Article: More and more schools are being designed and used in ways that are friendly to the environment. These so-called green schools use less energy, cost less to run and are good for students. The newly renovated Sidwell Friends Middle School in the District has been awarded the highest rating by the U.S. Green Building Council for having a positive impact on the environment-a rare honor. Soon the school will treat and re-use its wastewater, saving hundreds of thousands of gallons of water per year. The recycled water from sinks and toilets, which can't be used for drinking, will be color1ed blue, "so we know it's recycled, just in case it gets into the water fountains -not that it would," joked Emily Bernstein, 14, a Sidwell student and building tour guide. Water fountains will still use fresh city water. Sidwell students are studying the building itself in science classes to help them learn first-hand the positive impact of green buildings. It's affecting how they view the world around them. "If you see a [building] being torn down, you think, 'They're going to fill up a whole landfill with that,'" said Matthew Malone, 13. In Prince George's County, Suitland Elementary has been so successful that another green school is being planned, in Laurel, for the 2008-09 school year. At Suitland, a garden courtyard collects and uses rainwater; the roof is angled away from the sun to keep it cool; and skylights and tall windows let in lots of natural light. "You don't have to switch on the light switch all the time," said Rupert McCave, the county official guiding these projects. Green schools tend to be sunnier and more _ than older buildings. In fact, a study done inprefix = st1 /Washingtonstate showed that students at green schools performed better and were absent less. Question: From the text we learn that green schools_. Yes or no, is the answer "contribute both to the environment and to students development"?
Yes

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Article: The 1800s saw many firsts, including the invention of the bicycle and ready-to-eat cereal. Another interesting event also debuted in the 1800s. In 1888, the world's first beauty contest was held in Spa, Belgium. Though little is known about that first competition, the idea caught on. Today, beauty contests can be found in countries from Argentina to Zambia. Most people agree that the business of beauty contests began in America. In 1921, local businessmen in Atlantic City, New Jersey, wanted summer tourists to stay longer. So they came up with the idea of beauty pageant. The pageant was successful, and 100,000 tourists stayed to see the first "Miss America" crowned. After a few years, the annual event no longer focused only on girl's beauty. A talent competition was added in 1938. And not long after that, college scholarships became the official contest prize. These were just the beginning of the changes for the beauty contest industry. www.ks5u.com From the mid-to late-20th century, beauty contests began popping up everywhere. In 1951, the Miss World Pageant got its start in London. Over time, this contest has changed its focus from beauty alone to beauty and intelligence. Miss Universe began in 1952,Miss International in 1960 and Miss Earth in 2001. Today, these still are considered the four most famous international beauty contests. Through the years, controversy has surrounded beauty contests. Many people have objected to women competing in swimsuits as it only calls attention to one's looks. Outside pressure and changes in society, therefore, brought about changes in the beauty contest world. Today, women are judged on areas other than just appearance. These include intelligence, speaking ability, poise and talent. The women who compete in the pageants are often asked why they do it. Many say it's because the contests build their confidence and public speaking skills and offer scholarships. Today, millions of women worldwide compete for these very reasons. Question: Where was the first beauty contest in the world held? Yes or no, is the answer "In Belgium"?
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No

Ques: Article: "Experience may possibly be the best teacher, but it is not a particularly good teacher." You might think that Winston Churchill or perhaps Mark Twain spoke those words, but they actually come from James March, a professor at Stanford University and a pioneer in the field of organizational decision making. For years March (possibly be wisest philosopher of management) has studied how humans think and act, and he continues to do so in his new bookThe Ambiguities of Experience. He begins by reminding us of just how firmly we have been sticking to the idea of experiential learning: "Experience is respected;experience is sought;experience is explained." The problem is that learning from experience involves serious complications , ones that are part of the nature of experience itself and which March discusses in the body of this book. In one interesting part of the book, for example, he turns a doubtful eye toward the use of stories as the most effective way of experiential learning. In our efforts to make stories interesting, he argues, we lose part of the complicated truth of things. He says "The more accurately reality is presented, the less understandable the story, and the more understandable the story, the less realistic it is." Besides being a broadly knowledgeable researcher, March is also a poet, and his gift shines through in the depth of views he offers and the simple language he uses. Though the book is short, it is demanding: Don't pick it up looking for quick, easy lessons. Rather, be ready to think deeply about learning from experience in work and life. Question: According to James March, experience _ . Yes or no, is the answer "is overvalued"?
Ans: Yes

Article: I was fortunate enough to discover my love for flying when I was very young. Lucky that some things went my way: my eyesight, for example, was good enough to allow me to become a fighter pilot. And lucky that when I left the army, I found work as an airline pilot, when such jobs weren't plentiful. I still feel lucky, after all these years, to be able to follow my passion. The airline industry has its problems, and a lot of them can be troubling, but I still find purpose and satisfaction in flying. There's some freedom you feel when you're flying above the surface of the earth, no longer limited by gravity. Even at a thousand feet, you get a wider perspective. Problems that seem large down below feel smaller from that height, and smaller still by the time you reach thirty-five thousand feet. I love that flying is an intellectual challenge. If you change the angle of the nose by even one degree while traveling at a typical commercial airliner speed of seven miles a minute, it's enough to increase or decrease your rate of climb or descent by seven hundred feet per minute. I enjoy keeping track of all the calculations, staying aware of the weather conditions, working with a team while knowing closely what the plane can and cannot do. I like the challenge of that. I also like sharing my passion for flying. It's a disappointment to me that a lot of kids today aren't fascinated by flight. I've watched countless children walk past the plane without paying much attention; they're too focused on their video games or their iPods. When there are children who eagerly want a look inside "my office" at the front of the plane, it's so rewarding to see their excitement about something I care deeply about. If we aren't busy during boarding, the first officer and I enjoy inviting curious children to sit in our seats in the cockpit , ask questions, and let their parents take photos of them wearing a captain's hat. Being a pilot has a tangible end result that is beneficial to society. It feels good to take a planeload of 183... Question: The author expresses regret that some children no longer seem to appreciate the _ . Yes or no, is the answer "wonder of flight"?
No