Instruction: The Amazon rainforest (Portuguese: Floresta Amazônica or Amazônia; Spanish: Selva Amazónica, Amazonía or usually Amazonia; French: Forêt amazonienne; Dutch: Amazoneregenwoud), also known in English as Amazonia or the Amazon Jungle, is a moist broadleaf forest that covers most of the Amazon basin of South America. This basin encompasses 7,000,000 square kilometres (2,700,000 sq mi), of which 5,500,000 square kilometres (2,100,000 sq mi) are covered by the rainforest. This region includes territory belonging to nine nations. The majority of the forest is contained within Brazil, with 60% of the rainforest, followed by Peru with 13%, Colombia with 10%, and with minor amounts in Venezuela, Ecuador, Bolivia, Guyana, Suriname and French Guiana. States or departments in four nations contain "Amazonas" in their names. The Amazon represents over half of the planet's remaining rainforests, and comprises the largest and most biodiverse tract of tropical rainforest in the world, with an estimated 390 billion individual trees divided into 16,000 species. QUESTIONS:

Output:
Q1:
1. How many countries does the Amazon rainforest belong to?
2. What is the number of countries with territory in the Amazon forest?
3. How many countries have territory in the Amazon?
Q2:
1. What do the Portuguese and Brazilians call the Amazon rainforest?
2. What is the Portuguese term for the Amazon rainforest?
3. How do you say Amazon forest in Portuguese?
Q3:
1. What do the Spanish call the Amazon rainforest?
2. What is the Spanish term for the Amazon rainforest?
3. How do you say Amazon forest in Spanish?
Q4:
1. What do the French call the Amazon rainforest?
2. What is the French term for the Amazon rainforest?
3. How do you say Amazon forest in French?
Q5:
1. What do the Dutch call the Amazon rainforest?
2. What is the Dutch term for the Amazon rainforest?
3. How do you say Amazon forest in Dutch?
Q6:
1. What kind of forest is the Amazon?
2. What sort of forest is the Amazon classified as?
3. Which type of forest is the Amazon designated as?
Q7:
1. What country is most of the Amazon forest in?
2. Where is the majority of the amazon forest?
3. Which nation houses the majority of the Amazonian forest?
Q8:
1. What country has 13% of the Amazon forest?
2. Where is 13% of the Amazon forest?
3. Which nation houses thirteen percent of the Amazon forest?
Q9:
1. What country has 10% of the Amazon forest?
2. Where is 10% of the Amazon forest?
3. Which nation houses ten percent of the Amazon forest?
Q10:
1. Does Ecuador count among countries with a minor stake in the Amazon forest?
2. Is Ecuador a country with a little bit of the Amazon forest in it?
3. Does a small part of the Amazon lie inside of Ecuador?
Q11:
1. What is the size in square kilometers of the Amazonian basin?
2. How many square kilometers does the Amazonian basin cover?
3. How many square km are encompassed the Amazonian basin?
Q12:
1. How many square kilometers of the Amazonian basin are covered by rainforest?
2. What is the area in square km of the Amazonian basin taht is covered by rainforest?
3. The rainforest of the Amazonian basin goes over how many of its square kilometers?
Q13:
1. What ratio of the planet's rainforests are in the Amazon?
2. The Amazon makes up how much of the planet's total rainforest?
3. How much of the world's rainforests can be found within the Amazon?
Q14:
1. How many separate trees are there in the Amazon?
2. What is the quantity of separate trees inside the Amazon?
3. What's the total number of individual trees in the Amazon?
Q15:
1. How many species of trees are there in the Amazon?
2. What is the quantity of species of trees inside the Amazon?
3. What's the total number of species of trees in the Amazon?


Instruction:
Mrs. Smith liked to deliver her pies with her big hot air balloon.

Mrs. Smith like baking pies of all shapes and sizes. She baked for her neighbors of all ages.

She would bake them up all on Sunday and pile them high in her balloon. Then she would take off into the sky!

Mr. Jones down the street loved strawberry pie. He would stand on his roof and catch the pie as the balloon flew by.

Mrs. Kenner liked apple pie. She would run after the balloon and catch her pie in a big basket.

Bobby and Sue were brother and sister. They loved chocolate pie. They would ride their bicycles to the top of a hill. Mrs. Smith would hand them their pies as she floated by.

Mrs. Smith would throw peach pies down Mr. Tevo's chimney, where they would all land in a big box.

Josh had his dog Rex chase after the pies for him. Rex would jump high in the air and catch the pie like frisbee!

Everyone would clap as Mrs. Smith rode by and delivered her pies. Then they would eat and be happy. Mrs. Smith loved riding her balloon and making her neighbors so happy! QUESTIONS:

Output:
Q1:
1. What did Mrs. Smith whip up?
2. What treat could one get from Mrs. Smith?
3. What dessert did Mrs. Smith make?
Q2:
1. Did Mrs. Smith deliver her pies?
2. Did Mrs. Smith bring pies to others?
3. Were Mrs. Smith's pies available for delivery?
Q3:
1. Who enjoyed strawberry pie?
2. Who was a fan of strawberry pie?
3. Who had a preference for strawberry pie?
Q4:
1. What was Mrs. Kenner's favorite pie?
2. Which pie did Mrs. Kenner prefer?
3. What flavor of pie did Mrs. Kenner like?
Q5:
1. What was Bobby and Sue's favorite pie?
2. Which pie did Bobby and Sue prefer?
3. What flavor of pie did Bobby and Sue like?
Q6:
1. What was Mr. Tevo's favorite pie?
2. Which pie did Mr. Tevo prefer?
3. What flavor of pie did Mr. Tevo like?


Instruction:
Stephenville, Texas (CNN)A former deputy testified last week that he overheard the defendant in the "American Sniper" murder trial explain why he killed two men.

Gene Cole, who worked for the Erath County Sheriff's Office at the time, testified Friday that on June 22, 2013, he "heard Mr. [Eddie Ray] Routh say, 'I shot them because they wouldn't talk to me. I was just riding in the back seat of the truck and nobody would talk to me. They were just taking me to the range so I shot them. I feel bad about it, but they wouldn't talk to me. I'm sure they've forgiven me.'"

Testimony resumes Monday in Routh's trial. He is charged with murder in the February 2, 2013, shooting deaths of Chris Kyle, the former Navy SEAL who was the subject of "American Sniper," and Kyle's friend, Chad Littlefield, at a firing range.

Routh's lawyer admits his client killed the men but contends he was insane at the time.

In other testimony, Texas Ranger David Armstrong said investigators searched Routh's residence and found drug paraphernalia, including a pipe commonly used for methamphetamine as well as "a ceramic pipe, what's believed to be a bong, a grinder used to grind different substances and a loose leafy green substance" which lab tests confirmed was marijuana.

Armstrong also noticed a nearly empty bottle of whiskey in Routh's kitchen.

Routh's uncle, James Watson, testified that on the day of the slayings he was rousted out of bed by a call from Routh's girlfriend, asking him to come over because she and Routh had been arguing.  QUESTIONS:

Output:
Q1:
1. Who is the first man the article mentions by name?
2. Who is the first person named in the article?
3. Which person's name does the article give first?
Q2:
1. Where does Gene Cole work?
2. What place employs Gene Cole?
3. What is Gene Cole's place of work?
Q3:
1. What did Gene Cole hear?
2. What was in earshot of Gene Cole?
3. What was Gene Cole told?
Q4:
1. Did Gene Cole testify?
2. Was Gene Cole a witness in the trial?
3. Did Gene Cole give testimony?
Q5:
1. When did Gene Cole give his testimony?
2. When did Gene Cole testify?
3. What day of the week did Gene Cole give testimony on?
Q6:
1. What is the killer's name?
2. Who is the murderer?
3. Who took the lives of two people?
Q7:
1. What defense is Eddie Ray Routh's team using?
2. How is Eddie Ray Routh's team defending him?
3. What defense strategy is being used for Eddie Ray Routh?
Q8:
1. Who carried out a search on Eddie Ray Routh's home?
2. Who was Eddie Ray Routh's residence searched by?
3. Who conducted a search of Eddie Ray Routh's place of residence?
Q9:
1. What did investigators find in Eddie Ray Routh's home?
2. What was located at Eddie Ray Routh's house?
3. What was uncovered by investigators in the home of Eddie Ray Routh?
Q10:
1. What kind of drug paraphernalia was found in Eddie Ray Routh's home?
2. What was the drug paraphernalia that Eddie Ray Routh had in his house?
3. What sort of drug related objects did investigators come across in Eddie Ray Routh's home?
Q11:
1. Did investigators find alcohol in Eddie Ray Routh's home?
2. Was alcohol detected in Eddie Ray Routh's house?
3. Did Eddie Ray Routh's home have alcohol in it?
Q12:
1. Where was a bottle of whisky found?
2. Where did investigators find alcohol in Eddie Ray Routh's home?
3. What part of Eddie Ray Routh's house did investigators find alcohol in?


