Article: Teaching Boys: Developing classroom practices that work Amanda Keddie and Martin Mills Bridges the gap between theory and practice to offer a practical and sustainable framework for teaching boys in classrooms of all levels. Sales points Teaching boys remains one of the most concerned issues in education today. Many books have been published analysing why boys perform less well than girls, and why some boys struggle at school. But they don't show teachers what will work: this book does. The authors offer a research-based framework for classroom strategies that work with boys--and don't disadvantage girls. Description Boys' education continues to be a focus of public anxiety among teachers. Concern about boys' general educational under-achievement and the impact this under-achievement has on the boys themselves, as well as on the broader society, continues to fuel disagreement and debate on the best approach to take in response. Teaching Boys provides a framework for developing practical and sustainable ways to improve boys' education. The book indicates how what teachers do in the classroom can enable boys' academic and social outcomes. With detailed case studies, Keddie & Mills outline a range of practical classroom strategies that will assist teachers to meet the challenge of teaching boys, without neglecting the girls in the process. About the Authors Amanda Keddie is a researcher at the University of Queensland. Her research interests and teaching areas focus on classroom teaching, curriculum and educational sociology. Martin Mills is Associate Professor in the School of Education at the University of Queensland. He has written several books, and is co-author of Teachers and Schooling Making a Difference (Allen & Unwin, 2010). Question: The book Teaching Boys is intended for _ . Yes or no, is the answer "teachers"?
Yes

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Article: If you live in the U.S., you're probably used to throwing banana peel into the trash. But people in other countries, including India, have been taking advantages of their nutritional benefits for many years. While the flesh of a banana is soft and sweet, the skin is thick, hard and slightly bitter. To eat the peel, you can fry, bake, or boil it for at least 10 minutes. Also, the riper bananas get, the thinner and sweeter banana peel will become. That's because of a natural plant hormone called ethylene that fruits release as they ripen. Ethylene interacts with the sugars and fiber in the banana skin, changing complex sugars into simple sugars and breaking down pectin, a form of fiber in bananas that keeps them stiff. That's why the older your banana is, the flimsier it feels. The sweet flesh of a medium-sized banana contains great percentages of your daily recommended intake of various nutrients, such as: *12% of your daily fiber, which helps with digestion and may help lower your risk of diabetes *17% of your vitamin C, which is important for your immune system as well as your growth *20% of your vitamin B6, which aids the body's ability to turn food into energy *12% of your potassium, which helps with the development of cells, tissues, and organs throughout the body If you eat the skin along with the flesh, you will get an even bigger increase in these same nutrients. Eating the peel is not only good for your body but also better for the earth. The average American ate 11.4 pounds of bananas in 2014. Since a medium-sized banana weighs about 0.3 pounds, that equates to about 38 bananas per person, or about 12 billion for the whole of the U.S. And since most of us throw away the peel, that also means a lot of organic waste. Question: We can learn from the text that in the U.S. people _ . Yes or no, is the answer "don't make good use of banana peel"?
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No

Ques: Article: It was just a windy January day here in the North East of Scotland. When I left home for the office where I worked in the next town, the weather forecasters said, "Windy and cold, but no rain." However, by the time I was about to leave work in the early evening, it was pouring! My office was close to the bus stop so that there was no problem; I just shot out the door and onto the bus. Unfortunately, once I got home to Montrose, I had about a mile to walk from the bus stop to my home. As I stepped off the bus that night to walk home, I struggled to get my tiny umbrella to go up in the strong wind. It was obviously designed for a very light shower. Then, suddenly and to my amazement, I heard my mum's voice. "Quickly! Come under here, before you get soaked! " I nipped under my bigger umbrella and stared at mum in surprise. "What on earth are you doing here in this weather?" I asked her. My mum was eighty-three that year, and although fit and healthy, she did not usually like going out in strong wind and heavy rain. "You said to come round for tea tonight, but I came early before the rain got too heavy. Eric told me that your car was in for a service and I saw your big umbrella lying on the chair. Eric was on the phone, so I just picked it up and came out so that I could meet you and you would not get soaked!'' My mum passed away the following year. This simple act remains in my mind, and reminds me how completely my mum loved me. She would not have gone out in the wind and rain for herself, but, at eighty-three, she never gave a second thought about the bad weather so I would not get wet. Question: Eric failed to pick up the author in the car for the reason that _ Yes or no, is the answer "he was busy with his work."?
Ans: No

Ques:Article: There are three ways you can go about writing a resume: You can rely solely in your memory; you can dust off a previous resume and add something new to it ;or you can create a new resume from a permanent personal data record .If you don't have a personal data record, prepare one now. There are four topic areas for which you will need to record details. _ List the schools ,colleges ,and universities you have attended or are attending. Start at junior high school and record the name of each school, the address and telephone number ,the dates you were there. _ --Full name ,address ,and telephone number of the company or organization, and full name and title of each supervisor you worked for. --The dates you started and finished employment. --Your job title ,or titles if you held several position. --Your specific responsibilities and duties for each position. --Any special skills you learned on the job. --Special praise you reserved ,or results you achieved. _ --Membership in a club ,society ,or group ,particularly noting your responsibilities as an active participator or committee member. --Participation in community activities. Particularly describe any executive or administrative positions you have held ,with special responsibilities and dates. --Involvement in a technical society on a local or national level ,with particular mention of any conferences you have held, with special responsibilities you have presented or published. --Involvement in hobby activities. --A wards you have received for any activities you have been involved in. _ The names of people you feel are best fitted to speak on you behalf. For each person ,write down: --Full name ,profession title, place of employment ,job position. --Employer's address and telephone number. --Home address and telephone number. Question: When giving advice about the writing of social activities, the writer_. Yes or no, is the answer "stresses the position you hold in the club or association"?

Ans:
No