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Article: Deadly heat waves, home-wrecking hurricanes, neighborhood-burning wildfires...When you stop to think about it, global warming can be thoroughly depressing. According to rising evidence, climate changewon't just cause new cases of stress, anxiety and depression. People who already have serious psychological problems will probably suffer most in the result of natural disasters and extreme weather events. "When these events happen, people with pre-established mental illnesses often have more extreme difficulty," said Lisa Page, a psychiatrist. "This is an area we maybe need to think about a little more seriously." In public health circles and even in climate talks, scientists have studied how climate change might affect physical health, by for example, causing the spread of malaria, fever and other infectious diseases. For the most part, though, the experts have made only vague references to the link between climate change and mental health, even though evidence for such connections is starting to pile up. In the future, climate models predict more destructive storms, floods, droughts and diseases. In turn, the new study suggests, more psychological crises will follow. Heat waves -- like the one that killed some 70,000 people in Europe in the summer of 2003 -- will also happen more frequently, last longer and be severer in coming years. The mentally ill will be hardest hit by these events because they're more likely to live in poor housing without air conditioning. People with pre-existing mental challenges will probably also have an extra hard time dealing with other forecasted consequences of climate change, including the sinking of coastlines and mass migration away from flooded shores. Then, there's the general sense of sadness that can come from reading about climate change, and recognizing that the world is changing. Question: What can be the best title for the text? Yes or no, is the answer "Climate Change May Worsen Depression"?
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No

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Article: Suppose that we lined up our roughly 14 million United States businesses in order of size, starting with the smallest, along an imaginary road from San Francisco to New York. There will be 4,500 businesses to the mile, or a little less than one per foot. Suppose further that we planted a flag each business. The height of the flag pole represents the yearly volume of sales , each $ 10, 000 in sales in shown by one foot of pole. The line of flagpoles is a very interesting sight. From San Francisco to about Reno, it is almost unnoticeable, a row of poles about a foot high. From Reno eastward the poles increase in height until, near Columbus, Ohio - about four - fifths of the way across the nation - flags fly about 10 feet in the air. But as we approach the eastern terminus , the poles suddenly begin to mount . There are about 300, 000 firms in the country with sales over $ 500, 000. These firms take up the last 75 miles of the 3,000 - mile road. There are 200, 000 firms with sales over $ 1 million. They take up the last 50 miles. Then there are 1, 000 firms with sales of $ 50, 000, 000 or more. They take up the last quarter of a mile before the city limits, flags flying at cloud height, 5 , 000 feet up . At the very gate of New York, on the last 100 feet of the last mile , we find the 100 largest industrial firms . They have sales of at least $ 1.5 billion, so that their flags are already miles high. Along the last 10 feet of road , there are 10 largest companies . Their sales are roughly $ 10 billion and up : their flags fly 190 miles in the air , almost in the stratosphere . Question: Among the four parts of the imaginary road , which part , considering all the firms in it , has the largest total volume of sales ? Yes or no, is the answer "The last 75 miles."?
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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: Which is the best question raised by a cognitive coach? Yes or no, is the answer "How do you like this basketball team?"?
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No