Instruction: On the first day of school, Jack found a little old lady with a warm smile."Hi, handsome. My name is Rose. I'm 87 years old."she said. "Why are you in university at such a YOUNG age?" Jack asked. "I'm here to meet a rich husband, get married, have a couple of kids, and then retired and travel." she answered. Jack knew she's joking but he was surprised what encouraged her to be here at her age. "I always dreamed of having a university education and now I'm getting one!" she told me. We became friends. Every day they would talk after class. Jack always enjoyed listening to this "time machine" as she shared her wisdom and experience with him. And Rose easily made friends wherever she went. At the end of the term, Rose was invited to make a little speech. She said, "We don't stop playing because we're old. We grow old because we stop playing. Being happy and achieving success may keep you staying young. If you have a dream, hold on. When you lose your dreams, you die." "Anybody can grow older. _ doesn't take any talent or ability. The idea is to grow up by always finding the chance in change..." QUESTIONS:

Output:
Q1:
1. Whose dream was it to get a college education?
2. Who aspired to have a college education?
3. Who dreamed of going to college?
Q2:
1. Did Rose get a college education?
2. Did Rose end up going to college?
3. Was Rose able to live out her dream?
Q3:
1. Who did Jack find on the first day of college?
2. Who did Jack meet on his first day of school?
3. What was the name of the person that Jack met?
Q4:
1. How old is Rose?
2. What is Rose's age?
3. How old is Jack's new classmate?
Q5:
1. Is Rose younger than Jack?
2. Is Jack older than Rose?
3. Is Rose Jack's junior?
Q6:
1. Is Rose younger than Jack?
2. Is Jack older than Rose?
3. Is Rose Jack's junior?
Q7:
1. What did Rose want to do at school?
2. What did Rose aspire to do during her studies?
3. What did Rose dream of doing at university?
Q8:
1.
2.
3.
Q9:
1. What did Rose think about the aging process?
2. How did Rose feel about growing old?
3. What was Rose's opinion of getting old?
Q10:
1. Did Jack go to college in his youth?
2. Was Jack young when he attended college?
3. Did Jack attend college at a youthful age?


Instruction:
Blameless

I was a freshman in college when I met the Whites. They were completely different from my own family, yet I felt at home with them immediately. Jane White and I became friends at school, and her family welcomed me like a long-lost cousin.

In my family, it was always important to place blame when anything bad happened.

"Who did this? "my mother would scream about a dirty kitchen.

"This is all your fault, Katharine, "my father would insist when the cat got out or the dishwasher broke.

From the time we were little, my sister, brothers and I told on each other. We set a place for blame at the dinner table.

But the Whites didn't worry about who had done what. They picked up the pieces and moved on with their lives. The beauty of this was driven home to me the summer Jane died.

In July, the White sisters and I decided to take a car trip from their home in Florida to New York. The two older sisters, Sarah and Jane, were college students, and the youngest, Amy, had recently turned sixteen. Proud of having a new driver's license ,Amy was excited about practicing her driving on the trip. She showed off her license to everyone she met.

The big sisters shared the driving of Sarah's new car during the first part of the trip, but when they reached less crowded areas, they let Amy take over. Somewhere in South Carolina, we pulled off the highway to eat. After lunch, Amy got behind the wheel. She came to a crossroads with a stop sign. Whether she was nervous or just didn't see the sign no one would ever know, but Amy continued into the crossroads without stopping. The driver of a large truck, unable to stop in time, ran into our car.

Jane was killed immediately.

I was slightly injured. The most difficult thing that I've ever done was to call the Whites to tell them about the accident and that Jane had died. Painful as it was for me to lose a good friend, I knew that it was far worse for them to lose a child.

When Mr. and Mrs. White arrived at the hospital, they found their two daughters sharing a room. Sarah had a few cuts on the head; Amy's leg was broken. They hugged us all and cried tears of sadness and of joy at seeing their daughters. They wiped away the girls' tears and made a few jokes at Amy as she learned to use her crutches .

To both of their daughters, and especially to Amy, over and over they simply said, "We're so glad that you're alive. "

I was astonished. No blame. No accusations.

Later, I asked the Whites why they never talked about the fact that Amy was driving and had run a stop sign.

Mrs. White said, "Jane's gone, and we miss her terribly. Nothing we say or do will ever bring her back. But Amy has her whole life ahead of her. How can she lead a full and happy life if she feels we blame her for her sister's death? "

They were right. Amy graduated from the University of California and got married several years ago. She works as a teacher of learning-disabled students. She's also a mother of two little girls of her own, the oldest named Jane. QUESTIONS:

Output:
Q1:
1. What family was different from the narrator's?
2. Which family didn't resemble the narrator's at all?
3. What was the name of the family that wasn't like the narrator's?
Q2:
1. How did the Whites treat the narrator?
2. How did Katherine's friends act towards her?
3. What was Katherine treated like by the Whites?
Q3:
1. Did Katherine's family often blame her for things?
2. Was Katherine always shouldering the blame at home?
3. Did Katherine's family always say she was at fault for things?
Q4:
1. Where did Katherine's family place blame?
2. Where did Katherine's family make room for blame?
3. Where did Katherine's family metaphorically set a place for blame?
Q5:
1. Did the White family blame each other?
2. Did blame get placed around often in the White family?
3. Was the White family quick to scold each other?
Q6:
1. How did Katherine realize that the Whites were forgiving?
2. What demonstrated the White family's lack of blame to Katherine?
3. What event helped Katherine see how little the Whites cared about blame?
Q7:
1. Who were the two older of the White sisters?
2. What were the names of the two elder White sisters?
3. Who were Amy White's two older sisters?
Q8:
1. Who was the youngest White sister?
2. Which White sister was the youngest?
3. Who was the baby of the White family?
Q9:
1. What had Amy excited?
2. What was Amy looking forward to?
3. What was Amy pumped about?
Q10:
1. What did Amy do while driving?
2. What error did Amy make while driving?
3. How did Amy mess up while driving?


Instruction:
Catalan (/ˈkætəlæn/; autonym: català [kətəˈla] or [kataˈla]) is a Romance language named for its origins in Catalonia, in what is northeastern Spain and adjoining parts of France. It is the national and only official language of Andorra, and a co-official language of the Spanish autonomous communities of Catalonia, the Balearic Islands, and Valencia (where the language is known as Valencian, and there exist regional standards). It also has semi-official status in the city of Alghero on the Italian island of Sardinia. It is also spoken with no official recognition in parts of the Spanish autonomous communities of Aragon (La Franja) and Murcia (Carche), and in the historic French region of Roussillon/Northern Catalonia, roughly equivalent to the department of Pyrénées-Orientales.

According to the Statistical Institute of Catalonia in 2008 the Catalan language is the second most commonly used in Catalonia, after Spanish, as a native or self-defining language. The Generalitat of Catalunya spends part of its annual budget on the promotion of the use of Catalan in Catalonia and in other territories. QUESTIONS:

Output:
Q1:
1. What does the term Catalan refer to?
2. What sort of thing is Catalan?
3. What's the definition of Catalan?
Q2:
1. What is the location of Catalonia?
2. Where can Catalonia be found?
3. In what region is Catalonia located?
Q3:
1. Is Catalan tough to learn?
2. Is it hard to learn Catalan?
3. Does  learning Catalan take a lot of time?
Q4:
1. Is Catalan a common language?
2. Are there a lot of people who speak Catalan?
3. Is Catalan a pretty every day language?
Q5:
1. Where did Catalan start?
2. Where did people start speaking Catalan?
3. Where are the origins of Catalan?
Q6:
1. Does Catalan resemble other languages?
2. Are there other languages like Catalan?
3. Is Catalan similar to other languages?


Instruction:
The Black Death is thought to have originated in the arid plains of Central Asia, where it then travelled along the Silk Road, reaching Crimea by 1343. From there, it was most likely carried by Oriental rat fleas living on the black rats that were regular passengers on merchant ships. Spreading throughout the Mediterranean and Europe, the Black Death is estimated to have killed 30–60% of Europe's total population. In total, the plague reduced the world population from an estimated 450 million down to 350–375 million in the 14th century. The world population as a whole did not recover to pre-plague levels until the 17th century. The plague recurred occasionally in Europe until the 19th century.

The plague disease, caused by Yersinia pestis, is enzootic (commonly present) in populations of fleas carried by ground rodents, including marmots, in various areas including Central Asia, Kurdistan, Western Asia, Northern India and Uganda. Nestorian graves dating to 1338–39 near Lake Issyk Kul in Kyrgyzstan have inscriptions referring to plague and are thought by many epidemiologists to mark the outbreak of the epidemic, from which it could easily have spread to China and India. In October 2010, medical geneticists suggested that all three of the great waves of the plague originated in China. In China, the 13th century Mongol conquest caused a decline in farming and trading. However, economic recovery had been observed at the beginning of the 14th century. In the 1330s a large number of natural disasters and plagues led to widespread famine, starting in 1331, with a deadly plague arriving soon after. Epidemics that may have included plague killed an estimated 25 million Chinese and other Asians during the 15 years before it reached Constantinople in 1347. QUESTIONS:

Output:
Q1:
1. What percentage of Europe's population was killed off by the Black Death?
2. What percentage of the European population died due to the Black Death?
3. The Black Plague caused the deaths of how much of Europe's population?
Q2:
1. What bacteria caused the Black Death?
2. Which bacteria was the source of the Black Death?
3. What was the bacteria that lead to the Black Death?
Q3:
1. Where is Yersinia pestis often found?
2. What is a common carrier of Yersinia pestis?
3. What often is infected with Yersinia pestis?
Q4:
1. Where do fleas with Yersinia pestis come from?
2. What is the home of fleas carrying Yersinia pestis?
3. Where do Yersinia pestis infested fleas originate from?
Q5:
1. How did the Black Death get to Europe?
2. How was the Black Death able to make its way to Europe?
3. By what path did the Black Death travel to Europe?
Q6:
1. What do many scientists believe to be the start of the Black Death?
2. How do scientistss think the Black Plague started?
3. What do scientists believe to be the origins of the Black Death?
Q7:
1. How many people died before the Black Death came to Turkey?
2. How many people had the Black Death killed by the time it got to Turkey?
3. Before the Black Death arrived in Turkey, how many lives had it cost?
Q8:
1. When did the world population rebound from the Black Plague?
2. At what point did the world population recover from the Black Death?
3. When did the world population reach normal levels again after the Black Death?
Q9:
1. Were there subsequent outbreaks of plague after the Black Death?
2. Did the plague reoccur after the medieval period?
3. Were there reoccurances of the Black Plague after the Middle Ages?
Q10:
1. When did the plague stop coming back?
2. When did reoccurances of the plague cease?
3. When did the Black plague cease to reappear?


