Article: A friend of mine, in response to a conversation we were having about the injustices of life, asked me the question: "Who said life was going to be fair, or that it was even meant to be fair?" Her question was a good one. It reminded me of something I was taught as a youngster-life isn't fair. One of the mistakes many of us make is that we feel sorry for ourselves or for others, thinking that life should be fair or that someday it will be. It's not and it won't. One of the nice things about accepting the fact that life isn't fair is that it keeps us from feeling sorry for ourselves by encouraging us to do the very best we can with what we have. Accepting this fact also keeps us from feeling sorry for others because we are reminded that everyone is dealt a different hand; everyone has unique strengths and problems in the process of growing up, facing the reality and making decisions, and everyone has those times that they feel wounded or unfairly treated. The fact that life isn't fair doesn't mean we shouldn't do everything in our power to improve our own lives or the world as a whole. On the contrary, it suggests that we should. When we don't recognize or admit life isn't fair, we tend to feel pity for others and for ourselves, a self-defeating emotion that does nothing except make everyone feel worse. When we do recognize life isn't fair, however, we feel sympathy for others and for ourselves. And sympathy is a heartfelt emotion that delivers loving kindness to everyone it touches. The next time you find yourself thinking about the injustices of the world, try reminding yourself of _ . You may be surprised that it can push you out of self-pity and into helpful action. Question: From the passage, we can learn that the author's attitude to life is _ . Yes or no, is the answer "positive"?
Yes

(Question)
Article: It is understandable that many of today's college graduates view themselves as the generation that opportunity forgot. This fall, I interviewed 85 recent graduates of various colleges to discuss their success in finding a job. Of those I interviewed ----many from famous schools ---- only five are in the career fields they prepared for; the rest are unemployed or in jobs that are temporary. Graduates with once-marketable degrees in accounting and computer science, for example, now compete with applicants who have five years of experience and will accept the same entry-level salary. Mainly because there too many applicants for too few jobs, employees are ignoring resumes that once commanded interviews. But in my work as a management consultant, I find that many executives also feel that recent graduates have contributed to a problem: that young people have been so pampered by their parents and are so untested academically that they bring little value to today's demanding workplace. Some of the least judgmental, most supportive managers I know are criticizing recent graduates for poor quality in their written and oral reports, and for difficulty in drawing essential facts from masses of data. Earlier generations faced this criticism as well, but employees flooded with resumes have now become far more selective than their predecessors . Among all the cruel talks about unemployment, little is said about the impact on the nation's future of a generation convinced that the workplace has little use for it. This generation must regain its confidence if they are to remain the birthplace of ideas, products and services that shape world. The quickest way to rebuild that confidence is to form partnerships between recent graduates and the companies that will employ them. Corporations, in turn, should consider investing in training and developing a generation they will eventually need. High-potential graduates for whom there isn't an immediate opening could be hired,... Question: Which of the following is TRUE, according to the passage? Yes or no, is the answer "The young generation can be the birthplace of ideas, products and services that shape the world."?
(Answer)
No

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: In the writer's opinion, the most helpful thing for these troubled kids was _ . Yes or no, is the answer "to learn how to give others love and care"?
No