs. Tyier, 16 Although the cost of university is very high now, I think university is required for gaining a good and well-paid job. Agencies Question: We can learn from the beginning of the article that _ . Yes or no, is the answer "The higher and higher pay for their courses accounts for the rise of the UK students' dissatisfaction."?
A: No

(Q).
Article: As a public school superintendent , I believe the best way to prepare students for colleges and careers is to focus on providing instructional programs and opportunities that help them become good thinkers. To do this, teachers and actually everyone else in a community, should play a role as a "cognitive coach" to students, helping develop good thinkers among our youth. The best way for you to become a cognitive coach is to seek out and engage school children and adolescents in meaningful conversations. The objective here is to get kids talking about what they think, how they feel, and what they believe whenever and wherever you may find them. It may be in a classroom. It may be at the grocery store. It may be at a basketball game. It doesn't matter where as long as you engage students in a topical conversation and, hopefully, even a debate. Mainly, you want to encourage students to voice their opinion about things. Get them to take a position on "this thing, or that thing," and ask them to support their position with evidence. Curiously enough, the simple process of engaging students in real life conversations and debates will serve to strengthen what they have learned in the classroom, and help them create their own knowledge about a subject or a topic. Learning indicates that a student has been exposed to material, understands the material, and can recall the information. Knowledge, on the other hand, goes beyond recall and includes information processing, application to other situations, consideration of meaning, and contrasting with other concepts. Naturally, the topic of conversation you engage in with one of your learners will differ from student to student, and in the level of complexity based on child's age and developmental level. Even a kindergartener has an opinion about things that are going on in his or her life. Engaging in conversation with any members of your learning community in ways that get at what they have learned and what they know will help them develop higher order reasoning... Question: Which is the best question raised by a cognitive coach? Yes or no, is the answer "How do you like this basketball team?"?
(A).
No