Instruction: A tiger named Timmy and Bear named Buster were going for a walk in the park by the river and were going to go swim later. As Timmy was running through a field in the park he came upon a small hamster with a broken leg. The hamster looked like it had somewhere to go but couldn't make it because of its leg. Timmy called Buster over to come talk to the hamster and see if there was anything they could do to help. As they talked, Timmy and Buster started to become good friends with the hamster. They found out his name was Henry. Henry was on his way to the river for a drink of water when a mean horse ran by and without looking at where he was going stepped on his leg and broke it. Luckily for Henry Busters mom was a nurse and after watching her work for many years Buster knew how to set a broken bone and fix it. After Buster fixed Henry's leg he picked him up and put him on Timmy's back and they all went to the river to get some water. They all were best friends for the rest of their lives and played together. QUESTIONS:

Output:
Q1:
1. What took place in the park?
2. What was an event in the park?
3. What scene could be witnessed in the park?
Q2:
1. What kind of animal was Buster?
2. What could Buster be described as?
3. What sort of being was Buster?


Instruction: "Norton," Sheppard said, "I saw Rufus Johnson yesterday. Do you know what he was doing?" The child looked at him with a kind of half attention, his eyes forward but not yet engaged. They were a paler blue than his father's as if they might have faded like the shirt; one of them listed, almost imperceptibly , toward the outer rim. "He was in a path," Sheppard said, "and he had his hand in a garbage can. He was trying to get something to eat out of it." He paused to let this soak in. "He was hungry," he finished, and tried to pierce the child's conscience with his gaze. The boy picked up the piece of chocolate cake and began to bite it from one corner. "Norton," Sheppard said, "do you have any idea what it means to share?" A flicker of attention. "Some of it is yours," Norton said. "Some of it is his," Sheppard said heavily. It was hopeless. Almost any fault would have been preferable to selfishness--a violent temper, even a tendency to lie. The child turned the bottle of tomato sauce upside-down and began thumping sauce onto the cake. Sheppard's look of pain increased. "You are ten and Rufus Johnson is fourteen," he said. "Yet, I'm sure your shirts would fit Rufus." Rufus Johnson was a boy whom he had been trying to help at the reformatory for the past year. He had been released two months ago. "When he was in the reformatory, he looked pretty good, but when I saw him yesterday, he was skin and bones. He hasn't been eating cake with peanut butter on it for breakfast." The child paused. "It's not fresh," he said. "That's why I have to put stuff on it." Sheppard turned his face to the window at the end of the bar. The side lawn, green and even, sloped fifty feet or so down to a small suburban wood. When his wife was living, they had often eaten outside, even breakfast on the grass. He had never noticed then that the child was selfish. ks5u "Listen to me," he said, turning back to him, "look at me and listen." The boy looked at him. At least his eyes were forward. "I gave Rufus a key to the house when he left the reformatory---to show my confidence in him and so he would have a place he could come to and feel welcome any time. He didn't use it, but I think he'll use it now because he's seen me and he's hungry. And if he doesn't use it, I'm going out and find him and bring him here. I can't see a child eating out of garbage cans." The boy frowned. It was dawning upon him that something of his was threatened. Sheppard's mouth stretched in disgust. "Rufus's father died before he was born," he said. "His mother is in the state penitentiary . He was raised by his grandfather in a shack without water or electricity and the old man beat him every day. How would you like to belong to a family like that?" "I don't know" the child said lamely. "Well, you might think about it sometime," Sheppard said. Sheppard was City Recreational Director. On Saturday he worked at the reformatory as a counselor, receiving nothing for it but the satisfaction of knowing he was helping boys no one else cared about. Johnson was the most intelligent boy he had worked with. Norton turned what was left of the cake over as if he no longer wanted it. "You started that, now finish it," Sheppard said. "Maybe he won't come," the child said and his eyes brightened slightly. QUESTIONS:

Output:
Q1:
1. Who did Sheppard notice?
2. Who did Sheppard come across?
3. Who did Sheppard take note of?


Instruction: Jim rode his bike quickly. It was Friday and he wanted to get to the lake. The path to the lake was long and winding. It was wetter on Tuesday. Jim had to wash his boot. His boot had once been frozen. It was frozen because he left it outside on Sunday. He had to leave his boot outside for a long time. The lake was facing the tree. Jim had to go home. He wanted food very badly. Jim went home. He got inside and looked up at the ceiling. He walked to the refrigerator. Jim took the yogurt out of the refrigerator. Some milk was on the table and he grabbed a cup so he could pour himself some of the milk. Jim also had a candy bar. Jim sat down and rested. He was tired from the long bike ride. He finished his yogurt and began planning his next trip to the lake. It would not be long before he returned. He and his boots were ready for more fun outdoors Monday. QUESTIONS:

Output:
Q1:
1. Who went for a bike ride?
2. What was the name of the boy riding his bike?
3. What boy took his bike for a ride?
Q2:
1. What was the day of the week?
2. When did Jim ride his bike?
3. What day was Jim riding his bike on?
Q3:
1. Where did JIm want to go?
2. What destination was Jim trying to reach?
3. Where was Jim trying to get to?
Q4:
1. Did Jim ride on a long and winding path?
2. Was the path Jim took lengthy with twists and turns?
3. Was Jim's bike ride on a long and winding path?
Q5:
1. What did Jim need to wash?
2. What did Jim need to clean?
3. What was it necessary for Jim to scrub down?


Instruction:
(CNN) -- Niki Gianni was 11 or 12 when she found a video on YouTube called "Meet Your Meat." Saddened and disgusted by the footage from a slaughterhouse, the Chicago girl announced she was no longer going to eat meat. Her parents were less than thrilled.

"When she first said she wanted to be a vegetarian, we were just looking at each other and we said, 'We can't be switching meals for you. You are not going to get your protein.' We were not educated in the health benefits," said Gianni's mother, Julie Gianni.

While many parents worry whether their vegetarian or vegan children will receive adequate nutrition for their growing bodies, the American Dietetic Association says such diets, as long as they are well-planned, are appropriate for all phases of life, including childhood and adolescence. "Appropriately planned" vegetarian or vegan diets are healthful, nutritionally adequate and may provide health benefits in the prevention and treatment of certain diseases, the dietetic association says.

"You can really feel the difference when you are eating something from the ground and something from a factory," said Niki Gianni, an animal activist who became a vegan shortly after embracing the vegetarian lifestyle.

10-year-old: Why I became vegetarian in first grade

Now an 18-year-old college freshman, Niki Gianni said her eating habits expanded her palate and turned her away from processed foods. Her food choices also influenced her family: Her mother is now a vegan and her father and sister are vegetarians.

The number of vegetarians in the United States is expected to increase over the next decade, according to the dietetic association. A vegetarian diet is associated with a lower risk of death from ischemic heart disease, and vegetarians also appear to have lower overall cancer rates, lower blood pressure and lower rates of hypertension than nonvegetarians.  QUESTIONS:

Output:
Q1:
1. What video made Niki decide not to eat meat?
2. What video got Niki to stop eating meat?
3. Niki quit eating meat due to which video?
Q2:
1. Will the number of vegetarians likely go up or down in the next decade?
2. Will the next decade probably see the number of vegetarians go up or down?
3. Will there probably be an up or down tick in people who don't eat meat in the next ten years?
Q3:
1. Who predicts an upcoming uptick in vegetarians?
2. Who thinks the number of people who don't eat meat will increase?
3. Who imagines that more and more people are going to stop eating meat?
Q4:
1. How many health issues are vegetarians at a lower risk of death for?
2. What's the number of health problems that being vegetarian decreases the risk of death for?
3. How many health problems are vegetarians less likely to die from?
Q5:
1. What is one health issue that vegetarians are at a lower risk for?
2. What's a health problem vegetarians are less likely to die from?
3. Name a health problem less likely to kill a vegetarian than a meat eater.
Q6:
1. Did Niki's parents understand how healthy being a vegetarian is?
2. Were Niki's parents aware of the health benefits of vegetarianism?
3. Were Niki's parents educated with respect to the health boost vegetarians have?
Q7:
1. Is being vegetarian okay for any age group?
2. Is it alright for people of all ages to be vegetarian?
3. Is a vegetarian diet suitable for all ages?
Q8:
1. Can children be vegetarian if planned carefully?
2. Is a carefully planned vegetarian diet suitable for children?
3. Is it okay for kids to go veggie if their diet is well planned?
Q9:
1. Is animal rights a cause that Niki supports?
2. Does Niki think animal rights are important?
3. Does Niki believe in the rights of animals?
Q10:
1. What is Niki's current age?
2. How old is Niki right now?
3. What is Niki's age at present?
Q11:
1. Is Niki a student?
2. Is Niki in school?
3. Does Niki go to school?
Q12:
1. Does Niki eat McDonalds?
2. Is McDonalds a part of Niki's diet?
3. Does Niki ever consume food from McDonalds?


