Q: Read the following article and answer the question. Article: I wasn't interested in becoming a model at first. I worked as a receptionist in a beauty shop during high school. It was in South Dakota. A woman who had worked for Vogue--a famous fashion magazine said to me, "Why don't you go to New York and be a model?" So I went to New York at eighteen. I went to the first model agency, they thought that I was too long-waisted. It was too bad since I came all the way from South Dakota. I did an information check on the internet and found that Hunting Hartford had just bought the agency. I looked up in the telephone book and dialed. Then I went there. About half an hour later, the man who had just taken over the agency--he had been a male model before--came in. I was just staring at this unfamiliar man when he said, "You! Come into my office!" How do you feel as a fashion model? Quite OK, I should say. But you stop thinking when you are working. It takes a lot of nervous energy as well because the camera goes one, two, three very fast and you have to move very fast. I like my job because it gives me freedom. I can have half a day off to do things I like. I can't do that if I do a normal job. I never like becoming a secretary. They have to sit in the office for eight hours a day, facing the same people. Most models, after one or two years, can't be still very interested in it. But I like being a model. Maybe I was a born one, as many people say. Question: Who inspired the author's desire to become a model? Answer:

OPTIONS:
- A woman customer in the beauty shop.
- Hunting Hartford.
- The author herself.
- The author's father.

A: A woman customer in the beauty shop.

input: OPTIONS:
- Train students to think about global issues.
- Design more interactive classroom activities.
- Make full use of informal learning resources.
- Include collaborative inquiry in the curriculum. Now, answer this question: Read the following article and answer the question. Article: More than a decade ago, cognitive scientists John Bransfgord and Daniel Schwartz, both then at Vanderbilt University, found that knowledge was not the ability to retain facts or apply previous knowledge to a new situation but a quality they called "preparation for future learning." The researches asked fifth graders and college students to create a recovery plan to protect bald eagles from extinction. Shockingly, the two groups came up with plans of similar quality (though the college students had better spelling skills). From the standpoint of a traditional educator, this outcome indicated that schooling had failed to help students think about ecosystems and extinction, major scientific ideas. The researches decided to go deeper, however. They asked both groups to generate questions about important issues needed to create recovery plans. On this task, they found large differences. College students focused on critical issues. The college students had cultivated the ability to ask questions, the foundation of critical thinking. They had learned how to learn. Museums and other institutions of informal learning may be more suitable to teach this skill than elementary and secondly schools. At the Exploratorium in San Francisco, we recently studied how learning to ask good questions can affect the quality of people's scientific inquiry. We found that when we taught participants to ask "What if?" and "How can?" questions that nobody present would know the answer to and that would spark exploration, they engaged in better inquiry at the next exhibit--asking more questions, performing more experiments and making better interpretations of their results. Specially, their questions became more comprehensive at the new exhibit. This type of learning is not limited to museums of institutional settings. Informal learning environment tolerate failure better than schools. Perhaps many teachers have too little time to allow students to form and pursue their own questions and too much ground to cover in the curriculum. But... Question: What does the author seem to encourage educators to do at the end of the passage? Answer:
A:
output: Make full use of informal learning resources.

Problem:OPTIONS:
- he had to take tests at school
- he had lots of sleepless nights
- he thought about his future
- he searched for words of wisdom

Read the following article and answer the question. Article: As a senior high school student, my-future is always on my mind. To-be exact,thoughts of the future have kept me up count.less nights and made me worrv enough to do poorly on more than one test. Because of this, words of wisdom are a scurce of comfort.Steve Jobs gave a speech to Stanford's graduating.class in 2005 and his words resound re-peatedly in my mind whenever I think about my future. It started when l became a junior, when college came into view. It's the first big step to making your life your own. So when Jobs discussed his life as a student, some fears were eased. He, too, felt the need to attend college to make something of himself. He faced what many are extremely afraid of: uncertainty. His lack of understanding caused him to stop attending college and focus on what he felt was important. His story had a happy ending, of course, since he certainly turned out well. This doesn't mean that students shouldn't attend college, but rather that theyshouldn't worry so much. You'll get where you neecl to go, even if your path is a bit morewinding than you'd like. Jobs.talked about the hardships in his work. His love of his work helped him carry on and he got wh.ere he was meant to be, which restates the point: don't panic.One particular part of his speech stayed with me. Steve Jobs quoted thc saying"Stay hungry, stay foolisll" and it has become my motto. Staying foolish is realizing thatyou are still a fool, no matter how much you've learned or experienced. There is alwaysmore to explore. Staying hungry is wanting to find those things about which you are stilluneducated. Steve Jobs' level of success is possible to achieve, and I aim to prove that. With the will power to go into the world living every day like it's my last and allowing the future to take care of itself, 1 will do great things. In the last moments of my life, I'll be proud of what I have done and hope to have all the wisdom -a person could wish for. Question: The author felt worried when _ . Answer:
****
A:
he thought about his future