Article: HAVE FUN IN SPRING! Special four-week mini-session April -- May Acting Classes for Ages 4+ and Teens! Classes meet once a week for four weeks. All classes are led by highly experienced Dallas Children's Theater (DCT) artists. Since this is a mini-session, classes will not present a show. Pre-K (Pre-Kindergarten) students will explore stories and characters from the world of books and literature. For students in Act It Up (K-1st && 2nd-3rd) and Acting (4th-6th), the classes will explore characters, expression and creativity through creative dramatics activities. Full $80 payment per student is required for enrollment . Classes will be filled first-come-first-served. For questions or to enroll, contact Nancy Schaeffer at 214-978-0110 or nancy@dct.org. Tuesdays 4:00-5:30 April 22-May 13, 2008 Play Days -- Pre-K *Explore the wonderful characters from your favorite books *Act out the stories you know so well and maybe a few new ones too! *Take turns being on the stage with your class as you become many fun and creative characters Act It Up! Grades K-1 & Grades 2-3 Explore the most important aspects of acting: *Characters: Who are You? * Imagination: See where it takes you -- be creative! Wednesdays 4:30-6:00 April 23-May 14, 2008 Acting -- Grades 4-6 Explore the most important aspects of acting: * Characterization: Movement and Voice * Imagination: Listening, Learning and Taking a chance Auditions and Monologues -- Grade 7+ * Work on a monologue that you can use for any audition *Learn the tricks for how to do your best at your next audition -- at school, church or local theater *Get feedback from a professional and make improvements to your auditioning skills Question: Those who attend Auditions and Monologues _ . Yes or no, is the answer "are mainly taught some skills for their future use"?
No

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Article: We grew up with the familiar toy bricks that gave us the imagination to build towers and castles. Generations have been attracted by this toy that lets children and adults alike create anything and everything. But with over 200 millions sets being sold a year in over 100 countries, the question remains -- where did Lego actually come from? Lego was born from the creative mind of Danish carpenter , Ole Kirk Christiansen, back in the early 1930s. He established a small business in Denmark. He and his team built a variety of household goods like ironing boards along with wooden toys. The Lego name was adopted in 1934, formed from the Danish words "Leg Godt" or "play well", which means "I study" or "I put together" in Latin. Christiansen's company continued to make wooden toys until 1942 when fire struck -- the entire Lego factory burned to the ground. Unwilling to give in, the factory was rebuilt and the production line restarted soon after. By 1954, Christiansen's son, Godtfred, had become the junior managing director of the Lego Group. It was during his conversation with an overseas buyer that he was struck by the idea of a toy system. For over 30 years, the Lego Company made only toys and related goods. Then, in 1968, the company opened its first Legoland in Denmark. Combining the Lego building bricks with a computer, the Robotics Invention System 1.5 is now the most advanced toy in the Lego Company, which is targeted at users aged twelve and above, and that includes any parents or grandparents that want to join in. Now the Lego Company is expanding its production lines to include lights, cameras and so on. Lego Company has done a lot to entertain many children around the world. Question: Which of the following is NOT true about the Robotics Invention System 1.5? Yes or no, is the answer "It is the most expensive toy invented since 1968."?
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No

Ques: Article: The baby is just one day old and has not yet left hospital. She is quiet but alert . Twenty centimeters from her face researchers have placed a white card with two black spots on it. She stares at it carefully. A researcher removes the card and replaces it by another, this time with the spots differently spaced. As the cards change from one to the other, her gaze starts to lose its focus - until a third, with three black spots, is presented. Her gaze returns; she looks at it for twice as long as she did at the previous card. Can she tell that the number two is different from three, just 24 hours after coming into the world? Or do newborns simply prefer more to fewer? The same experiment, but with three spots shown before two, shows the same return of interest when the number of spots changes. Perhaps it is just the newness? When slightly older babies were shown cards with pictures of objects(a comb, a key, an orange and so on), changing the number of objects had an effect separate from changing the objects themselves. Could it be the pattern that two things make, as opposed to three? No again. Babies paid more attention to squares moving randomly on a screen when their number changed from two to three, or three to two. The effect even crosses between senses. Babies who were repeatedly shown two spots became more excited when they then heard three drumbeats than when they heard just two; likewise when the researchers started with drumbeats and moved to spots. Question: Why did the researchers test the babies with drumbeats? Yes or no, is the answer "To carry their experiment further."?
Ans: No

Article: On the first day of the 11th grade, our new math teacher Mr Washington asked me to go to the blackboard to do a math problem. I told him that I couldn't do it. He asked, "Why not?" I paused, and then I said, "Because I'm educable mentally retarded ." He came from behind his desk and looked at me. "Don't ever say that again. Someone's opinion of you does not have to become your reality," he said. It was a very special moment for me. Doctors said that I was educable mentally retarded in the fifth grade, and I was put back into the fourth grade. When I was in the eighth grade, I failed again. But Mr Washington changed my life. This person always gave students the feeling that he had high expectations of them, and then all of the students did their best to live up to what those expectations were. He often said, "You have greatness within you." One day, I caught up with him in the parking place and said, "Mr Washington, is there greatness within me, sir?" He said, "Yes, Mr Brown." "But what about the fact that I failed in English, math and history? What about that, sir? I'm slower than most kids." "It doesn't matter. It just means that you have to work harder. Your grades don't determine who you are or what you can produce in your life." "I want to buy my mother a house." "It is possible, Mr Brown. You can do that." And he turned to walk away. "Mr Washington?" "What do you want now?" "Uh, I'm the one, sir. One day you're going to hear my name. I'm the one, sir." School was a real struggle for me. Mr Washington put many demands on me. He made me believe that I could do it. At the end of that year, I was on the honor roll for the first time in my life. Years later, I produced five programs on public television. When one of my programs was shown on the educational television channel, I had some friends call him. I was sitting by the phone waiting when he called me. He said, "May I speak to Mr Brown, please?" "Oh, Mr Washington, is that you?" "Yes, it's me. You... Question: It took the author _ years to finish the tenth grade? Yes or no, is the answer "twelve"?
No