Instruction: On a Saturday morning earlier this September, the world got its first look at the Strati. This electric vehicle is unlike any other currently on the road. It rolls on four wheels, but its body and chassis weren't built in a factory. Instead, Strati's designers used a technology called 3-D printing. It created those parts of the car in one piece, from the ground up. "Compared to a typical vehicle on the road, the Strati definitely looks different," says Greg Schroeder, a senior research engineer at the Center for Automotive Research in Ann Arbor, Mich. He did not work on the new car. His organization studies trends and changes in the auto industry. It took 44 hours to print the new car at the International Manufacturing Technology Show in Chicago. Over the next few days, the car's designers installed additional parts. These included the car's engine, brakes and tires. Then, early on September 13, Jay Rogers climbed into the car, started its engine and drove the vehicle onto the street. Rogers helped found Local Motors. It's the Arizona-based company behind the Strati. Two weeks later, his team printed a second Strati, and just as fast, at a fair in New York City. Justin Fishkin, a local Motors official, sees the Strati as a window into the future. Today, car buyers are limited in their choice of a vehicle. They can order only what car companies have already designed. But in the future, he says, you may be able to design your own car online and then get it printed to order. Manufacturing experts say 3-D printing has begun to revolutionize how they make things. The technology has been around for decades. But these machines used to be so expensive that only large companies could afford them. In the last few years, though, that has changed. Many of the machines are now inexpensive enough for small companies--or even individuals --to own. Some local libraries make them available to the public. High Schools are beginning to use them in classrooms. Wide access to these printers means people can now design and print a wide variety of new things. The car's printer is a one-of-a-kind device. The technology behind the 3-D printer used in Chicago is an example of additive manufacturing. This process builds solid objects, slice by slice, from the bottom up. ("Strati" means layers, in Italian.) A mechanical arm moves a _ from one side to another, back and forth. As it moves, the nozzle deposits a liquid--often melted plastic or metal (but it could be food, concrete or even cells) --that quickly hardens or bonds to become solid or semi-solid. This creates a single, thin layer. Once a layer is complete, the printer starts depositing the next one. "There's a lot of interest in 3-D printing in the auto industry," says Schroeder. Right now, the technology is particularly useful for building models of cars or car parts. To compete with current auto manufacturers, the 3-D printer would have to increase in a hurry, Schroeder says. By contrast, he notes, a Ford F-150 pickup truck rolls off an assembly line at a rate of roughly one per minute. To print as many Stratis would require many more printers. Schroeder says he doesn't see 3-D printing soon taking over for such high-volume manufacturing. But, he adds, "Who knows what will happen in the long term?" Scientists at Oak Ridge National Laboratory in Tennessee designed the 3-D printer used in Chicago. Lonnie Love, a research scientist at the lab, led the effort. Additive manufacturing often is slow and expensive. It also may produce materials that are unreliable, Love says. So for two years, his team searched for ways to make 3-D printing better. They built new machines and tested them over and over. All of that work paid off: their new machine is fast and uses less expensive material than earlier printers. In addition, it prints a plastic embedded with fibers of carbon to produce a stronger material. This helps ensure the material won't crack or break under pressure. QUESTIONS:

Output:
Q1:
1. What did the world get to preview on Saturday?
2. What was shown off to the world on Saturday?
3. What were people given a taste of on Saturday?
Q2:
1. What does the Strati roll on?
2. How does the Strati get around?
3. What does the Strati move with?
Q3:
1. What parts of the Strati weren't factory built?
2. What parts of the Strati didn't come from a factory?
3. Which of the Strati's elements were built outside of a factory setting?
Q4:
1. What does Greg Schroede think about the Strati?
2. What is Greg Schroede's opinion of the Strati?
3. How does Greg Schroede think about the Strati?
Q5:
1. How is Greg Schroede employed?
2. What does Greg Schroede do for a living?
3. What's Greg Schroede's occupation?
Q6:
1. Where does Greg Schroede work?
2. Who employs Greg Schroede as an engineer?
3. Where is Greg Schroede employed as an engineer?
Q7:
1. What took place on September 13th?
2. What event occured on September 13th?
3. What did someone do on September 13th?
Q8:
1. What did Jay Rogers help create?
2. What was Jay Rogers instrumental in creating?
3. Whose founding was Jay Rogers a part of?
Q9:
1. Where is Local Motors based?
2. Where are the headquarters of Local Motors?
3. What state is Local Motors based out of?
Q10:
1. Where will it be possible to design a car in the future?
2. Where will cars be available for designing in the future?
3. In future years, where might one think up a design for their own car?


Instruction: Once upon a time there was a fish that lived in a bowl. The fish wanted to give a kid a party. But the fish was sad. The fish had no present to give to the kid. The fish would give the kid a spoon. But the fish had no spoon. The fish was a cutie. The fish had an idea. The fish had a stone in the bowl. The fish could give the kid the stone! The fish took the stone from the bowl. The fish put the stone in a bag. The fish gave the kid a party and gave the kid the stone as a gift. The kid told his granddaddy and his mommy that the fish was a cutie. The kid gave the fish a banana. The fish ate the banana and was very happy. The fish and the kid are friends and they love each other. QUESTIONS:

Output:
Q1:
1. Where did the fish reside?
2. What was the fish's place of residence?
3. Where was the fish's home?
Q2:
1. What was the fish hoping to do?
2. What was the fish interested in doing?
3. What would it make the fish happy to do?
Q3:
1. How did the fish feel?
2. What were the fish's emotions?
3. What sort of mood was the fish in?
Q4:
1. Why was the fish sad?
2. What had the fish feeling down?
3. Why wasn't the fish in a happy mood?
Q5:
1. What did the fish come up with?
2. What came to the fish?
3. What did the fish have?
Q6:
1. What idea did the fish have?
2. What was the fish's idea?
3. What did the fish think up?
Q7:
1. Did the fish put the stone in a bucket?
2. Was a bucket the place where the fish put the stone?
3. Was the stone placed into a bucket by the fish?


Instruction:
CHAPTER V.

HARRY IS RESCUED.

"I can stay on deck, can't I?" asked Dora, as she turned the tiller over to the homeless youth.

"If you wish. But be very careful when the sloop swings around," replied Jerry. "You did very well," he added.

Dora smiled at this. Then she went forward and settled down, in spite of the rain, to help look for Harry Parker, whose folks she knew fairly well.

The Cutwater was put on a different track, and they began to move across the lake, it being Jerry's idea to cross and recross at a distance of every six or seven hundred feet.

Twice did they come close to each shore without seeing anything of Harry.

"Gone down, suah's you're born!" said Blumpo, and the tears started out of his big, honest eyes.

"I am afraid so," returned Jerry, "and yet--hark!"

He put up his hand and all were instantly on the alert. The wind had gone down somewhat, and from a distance came a low cry. "It's Harry's!" said Jerry. "Hullo, Harry!" he yelled, with all the power of his lungs.

He waited, and an answering cry came back from toward the center of the lake. It was very weak, showing that Harry was almost exhausted.

The course of the sloop was instantly changed, and they strove to reach the spot before the boy should go down.

Jerry was the first to see the form floating about amid the whitecaps.

"Keep up, Harry!" he called encouragingly. "We will soon have you on board."  QUESTIONS:

Output:
Q1:
1. Was there rain out?
2. Did it rain?
3. Was rain falling?
Q2:
1. What did Dora had to the homeless youth?
2. What did the homeless youth receive from Dora?
3. What was transferred from Dora to the homeless youth?
Q3:
1. Who was Dora trying to find?
2. Who was Dora attempting to locate?
3. Whose location was Dora trying to discern?
Q4:
1. Who was helping Dora look for Harry Parker?
2. Who aided Dora in her quest for Harry Parker?
3. Who did Dora receive help from in trying to find Harry Parker?
Q5:
1. How many times did Dora and Jerry come near the shore?
2. What was the number of times that Dora and Jerry got close to the shore?
3. How many times was the shore approached by Dora and Jerry?
Q6:
1. Did Dora and Jerry see Harry Parker when they approached the shore?
2. When Dora and Jerry got near the shore, did they spot Harry Parker?
3. Did Harry Parker come into Dora and Jerry's sights when they got near the shore?
Q7:
1. How often did Dora and Jerry cross and recross the lake?
2. At what frequency did Dora and Jerry go across the lake?
3. How often did Dora and Jerry go to each side of the lake?
Q8:
1. Who had Harry Parker in their purview?
2. Who was Harry Parker spotted by?
3. Who got their eyes on Harry Parker?
Q9:
1. Did Blumpo have tears in his eyes?
2. Were Blumpo's eyes filled with tears?
3. Was Blumpo crying?
Q10:
1. How forcefully did Jerry cry out?
2. How powerful was Jerry's shout?
3. What was the intensity of Jerry's yell?
Q11:
1. Was Harry Parker's cry forceful?
2. Did Harry Parker shout with power?
3. Did Harry Parker have an intense yell?
Q12:
1. Where was Harry Parker floating?
2. Where in the water was Harry Parker?
3. What was Harry Parker's location?
Q13:
1. What is the chapter called?
2. What is the name of the chapter?
3. What title does the chapter have?


Instruction:
The Fed Express rolls out of Shanghai with no signs of slowing down yet.

Roger Federer beat Frenchman Gilles Simon to win his first Shanghai Masters crown Sunday and his fourth title of the season.

The victory will move him above Rafael Nadal, who has been laid low with appendicitis, and up to second in the world rankings.

"Usually everything slows down at the end of the season," Federer told reporters in China. "Not for me this time.

"This year everything is going really well. I have so many highlights to look forward to for the end of the season, which is nice."

With just a handful of events to go until next month's season finale in London, Federer could still mathematically challenge Novak Djokovic to end the year as the world No.1.

The 33-year-old Swiss ace beat Djokovic - who arguably inflicted more pain by defeating Federer in the summer's Wimbledon final -- in the semifinals in Shanghai.

"I'm not even going to change my schedule because of it," Federer reflected on the possibility of regaining the number one spot.

"I haven't thought about it, to be quite honest. I mean, it's in Novak's racquet. He dictates.

"But nevertheless, I'm still going to be playing and hopefully playing well again."

Federer did not have it easy against Simon, who took the Swiss to a tiebreak in the opening set and had set point at 6-5 up.

