Problem: Write a multi-choice question for the following article, with the given choices and answer: Article: Forks trace their origins back to the ancient Greeks. Forks at that time were fairly large with two tines that aided in the cutting of meat in the kitchen. The tines prevented meat from twisting or moving during cutting and allowed food to slide off more easily than it would with a knife. By the 7th century A.D., royal courts of the Middle East began to use forks at the table for dining. From the 10th through the 13th centuries, forks were fairly common among the wealthy in Byzantium. In the 11th century, a Byzantine wife brought forks to Italy; however, they were not widely adopted there until the 16th century. Then in 1533, forks were brought from Italy to France. The French were also slow to accept forks, for using them was thought to be awkward. In 1608, forks were brought to England by Thomas Coryate, who saw them during his travels in Italy. The English first ridiculed forks as being unnecessary. "Why should a person need a fork when God had given him hands?" they asked. Slowly, however, forks came to be adopted by the wealthy as a symbol of their social status. They were prized possessions made of expensive materials intended to impress guests. By the mid 1600s, eating with forks was considered fashionable among the wealthy British. Early table forks were modeled after kitchen forks, but small pieces of food often fell through the two tines or slipped off easily. In late 17th century France, larger forks with four curved tines were developed. The additional tines made diners less likely to drop food, and the curved tines served as a scoop so people did not have to constantly switch to a spoon while eating. By the early 19th century, four-tined forks had also been developed in Germany and England and slowly began to spread to America. Options: A The different designs of forks. B The spread of fork-aided cooking. C The history of using forks for dining. D The development of fork-related table manners. Answer: C The history of using forks for dining. Question:

A: What is the passage mainly about?

Problem: Given the question: Write a multi-choice question for the following article, with the given choices and answer: Article: Are you stuck in a job you don't like? Many people hold ideas about jobs and careers that are holding them back.Let's see the truth behind some career myths. A CV is the only way to get a job. To tell the truth, many employers don't like or actually read CVs.Some employers would prefer to judge a person after a face-to-face meeting, or give them some part-time work first to see what they are truly like in the workplace. Having an up-to-date CV is important when applying for jobs advertised in the paper, from larger organizations, or when you want to leave some information about yourself for the employers. I have to make my decision now and stick to it. There is a great saying: "Life is a journey not a destination." Journeys are full of options.You make and change your decisions all the time based on new experiences and information. Yes, you do have to make decisions, but you do not have to be limited by those career decisions by sticking to them.What's more important is having a go and exploring new things. I can't get into the work I like because there are too few opportunities. I have no doubt getting into work that you really want to do can be challenging.But I do also believe opportunities exist in most career areas because employment needs change all the time.One strategy I'd suggest if you can't get your dream job is to go after what you want and grab any opportunity that moves you toward your dream job. It's the school's responsibility to talk about careers and work. Schools do have a part to play in providing career advice for students, but others also have a responsibility.I would suggest that a student-parent-school partnership approach is a far better way of looking at this.A lot of information is available on the internet, in the newspapers, through relatives and friends. Options: A is the most important thing B is no longer popular C should be given face to face. D should contain your latest information Answer: D should contain your latest information Question:
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The answer is:
According to the passage, when you are looking for jobs a CV _ .

input question: Write a multi-choice question for the following article, with the given choices and answer: Article: Every year, British newspapers report on the stranger questions asked in Oxbridge (Oxford & Cambridge) interviews. Often, though, these questions are not as strange as they first seem. And they are all designed to give applicants a chance to think. Arriving for her first Oxford interview, my sister Jen saw that there was only one chair in the waiting room. On the chair was a large fork. Jen had heard about the strange things in Oxbridge interviews, and believed that this was a test. "What if they're watching me?" she thought. "If I move the fork, it will show initiative ; if I don't move it, it will show that I can easily fit into new situations." In the end, she sat uncomfortably on the edge of the chair! Applicants must be prepared for the unexpected. Now it was Jen's turn. She was handed a monkey skull and asked to talk about it. At first, this seemed unfair --- what could she say? But she soon calmed down, started thinking, and found that there was plenty to talk about. Oxbridge interviews are designed to find out how you think, not just what you think. And there are no wrong answers. Jen learnt that, and she passed the interview. What advice does she give? " Don't be nervous, and be prepared for the unexpected!" Options: A unfair B normal C easy D strange Answer: D strange Question:???
output answer: According to British newspapers, questions for Oxbridge applicants are very _ .

[Q]: Write a multi-choice question for the following article, with the given choices and answer: Article: Going to school means learning new skills and facts in such subjects as reading, math, science, history, art or music. Teachers teach and students learn, and many scientists are interested in finding ways to improve both the teaching and learning processes. Some researchers, such as Sian Beilock and Susan Levine, are trying to learn about learning. Beilock and Levine are psychologists at the University of Chicago. Psychologists study the ways people think and behave, and these researchers want to know how a person's thoughts and behavior are related. In a new study about the way kids learn math in elementary school, Beilock and Levine found a surprising relationship between what female teachers think and what female students learn: If a female teacher is uncomfortable with her own math skills, then her female students are more likely to believe that boys are better than girls at math. "If these girls keep getting math-anxious female teachers in later grades, _ ," Levine toldScience News. The study suggests that if these girls grow up believing that boys are better at math than girls are, then these girls may not do as well as they would have if they were more confident. Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to learn--and teach. The subject of math can be particularly difficult for everyone. Researchers use the word "anxiety" to describe such feelings: anxiety is uneasiness or worry. (Many people, for example, have anxiety about going to the dentist because they're worried about pain.) The new study found that when a teacher has anxiety about math, that feeling can influence how her female students feel about math. The study involved 65 girls, 52 boys and 17 first- and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year, and the researchers compared the scores. The researchers also gave the students tests to tell whether the students believed that a... Options: A Prepare two math achievement tests for the students. B Tell their feelings about math problems. C Answer whether a math superstar had to be a boy. D Compare the students' scores after the math tests. Answer: B Tell their feelings about math problems. Question:
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[A]:
In the study, what were the teachers required to do?