Article: James Joyce was an Irish novelist who revolutionized the methods of depicting characters and developing a plot in modern fiction. his astonishing way of constructing a novel, his frank portrayal(, )of human nature in his books, and his complete command of English have made him one of the outstanding influences on literature in the 20th century. Many critics judge that _ in his mastery of the English language. Joyce was deeply influenced by Ireland and wrote all his books about Dublin. When he was in Dublin College, he studied languages and spent his spare time reading books. He refused to take part in the nationalist movement like his fellow students, but he became passionately(, )interested in literature. He wrote outspoken articles of literary criticism that shocked his teachers and even taught himself norwegian so that he could read Ibsen's works in the original. When he graduated in 1902, he knew he would become a writer and an exile(, ), because he felt he could not be one without the other. In order to preserve his ideal of writing truthfully, fully, and as objectively as he knew how, about the people and places he knew best, he had to escape from all temptations to become involved in popular opinion or public life. He went to France, Italy and Switzerland, where he lived in poverty and obscurity for the first 20 years, only returning to Ireland when his mother was dying. Except for a couple of brief trips, he stayed abroad all his life. Question: Why did James Joyce stay abroad almost all his life? Yes or no, is the answer "Because he wanted to preserve his ideal of writing truthfully, fully and objectively about the people and the places he knew best."?
Yes

(Question)
Article: Eating a diet high in processed food increases the risk of depression , research suggests. What's more, people who ate plenty of vegetables, fruit and fish actually had a lower risk of depression, the University College London team found. Data on diet among 3,500 middle-aged civil servants were compared with their emotional state five years later, a British journal reported. They split the participants into two types of diet--those who ate a diet largely based on whole food,which includes lots of fruit, vegetables and fish,and those who ate a mainly processed food diet, such as sweetened desserts, fried food, processed meat,refined grains and high fat dairy products After accounting for factors such as gender, age, education, physical activity, smoking habits and chronic diseases, they found a significant difference in the future depression risk with the different diets. Those who ate the most wholefood had a 26% lower risk of future depression than those who ate the least wholefood. By contrast, people with a diet high in processed food had a 58% higher risk of depression than those who ate a diet low in processed foods. Study author Dr. Archana Singh Manoux pointed out there was a chance that the finding could be explained by lifestyle factor they had not accounted for. He also pointed in a paper that a Mediterranean diet was associated with a lower risk of depression, but the problem with that is if you live in Britain, the likelihood of you eating a Mediterranean diet is not very high. Dr.Andrew McCulloeh, chief executive of the Mental Health Foundation, said, this study adds to an existing body of solid research that shows the strong links between what we eat and our mental health. He added people's diets were becoming increasingly unhealthy. The UK population is consuming less nutritious, fresh produce and more saturated fats and sugars. Question: What can we learn from what Dr. Archana Singh Manoux said? Yes or no, is the answer "It is difficult for most British people to have a Mediterranean diet."?
(Answer)
Yes

Ques: Article: Hank Viscardi was 26 years old when he put on his first pair of long trousers and his first pair of shoes. For the first time he saw himself as he had always wanted to be a full five feet eight inches tall. Hank had been born without legs. Until he was seven, his world was a world of repeated operations. At last he had not legs, but stumps that could be fitted with a kind of special boots. Out of the hospital, Hank often found people staring at him with cruel interest. Children laughed at him and called him "Ape Man" because his arms dragged on the ground. He went to school like other boys. His grades were good and he needed only eight years instead of the usual twelve. After graduation, Hank worked his way through college. He swept floors, waited on table, or worked in one of the college offices. During all this busy life, Hank had been moving around on his stumps. But one day the doctor told him even the stumps were not going to last much longer. Hank would soon have to use a wheel chair. Hank felt himself go cold all over. However, the doctor said there was a chance that he could be fitted with artificial legs. Finally a leg maker was found and the day came when Hank stood up before the mirror and saw himself for the first time, five feet eight inches tall. But this was not the end yet. He had to learn to use his new legs. Again and again he marched the length of the room, and marched back again. There were times when he fell down on the floor, but he pulled himself up and went back to the endless marching. He went out on the street. He climbed the stairs and learned to dance. He built a boat and learned to sail it. When World War II came, he talked the Red Cross into giving him a job. He took the regular training. He marched and drilled along with the other soldiers. Few knew that he was legless. This was the true story of Hank Viscardi, the man without legs. Question: The writer suggests that Hank Viscardi _ . Yes or no, is the answer "was a man with a strong will"?
Ans: Yes

Question: 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: According to writer, what most helps develop students' thinking? Yes or no, is the answer "Making evidence-based arguments."?
Answer:
Yes