But the 17-time grand slam champion snuffed out the threat to take the first set breaker 8-6.  QUESTIONS:

Output:
Q1:
1. Who did Gilles Simon lose to?
2. Who bested Gilles Simon?
3. Who claimed victory over Gilles Simon?
Q2:
1. What nationality is Gilles Simon?
2. What is Gilles Simon's home country?
3. What are Gilles Simon's origins?
Q3:
1. Is this the third time Roger Federer has a title this season?
2. Is this the third title that's gone to Roger Federer this season?
3. Does Roger Federer now have three titles this season?
Q4:
1. How many titles have gone to Roger Federer this season?
2. How many times this season has Roger Federer won a title?
3. What's the number of titles under Roger Federer's belt for the season?
Q5:
1. Is something making Rafael Nadal sick?
2. Does Rafael Nadal have an illness?
3. Is something ailing Rafael Nadal?
Q6:
1. What illness is Rafael Nadal suffering from?
2. What is Rafael Nadal sick with?
3. Why isn't Rafael Nadal feeling well?
Q7:
1. Do thinks usually speed up at this point according to Roger Federer?
2. Does Roger Federer say that this is usually the time when things start going faster?
3. Is now the time that the pace gets picked up normally according to Roger Federer?
Q8:
1. Who did Roger Federer talk to about things slowing down?
2. With whom did Roger Federer discuss things going slower?
3. Who did Roger Federer address regarding things becoming calmer?
Q9:
1. What was the reporters' location?
2. Where could the reporters be found?
3. What country were the reporters in?
Q10:
1. What is the swiss player's age?
2. How old is Roger Federer?
3. What is Roger Federer's age?
Q11:
1. In what competition did Roger Federer beat Gilles Simon?
2. What did Roger Federer claim victory over Gilles Simon in?
3. What game did Gilles Simon lose to Roger Federer?


Instruction:
(CNN) -- Every dog has his day, but Sir Lancelot -- or at least his carbon copy -- has a second one.

Edgar and Nina Otto show off 10-week-old Lancey, a clone of "the most human of any dog we've ever had."

A Boca Raton, Florida, couple paid a California firm $155,000 to clone their beloved Labrador retriever, who died from cancer a year ago. The clone, a 10-week-old puppy dubbed Lancey, was hand-delivered to them earlier this week by Lou Hawthorne, chairman of BioArts International, a biotechnology company.

"One minute with Lancey and you know he's special. He's both extremely aware and very sweet," Hawthorne said in a BioArts statement.

Edgar and Nina Otto said they began thinking about cloning Sir Lancelot about five years ago.

"I said 'Well, you know, it wouldn't hurt to have his DNA frozen,' and that's what we did," Nina Otto told CNN affiliate WPBF.

The Ottos were one of five families to bid and win a BioArts auction for a chance to clone their family dog, according to a BioArts statement. Lancey is the world's first commercially cloned dog, the company said; the Ottos are the first of six current clients to receive their clone.

Sir Lancelot's DNA sample was sent to the Sooam Biotech Research Foundation in Seoul, South Korea, which provides cloning services to BioArts. Researchers there put the DNA into an egg, and Lancey was born November 18, according to BioArts.

The Ottos said they have had many beloved dogs over the years -- and have nine others currently -- but maintain Sir Lancelot was special.  QUESTIONS:

Output:
Q1:
1. What kind of being is Lancey?
2. How can Lancey be described?
3. What sort of thing is Lancey?
Q2:
1. What is Lancey a clone of?
2. Who is Lancey cloned from?
3. Whose DNA provided the basis for cloning Lancey?
Q3:
1. What kind of animal is Lancey?
2. What species is Lancey?
3. What sort of being is Lancey the clone?
Q4:
1. What was Sir Lancelot's temperament like?
2. How did Sir Lancelot act?
3. What could Sir Lancelot's behavior have been described as?
Q5:
1. What happened to Sir Lancelot?
2. What became of Sir Lancelot?
3. What was Sir Lancelot's fate?
Q6:
1. Was Sir Lancelot sick?
2. Did Sir Lancelot have an illness?
3. Was Sir Lancelot suffering from an illness?
Q7:
1. What was Sir Lancelot sick with?
2. What was ailing Sir Lancelot?
3. What was Sir Lancelot afflicted with?
Q8:
1. What is Lancey's age?
2. How old is Sir Lancelot's clone?
3. What is the age of Sir Lancelot's clone?
Q9:
1. Who owns Lancey?
2. Who does Lancey belong to?
3. What are the names of Lancey's owners?
Q10:
1. How do the Ottos feel about Lancey?
2. What is the Ottos' opinion of Lancey?
3. How do Edgar and Nina Otto feel about their cloned dog?
Q11:
1. What did Edgar and Nina Otto win?
2. What prize were Edgar and Nina Otto the recipients of?
3. What did the Ottos beat everyone at?
Q12:
1. What was the auction for?
2. What was the purpose of the auction?
3. What was the prize at the auction?
Q13:
1. What was the sum of the Ottos' bid?
2. How much did the Ottos bid?
3. How much money did Edgar and Nina Otto bid at the auction?


Instruction:
CHAPTER XVII.

NEAR TO DEATH.

The Irishwoman had come up behind Hal so softly--she wore rubbers--that the youth did not hear her, and he was, therefore, thoroughly startled when she made the exclamation quoted at the end of the preceding chapter.

Ferris and Macklin jumped to their feet and both rushed out in the hall.

"What's the row, Mary?" cried the latter.

"Sure an' that's phot Oi want to know," replied the woman. "Oi found this fellow pakin' in the kay-hole of your dure, so Oi did."

"It's Hal Carson!" exclaimed Ferris. "So this is the way you followed me, eh?" he continued.

"Who is Hal Carson?" asked Macklin, grasping the youth by the arm.

"Old Sumner's new clerk and office boy," replied Ferris. "Don't let him get away."

Macklin gave a whistle.

"Dat's kinder serious, if he follered yer here. Wot have yer got ter say fer yerself?" he demanded, turning to Hal.

"Let go of my arm," returned Hal. "Are you the only one who lives in this building?"

"No."

"Then I presume I have a right to enter the hall-way, haven't I?"

"That won't wash, Carson!" exclaimed Ferris. "You are doing nothing but following me, and you know it."

"Just you step inside, do you hear?" commanded Macklin. "That's all right, Mary, I'll take care o' him," he added to the woman.

"Oi wondher if he was up in me apartment," she said, suspiciously. "Oi'll go up an' see if there is anything missing."

The woman departed, and Macklin tried to shove Hal into the room.  QUESTIONS:

Output:
Q1:
1. Who did Mary approach from behind?
2. Who was approached by Mary from behind?
3. Who did Mary come towards from behind them?
Q2:
1. Did Mary surprise Hal?
2. Was Hal startled by Mary?
3. Was Hal not expecting Mary to approach him as she did?
Q3:
1. How did Mary startle Hal?
2. What did Mary do to frighten Hal?
3. What did Mary do that came as a surprise to Hal?
Q4:
1. What was Hal doing?
2. What was Hal up to?
3. What was Hal's present activity?
Q5:
1. Whose door was Hal poking around?
2. Whose door was Hal looking through?
3. Whose door was being messed with by Hal?
Q6:
1. Who was familiar with Hal?
2. Who was Hal known to?
3. Who was an acquaintance of Hal's?
Q7:
1. What did Ferris think Hal was doing?
2. What did Ferris believe Hal to be up to?
3. What business did Ferris think Hal had?
Q8:
1. Where did Mary leave for?
2. What location did Mary travel to?
3. What place did Mary go off to?
Q9:
1. Why did Mary go to her apartment?
2. What was Mary doing in her apartment?
3. Why did Mary leave for her apartment?
Q10:
1. What happened after Mary left?
2. What occured after Mary's departure?
3. What took place once Mary was gone?
Q11:
1. What did Macklin try to shove Hal into?
2. Where did Macklin attempt to push Hal?
3. Where did Macklin try and throw Hal?
Q12:
1. What was Hal known as?
2. What did Hal do in life?
3. What description was given of Hal?


Instruction: Once there was a girl named Ruth, who loved to play outside whenever she could. One day, she was running around outside with a friend, but she tripped and scraped her knee very badly. She doubled over in pain, screaming for her father "DADDY!!!" she yelled, until he ran outside to help. "Thank goodness that only the skin on your knee was hurt!" he said, as he picked her up to bring her inside. "We need to cover your cut, and it looks like it was about to start raining anyway," he said. He brought her into the restroom, so he could wash the cut, then put on medicine and a large bandage. "That medicine hurt..." Ruth said, but her cut was feeling better than it did before. "Well, at least now you don't have to worry about it getting worse," her father said. "Hopefully it won't take long for your cut to get better, then you can go back to playing outside again - be careful from now on!" QUESTIONS:

Output:
Q1:
1. Who enjoyed playing outside every chance she got?
2. Who loved to be able to play in the outdoors?
3. Who took pleasure in going outside to play whenever possible?
Q2:
1. Who was Ruth running around with?
2. Who did Ruth frolick with?
3. With whom was Ruth bouncing around?
Q3:
1. Did Ruth have an accident?
2. Did Ruth slip up?
3. Did Ruth get hurt?
Q4:
1. What happened to Ruth?
2. What kind of accident was Ruth in?
3. What happened when Ruth got into her accident?
Q5:
1. Who did Ruth scream for?
2. Who did Ruth cry out for?
3. Who did want when she yelled out?
Q6:
1. What did Ruth's dad put on her cut?
2. What did Ruth's father place on her scrape?
3. What did Ruth's father place over her cut?
Q7:
1. Did Ruth's dad pick her up to bring her inside?
2. Was Ruth picked up by her father in order to go inside?
3. Did Ruth's dad scoop her up into his arms and take her inside?
Q8:
1. What was the weather about to do?
2. What kind of weather was on the horizon?
3. What weather was on its way?
Q9:
1. Did the medicine help Ruth feel better?
2. Did Ruth feel better thanks to the medicine?
3. Did the medicine put Ruth in a better state?
Q10:
1. How did Ruth get her father's attention aftter tripping?
2. When Ruth hurt herself, how was she able to get her dad to come over?
3. What was Ruth's method for attracting her father's attention when she fell?
Q11:
1. What did Ruth's father tell her to do from now on?
2. What advice did Ruth's dad give her going forward?
3. What did Ruth's father advise her to do in the future?
Q12:
1. After Ruth healed, did her dad let her go outside and play again?
2. Was Ruth permitted to go outside to play again once she was healed?
3. After Ruth's wound was mended, did her father allow her to go outside and play again?


