Article: Several years ago, I taught teenagers with feeling troubles in a group home. These very tough kids often came directly from prison to my classroom. They often wanted to escape from the group home. They were society's "throwaway" kids--youngsters without families to love and care for them. They desperately needed to receive love. Then I found one thing more important for them. So, when a friend suggested an idea, I thought it would be a great program for my students. The plan was simple. We arranged that every Wednesday morning, I'd bring over my little crew, and they were supposed to clean the runs, wash dog and cat bowls, and feed the animals at our local animal shelter. Then came the risky part of the program. After doing their chores, the youngsters would earn the freedom to walk one of the dogs in the wooded area behind the shelter, where I couldn't even see them. We began the project. Each week, I carefully went over the list of students who had met the requirements. All that week, students worked hard to control their tempers and be cooperative. I emphasized how much the animals needed their love and care. As they served the animals, the youngsters were transforming before our eyes. Never before had they been considered contributing members of society. Yet now these kids begged to volunteer at the shelter. As we had planned, my students walked the dogs, unwatched, in the woods for up to half an hour. I impressed on each of them my trust and respect that they'd bring back the animal in their care safely and on time. Remarkably, I never lost a student or an animal. The world might not have needed or might have forgotten about my kids, but the animals didn't. these shining animals showed some very needy kids the way back home from heartbreak and abuse. Question: From the passage, we can learn that _ . Yes or no, is the answer "the feeling of being needed helped these troubled kids change a lot"?
No

Article: They were just grasshoppers . But there were millions of them, which was why dad was so anxious to get rid of them. "They're totally destroying our beans," he told Mom over lunchtime one Saturday. "I've been trying to keep them out of the tomatoes, but I don't know if I can make it." "Isn't there something you can do about them?"Mom asked. She was mostly concerned about the tomatoes. "I think there's a spray or something," Dad said. "I'm going down to the garden center after lunch and see if they have any suggestions." I'm pretty sure that's what he said. But what I heard was, "While I'm gone, why don't you and George come up with your own plan for getting fid of the grasshoppers?" And so that's what we did. It was the summer between fifth and sixth grade, so we were feeling pretty clever and mature. Certainly we knew how to get rid of these grasshoppers. That seemed simple enough. Finally Ron and Don joined us but then, things got a little crazy. Before we knew it we were doing terrible experiments. I won't describe our experiments. Let's just call it "The Adventures of the Marquis de Orkin". Da came home and saw these different deaths. We were laughing, but the laughter quickly turned to silence when we saw the look on my dad's face. "What are you boys doing?" he asked . "We're just sort of helping to get rid of the grasshoppers," I said. "This isn't 'getting rid of grasshoppers,'" Dad said. "This is killing." I was confused. I looked at the insecticide he was carrying. "But aren't you going to kill grasshoppers with that?" I asked. "Yes, because it's something we need to do for the protection of our garden," he said seriously. "But I'm not going to enjoy it." Question: It can be inferred from the text that _ . Yes or no, is the answer "the father was advised to get rid of grasshoppers with insecticide"?
No

Article: In a world as fast-changing and full of information as our own, all of us need to know how to learn well. Yet evidence suggests that most of us don't use the learning techniques that science has proved the most effective. The scientific literature evaluating these techniques goes back to decades and across thousands of articles. It's far too _ and complex for the average parent, teacher or employer to look through. Fortunately, a team of five leading psychologists have done the job for us. Professor John Dunlosky and other psychologists closely examined 10 learning strategies and rated each from high to low utility on the basis of the evidence they've gathered. Here's part of their conclusions: In contrast to familiar practices, the effective learning strategies with the most evidence to support them aren't well known outside the lab. Take distributed practice, for example. This strategy involves spreading out your study time, rather than engaging in one marathon. Cramming information at the last minute may allow you to get through that test or meeting, but the material will quickly disappear from your memory. It's much more effective to look through the material at intervals over time. And the longer you want to remember the information, whether it's two weeks or two years, the longer the intervals should be. The second learning strategy that is highly recommended by Dunlosky is practice testing. Yes, more tests---but there not for a grade. Research shows that the mere act of calling information to mind strengthens that knowledge and aids in future retrieval . While practice testing is not a common strategy---despite the strong evidence supporting it ---there is one familiar approach that captures its benefits: using flash cards. And now flash cards can be presented in digital form. Both distributed practice and practice testing were rated as having "high utility" by Dunlosky. Question: How did the psychologists study and rate the learning strategies? Yes or no, is the answer "By analyzing the materials gathered in the past years."?
No