Instruction:
More "Breaking Bad" yo?

The series star Bryan Cranston seemed to drop a major hint in an interview with CNN's Ashleigh Banfield Thursday. Asked by Banfield if his character, Walter White, died or not, Cranston said, "Hey, you never saw bags zip up or anything. Or say ... you know." He left the rest up to viewers' imaginations.

In response to questions about whether the character could show up in a movie or anywhere else ever again, Cranston said: "Never say never."

Whoa.

He may have been teasing, but that remark revived hopes for countless fans who still are mourning the loss of the character and the acclaimed series. The show literally went out with a bang in September 2013 and there was even a mock funeral held for the character in Albuquerque, New Mexico, where the series was set and filmed.

Cranston has remained busy since the series ended, most recently starring in the summer film "Godzilla." And AMC has announced that "Breaking Bad" fans can look forward to a new series, "Better Call Saul," which will be a spinoff featuring criminal lawyer Saul Goodman.

What say you diehard fans? Do you think Cranston was kidding or not?

 QUESTIONS:

Output:
Q1:
1. Who hinted at something huge?
2. Who made a large insinuation?
3. Who insinuated something major?
Q2:
1. Where did Bryan Cranston drop a major hint?
2. Where did Bryan Cranston release potential interesting information?
3. Where did Bryan Cranston leave a clue?
Q3:
1. Who did Bryan Cranston drop a hint to?
2. To whom did Bryan Cranston hint at something?
3. Who was Bryan Cranston talking to?
Q4:
1. What did Ashleigh Banfield ask?
2. What was Ashleigh Banfield's question?
3. What did Ashleigh Banfield want to know from Bryan Cranston?
Q5:
1. What did Bryan Cranston say to Ashleigh Banfield?
2. What was Bryan Cranston's response to Ashleigh Banfield's inquiry?
3. How did Bryan Cranston respond to Ashleigh Banfield's question?
Q6:
1. Did Ashleigh Banfield ask additional questions?
2. Did Ashleigh Banfield ask anything other than if Bryan Cranston's character died?
3. Did Ashleigh Banfield have other inquiries for Bryan Cranston besides if his character died?
Q7:
1. When did Breaking Bad go off air?
2. When did Breaking Bad stop airing?
3. What year did Breaking Bad go off the air?
Q8:
1. Where was Breaking Bad filmed?
2. What was the filming location of breaking bad?
3. In what location did Breaking Bad film?
Q9:
1. Has Bryan Cranston worked since Breaking Bad?
2. Has Bryan Cranston had work since his role on breaking bad?
3. Has Bryan Cranston been employed as an actor since being featured on Breaking Bad?
Q10:
1. What roles has Bruan Cranston had since Breaking Bad?
2. What's Bryan Cranston done for work since Breaking Bad?
3. What has Bryan Cranston starred in post Breaking Bad?


Instruction:
CHAPTER XXI

A WILDCAT AMONG THE HORSES

The bringing down of the grouse filled the boys with satisfaction, and they inspected the game with much interest.

"They'll make fine eating," declared Roger.

"Let us see if we can't get some more," pleaded Phil. The "fever" of hunting had taken possession of him.

"We'll not find much in this neighborhood," said Dave. "But I am willing to go a little further," he added, seeing how disappointed the shipowner's son looked.

Placing the game over their shoulders, they reloaded their weapons and continued on through the forest, taking a trail that seemed to have been made by wild animals. Twice they had to cross a winding brook, and at the second fording-place Dave, who was in the rear, called a halt.

"What do you want?" questioned Roger, as he and Phil turned back.

"I want you to look at these hoofmarks," answered Dave, and he pointed up the stream a short distance.

All passed to the locality indicated, and each youth looked at the hoofmarks with interest. They were made by a number of horses, probably six or eight, and though the marks were washed a little, as if by rain, they could still be plainly seen.

"Do you think they were made by the horses that were stolen, Dave?" questioned Phil.

"I don't know what to think."

"The horse-thieves might easily have come this way," said the senator's son. "They would be more apt to go away from the ranch than towards it."  QUESTIONS:

Output:
Q1:
1. What is the group up to?
2. What are the boys doing?
3. What are the boys up to?
Q2:
1. Who was pleased with what had been caught?
2. Who was satisfied with what the group had caught hunting?
3. Who felt satisfaction at the hunting bounty?
Q3:
1. Who desired to keep hunting?
2. Who was keen on continuing to hunt?
3. Who thought it best to hunt some more?
Q4:
1. What prevented the boys from continuing the hunt in their current location?
2. Why couldn't the boys continue to hunt where they were?
3. What made it impossible for the boys to keep hunting where they were?
Q5:
1. How did Phil react to having to move?
2. What did Phil think of not being able to hunt in their current area anymore?
3. What was Phil's reaction to being told they had to move?
Q6:
1. Who was upset that the group needed to change locations to hunt?
2. Who was disappointed at the news of having to change hunting locations?
3. Who was not happy that the group would have to move to keep hunting?
Q7:
1. What did the group decide to do?
2. What decision was made by the group?
3. What did the boys resolve to do?
Q8:
1. Who instructed the group to halt?
2. Who called for a stop?
3. Who told everyone to halt?
Q9:
1. What had Dave found?
2. What had Dave come across?
3. What did Dave Porter locate?
Q10:
1. What was Phil unsure of?
2. What did Phil want to know?
3. What was Phil's inquiry?
Q11:
1. Did the senator's son think the prints were from the stolen horses?
2. Did the senator's son believe the hoofprints to have been made by the stolen horses?
3. In the opinion of the senator's son, were the stolen horses the ones who made the prints?


Instruction:
The crowd cheered and cheered. The man with the horn waved and smiled his great, happy smile."More! More!"cried the crowd. And Louis Satchmo Armstrong took his horn and began to play again. Here he was inprefix = st1 /England. Now a famous man, he was rich. He knew many important people. Wherever he went, people knew his name. They wanted to hear his music. As Louis played the sad, slow songs, he thought of his home inNew Orleans. He lived there as a boy. How many years ago it was? It was a busy, exciting city. But Louis' family was very poor. He went to work to help his mother. He also went to school. One of Louis' teachers asked him to be in the school band"This horn is yours until you leave our school,"his teacher said. Louis' music was jazz and he loved it. He remembered all the music he heard. He didn't learn to read music until he was a man.

When he left school, he played in many bands. He loved his work and people loved him. They knew he had a wonderful talent. Louis played on the boats that sailed up and down the river. He played in little towns and in big cities. Satchmo's horn had as many sounds as ten horns-sometimes slow and sweet; sometimes fast and hot, high and low. His music was always strong and exciting."He does make wonderful music,"said the man who listened happily."Yes,"said another man,"he makes that horn speak."Then the music jazz as I can play. I thought jazz was my music, but now I understand it is ours. Isn't it beautiful how music brings us together!" QUESTIONS:

Output:
Q1:
1. Did Louis Armstrong play in a lot of bands after leaving school?
2. Once Louis Armstrong was finished with school, did he play in many bands?
3. Did Louis Armstrong participate in many musical groups once he finished his studies?
Q2:
1. Did Louis Armstrong enjoy playing music?
2. Did playing music bring Louis Armstrong pleasure?
3. Was Louis Armstrong a fan of music making?
Q3:
1. Did people enjoy listening to Louis Armstrong play?
2. Did listening to Louis Armstrong playing bring people pleasure?
3. Did hearing Louis Armstrong make music bring happiness to people?
Q4:
1. What kind of talent did the public know Louis Armstrong to have?
2. What sort of talent did people know that Louis Armstrong have?
3. It was clear to the public that Louis Armstrong had what sort of talent?
Q5:
1. Did Louis Armstrong play on airplanes?
2. Were airplanes a place that Louis Armstrong played?
3. Did Louis Armstrong make music aboard airplanes?
Q6:
1. What did Louis Armstrong play on?
2. Where would Louis Armstrong make music?
3. What sort of vehicle would Louis Armstrong play on?
Q7:
1. Did Louis Armstrong make music on ocean boats?
2. Were the boats that Louis Armstrong played on in the ocean?
3. Did Louis Armstrong play on ocean liners?
Q8:
1. Did Louis Armstrong play in little towns?
2. Did Louis Armstrong make music in small towns?
3. Were small towns one of Louis Armstrong's music venues?
Q9:
1. Did Louis Armstrong play in big cities?
2. Did Louis Armstrong make music in large cities?
3. Were big cities one of Louis Armstrong's music venues?


Instruction:
Internment is the imprisonment or confinement of people, commonly in large groups, without trial. The term is especially used for the confinement "of enemy citizens in wartime or of terrorism suspects". Thus, while it can simply mean imprisonment, it tends to refer to preventive confinement, rather than confinement "after" having been convicted of some crime. Use of these terms is subject to debate and political sensitivities.

Interned persons may be held in prisons or in facilities known as internment camps. In certain contexts, these may also be known either officially or pejoratively, as concentration camps.

Internment also refers to a neutral country's practice of detaining belligerent armed forces and equipment on its territory during times of war under the Hague Convention of 1907.

The Universal Declaration of Human Rights restricts the use of internment. Article 9 states that "No one shall be subjected to arbitrary arrest, detention or exile."

The "American Heritage Dictionary" defines the term "concentration camp" as: "A camp where persons are confined, usually without hearings and typically under harsh conditions, often as a result of their membership in a group the government has identified as suspect."

The United States set up concentration camps for Cherokee and other Native Americans in the 1830s. In 1864, the U.S. government forced 8,000 Navajos to walk more than 300 miles at gunpoint from their ancestral homelands in northeastern Arizona and northwestern New Mexico to an internment camp in Bosque Redondo, a desolate tract on the Pecos River in eastern New Mexico. From 1863 to 1868, the U.S. Military persecuted and imprisoned 9,500 Navajo and 500 Mescalero Apache. Living under armed guards, more than 3,500 Navajo and Mescalero Apache men, women, and children died from starvation and disease. Adolf Hitler admired the U.S. actions toward Native Americans, and in a 1928 speech he praised Americans for having "gunned down the millions of Redskins to a few hundred thousand, and now keep the modest remnant under observation in a cage." QUESTIONS:

Output:
Q1:
1. What does internment mean?
2. What is the definition of internment?
3. How can internment be defined?
Q2:
1. What is the term internment especially used for?
2. What is a pertinent aspect of the definition of internment?
3. What context is the word internment often reserved for?
Q3:
1. What is stated in Article 9 of the Universal Declaration of Human Rights?
2. What does the 9th article of the Universal Declaration of Human Rights demand?
3. What is guaranteed by Article nine of the Universal Declaration of Human Rights?
Q4:
1. What does internment refer to in neutral countries?
2. In countries that are neutral, what does internment mean?
3. How is internment defined in countries that are neutral?
Q5:
1. Where are people often interned?
2. What is the name of the place where people are often interned?
3. What is the standard place for confining people?
Q6:
1. What is a concentration camp, as defined by the American Heritage Dictionary?
2. What definition does the American Heritage Dictionary give of concentration camps?
3. How does the American Heritage Dictionary describe what a concentration camp is?
Q7:
1. Does internment usually refer to preventative confinement rather than that of someone convicted of something?
2. Do we usually use internment to mean preventative confinement as opposed to confinement after conviction of something?
3. Is internment a word that more refers to preventative confinement as opposed to confining someone convicted of something?
Q8:
1. Can the term internment be polemical?
2. Are there any cultural and political controversies surrounding the use of the term internent?
3. Can calling something an internment be subject to debate and political sensibilities?
Q9:
1. What nation set up concentration camps in the 1830s?
2. Where were concentration camps used in the 1830s?
3. What country had concentration camps during the 1830s?
Q10:
1. Was anyone persecuted by the US Military from 1863 to 1868?
2. Did the US Military act unjustly towards anyone between 1863 and 1868?
3. From 1863-1868, did the United States Military treat any populations unjustly?


Instruction:
I'd had the piggy bank for a long time. So long, in fact, that I don't really remember getting it. My aunt once told me a whole story about it, in which it was passed down through the family for many, many years, only to come to me. I was pretty little at the time, so I believed her with no question. It made me think that the bank was important. It became some sort of sign of family and togetherness. I would imagine my mom and my grandmother and even my great grandmother before that, putting coins in the little white pig and waiting for them to fill it up, to be spent on some sort of treasure. And then, when I was fifteen, I broke it.

I didn't mean to. I was cleaning my room in a hurry, so I could finish quickly and go to a friend's house. I swung the vacuum hose around too quickly, knocking the pig's shelf, and down it went. About a thousand pieces, and way fewer coins than I would have believed, flew everywhere. I started to cry.

My mother came in at the sound of the crash. "I'm so, so sorry!" I cried. "I broke the bank! I broke the family bank!" "What, Sarah?" my mother asked, kneeling next to me on the floor. "The what?" "The bank! Aunt Tracy said it was in the family for years!" "What, this? We got it for you at a garage sale when you were two. It was fifty cents." QUESTIONS:

Output:
Q1:
1. How long was the piggy bank in the author's possession?
2. How much time did the piggy bank spend in the author's possession?
3. How long had the narrator been in possession of the piggy bank?
Q2:
1. What color was the piggy bank?
2. What was the color of the piggy bank?
3. What shade did the piggy bank come in?
Q3:
1. Who told the narrator a story about the piggy bank?
2. Who did the narrator learn of the piggy bank from?
3. Who was the source of the story about the piggy bank?
Q4:
1. What was the name of the author's aunt?
2. Who was the author's aunt?
3. What was the narrator's aunt called?
Q5:
1. What was the author's name?
2. Who narrated this story?
3. What was the narrator called?
Q6:
1. Who were the narrator's parents?
2. What were the names of Sarah's parents?
3. What were the author's parents called?
Q7:
1. What broke the piggy bank?
2. How did Sarah break the piggy bank?
3. What dealt the blow that broke the piggy bank?
Q8:
1. Why did Sarah break the piggy bank?
2. What was Sarah's reason for breaking the piggy bank?
3. What made Sarah shatter the piggy bank?
Q9:
1. What did the piggy bank symbolize to Sarah?
2. What was the piggy bank a symbol for to Sarah?
3. What did Sarah see the piggy bank as symbolic of?
Q10:
1. Why did Sarah believe her aunt's story?
2. What made Aunt Tracy's story credible to Sarah?
3. Why did Sarah think that Tracy's story was truthful?
Q11:
1. How much was the piggy bank worth?
2. How much did the piggy bank cost?
3. What was the value of the piggy bank?


Instruction:
CHAPTER XXII. RIDERS OF THE PURPLE SAGE

Black Star and Night, answering to spur, swept swiftly westward along the white, slow-rising, sage-bordered trail. Venters heard a mournful howl from Ring, but Whitie was silent. The blacks settled into their fleet, long-striding gallop. The wind sweetly fanned Venters's hot face. From the summit of the first low-swelling ridge he looked back. Lassiter waved his hand; Jane waved her scarf. Venters replied by standing in his stirrups and holding high his sombrero. Then the dip of the ridge hid them. From the height of the next he turned once more. Lassiter, Jane, and the burros had disappeared. They had gone down into the Pass. Venters felt a sensation of irreparable loss.

"Bern--look!" called Bess, pointing up the long slope.

A small, dark, moving dot split the line where purple sage met blue sky. That dot was a band of riders.

"Pull the black, Bess."

They slowed from gallop to canter, then to trot. The fresh and eager horses did not like the check.

"Bern, Black Star has great eyesight."

"I wonder if they're Tull's riders. They might be rustlers. But it's all the same to us."

The black dot grew to a dark patch moving under low dust clouds. It grew all the time, though very slowly. There were long periods when it was in plain sight, and intervals when it dropped behind the sage. The blacks trotted for half an hour, for another half-hour, and still the moving patch appeared to stay on the horizon line. Gradually, however, as time passed, it began to enlarge, to creep down the slope, to encroach upon the intervening distance.  QUESTIONS:

Output:
Q1:
1. Who waved at each other?
2. Who were trying to get each other's attention?
3. Who gestured towards one another?
Q2:
1. What was Jane waving with?
2. What object did Jane wave?
3. What did Jane use to gesture to Lassiter?
Q3:
1. What was Lassiter waving with?
2. What body part did Lassiter wave with?
3. What did Lassiter use to gesture to Jane?
Q4:
1. What was Venters up to?
2. How was Venters acting?
3. What could Venters be found doing?
Q5:
1. What did Venters hold up?
2. What was in Venters' hand?
3. What did Venters have in his hand?
Q6:
1. Who was in Venters' company?
2. Who did Venters have with him?
3. Who was Venters accompanied by?
Q7:
1. What were the horses called?
2. How were the horses referred to generally?
3. What term was used to refer to the horses?
Q8:
1. What are the specific names of the horses?
2. What are the horses each called?
3. What name does each horse have?
Q9:
1. Who saw something far away?
2. Who spotted a thing in the distance?
3. Who noticed an object in the distance?
Q10:
1. What did Bess see?
2. What was noted by Bess?
3. What had Bess spotted?
Q11:
1. What was the dot in reality?
2. What did it turn out that the small black dot was?
3. What did the black dot transform into as it approached?
Q12:
1. Could the group still see Jane?
2. Did Jane remain in the group's purview as the riders approached?
3. As the riders got closer, could everyone still spot Jane?
Q13:
1. Where had the group gone?
2. Where had the group left for?
3. What was the group's current location?
Q14:
1. How did Venters feel about going into the pass?
2. What were Venters' feelings about going into the pass?
3. How did going into the pass make Venters feel?


Instruction:
CHAPTER III

THE DOINGS OF A NIGHT

As luck would have it, William Philander Tubbs just then occupied a tent alone, his two tent-mates being on guard duty for two hours as was the custom during encampment.

The aristocratic cadet lay flat on his back, with his face and throat well exposed.

"Now, be careful, Sam, or you'll wake him up," whispered Tom.

One cadet held a candle, while Sam and Tom blackened the face of the sleeping victim of the joke. The burnt cork was in excellent condition and soon William Philander looked for all the world like a coal-black darkey.

"Py chimanatics, he could go on der stage py a nigger minstrel company," was Hans Mueller's comment.

"Makes almost a better nigger than he does a white man," said Tom, dryly.

"Wait a minute till I fix up his coat for him," said Fred Garrison, and turned the garment inside out.

A moment later all of the cadets withdrew, leaving the tent in total darkness. Then one stuck his head in through the flap.

"Hi, there, Private Tubbs!" he called out. "Wake up!"

"What--ah--what's the mattah?" drawled the aristocratic cadet, sleepily.

"Captain Putnam wants you to report to him or to Mr. Strong at once," went on the cadet outside, in a heavy, assumed voice.

"Wants me to report?" questioned Tubbs, sitting up in astonishment.

"Yes, and at once. Hurry up, for it's very important."

"Well, this is assuredly strange," murmured William Philander to himself. "Wonder what is up?"  QUESTIONS:

Output:
Q1:
1. What did Tom say in a low voice to Sam?
2. What was Tom's soft message for Sam?
3. What words did Tom have for Sam?
Q2:
1. How did William shield his face?
2. What did William use as a face covering?
3. What was William's face hidden with?
Q3:
1. Was the tent dark when everyone departed?
2. At the time of everyone's departure, was the tent dark?
3. Was there no more light in the tent by the time everyone left?
Q4:
1. What method was used to wake up William?
2. How was William awoken?
3. HOw was William rattled from his slumber?
Q5:
1. Did the cadet use a heavy voice?
2. Did the cadet yell out in a heavy voice?
3. Was the cadet's shout in a heavy tone?
Q6:
1. What was the shade of Tubbs' face?
2. What was the color of Tubbs' mug?
3. What hue adorned Tubbs' face?
Q7:
1. Where were Tubbs' tent mates?
2. What was the location of Tubbs' tent mates?
3. Where could Tubbs be found?
Q8:
1. Was Tubbs a member of the aristocracy?
2. Could Tubbs be described as aristocratic?
3. Did Tubbs belong to the aristocracy?
Q9:
1. What did the others do to Tubbs' coat?
2. What did Fred do with Tubbs' coat?
3. What happened to Tubbs' coat?
Q10:
1. Did William understand why he was awake?
2. Was it clear to William why he was awoken?
3. Was the reason for waking William up immediately obvious to him?
Q11:
1. How was William laying at first?
2. What position was William laying in at the beginning?
3. At first, what was William's sleeping position?
Q12:
1. Did William have something covering his face?
2. Did William have a face covering?
3. Was William's face covered?
Q13:
1. Was William's throat covered?
2. Did William have a throat covering?
3. Did William have something over his throat?
Q14:
1. What is the length of guard duty?
2. How long does one stand guard?
3. How long were the tent mates on guard duty?
Q15:
1. Is it normal to stand guard for two hours?
2. Is two hours a normal length of time for guard duty?
3. Is two hours the standard amount of time to stand guard?


Instruction:
For their nick-of-time acts, Toby, a 2-year-old dog, and Winnie, a cute cat, were named Dog and Cat of the Year by the American Society for the Prevention of Cruelty to Animals.

As Amy Paul choked on a piece of apple at her home, her dog jumped up, landing hard on her chest and forcing the piece in her throat out. When the Keesling family of Indiana was about to be killed by carbon monoxide, their cat clawed at the wife Cathy's hair until she woke up and called for help.

No one could explain their timely heroics.

Both pets were rescued by their owners in _ -----Toby as a 4-week-old thrown into a garbage bin to die, and Winnie as a week-old orphan hiding under a barn, so helpless that Cathy's husband, Eric, had to feed her milk with an eyedropper.

As the Keeslings recalled it, a gas-driven pump being used broke down, spreading carbon monoxide through the house. By the time Winnie went to rescue, the couple's 14-year-old son was already unconscious. "Winnie jumped on the bed and was clawing at me, with a kind of angry sound," Cathy Keesling said. The state police responding to her 911 call said the family was only minutes from death, judging by the amount of poisonous gas in the house.

Amy Paul's husband was at his job when she took a midday break from making jewelry and bit into an apple. "Normally I peel them, but I read in Good Housekeeping Magazine that the skin has all the nutrients, so I ate the skin, and that's what caused me to choke," she recalled. "I couldn't breathe and I was in panic when Toby jumped on me. He never does that, but he did, and saved my life."

Both Toby and Winnie accompanied their owners to the awards luncheon. QUESTIONS:

Output:
Q1:
1. What's the dog called?
2. Who is the dog?
3. What name does the dog have?
Q2:
1. What was the cat called?
2. Who was the cat?
3. What name did the cute cat have?
Q3:
1. What was Winnie's age when her owners found her?
2. When Winnie's owners found her, how old was she?
3. How old was Winnie when her owners discovered her?
Q4:
1. Where was Winnie?
2. Where did Winnie's owners find her?
3. What was Winnie's location at the time of her discovery?
Q5:
1. Who fed Winnie?
2. Who gave Winnie food?
3. Who provided Winnie with nourishment?
Q6:
1. What did Eric feed Winnie?
2. What did Eric give Winnie to eat?
3. What nourishment did Eric provide Winnie with?
Q7:
1. What did Winnie save her family from?
2. What would have killed Winnie's owners had she not intervened?
3. What did Winnie rescue her owners from?
Q8:
1. How did Winnie save her owners?
2. What did Winnie do to save her owners?
3. How did Winnie alert her owners to the danger?
Q9:
1. What broke and thus caused the leak of carbon monoxide?
2. The gas leak was caused by the breakdown of what?
3. What malfunctioned, leading to the carbon monoxide leak?
Q10:
1. Who was already unconscious?
2. Who had already lost consciousness?
3. Who had already been knocked out of consciousness?
Q11:
1. How old was Cathy's son?
2. What was the age of Cathy and Eric's son?
3. How old was Cathy and Eric's son?
Q12:
1. How close was the Keesling family to death?
2. How close did the Keeslings come to dying?
3. In how much time could the Keeslings have perished?


Instruction: One day Marilla said, "Anne, your new teacher, Miss Stacy, spoke to me yesterday. She says you must study for the examinations for Queen's College in two years' time. Then if you do well, you can study at Queen's in Charlottetown for a year, and after that you'll be a teacher!" "That doesn't matter, Anne. When Matthew and I adopted you three years ago, we decided to look after you as well as we could. Of course we'll pay for you to study."So in the afternoons Anne and some of her friends stayed late at school, and Miss Stacy helped them with the special examination work. Diana didn't want to go to Queen's, so she went home early, but Gilbert stayed. He and Anne still never spoke and everybody knew that they were enemies, because they both wanted to be first in the examination. Secretly, Anne was sorry that she and Gilbert weren't friends, but it was too late now. For two years, Anne studied hard at school. She enjoyed learning, and Miss Stacy was pleased with her. But she didn't study all the time. In the evenings and at weekends she visited her friends, or walked through the fields with Diana, or sat talking to Matthew. "Your Anne is a big girl now. She's taller than you," Rachel Lynde told Marilla one day. "You're right, Rachel!" said Marilla in surprise. "And she's a very good girl now, isn't she? She doesn't get into trouble these days. I'm sure she helps you a lot with the housework, Marilla." "Yes, I don't know what I'd do without her," said Marilla, smiling. "And look at her! Those beautiful grey eyes, and that red-brown hair! You know, Marilla, I thought you and Matthew made a mistake when you adopted her. But now I see I was wrong. You've looked after her very well." "Well, thank you, Rachel," replied Marilla, pleased. That evening, when Matthew came into the kitchen, he saw that his sister was crying. "What's the matter?" he asked, surprised. "You haven't cried since... well, I can't remember when." "It's just... well, I was thinking about Anne," said Marilla. "I'll...I'll miss her when she goes away." "When she goes to Queen's, you mean? Yes, but she can come home at weekends, on the train." "I'll still miss her," said Marilla sadly." In June the Avonlea boys and girls had to go to Charlottetown to take their examinations. "Oh, I do hope that I've done well," Anne told Diana when she arrived back at Green Gables. "The examinations were very difficult. And I've got to wait for three weeks before I know! Three weeks! I'll die!" Anne wanted to do better than Gilbert. But she also wanted to do well for Matthew and Marilla. That was very important to her. Diana was the first to hear the news, she ran into the kitchen at Green Gables and shouted, "Look, Anne! It's in Father's newspaper! You're first... with Gilbert... out of all the students on the island! Oh, how wonderful!" Anne took the paper with shaking hands, and saw her name, at the top of the list of two hundred. She could not speak. "Well, now, I knew it," said Matthew with a warm smile. "You've done well, I must say, Anne," said Marilla, who was secretly very pleased. For the next three weeks Anne and Marilla were very busy. Anne needs new dresses to take to Charlottetown. QUESTIONS:

Output:
Q1:
1. Where did Anne reside?
2. What was Anne's home?
3. What was Anne's place of residence?
Q2:
1. Who taught Anne?
2. Who was Anne's instructor?
3. What was the name of Anne's teacher?
Q3:
1. What was Anne studying for?
2. What was Anne preparing for with her studies?
3. What were Anne's studies in preparation for?
Q4:
1. Where would Anne's examinations take her?
2. Where was Anne taking an exam to go?
3. Where would Anne get into according to her exam results?
Q5:
1. Were Anne and Gilbert friends?
2. Was Gilbert a friend of Anne's?
3. Did Anne have an amicable relationship with Gilbert?
Q6:
1. Who adopted Anne?
2. Who brought Anne into their family?
3. Whose family had Anne become a member of?
Q7:
1. How long ago did Anne join Marilla and Matthew's family?
2. How long had it been since Marilla and Matthew adopted Anne?
3. How long ago did Marilla and Matthew adopt Anne?
Q8:
1. Did Anne stay after school by herself to study?
2. Was Anne alone in staying after school to study?
3. Did Anne study at school after hours on her own?
Q9:
1. Were the exams difficult?
2. Were the exams tough ones?
3. Did Anne have to take a hard exam?
Q10:
1. Where was Anne with Gilbert?
2. Where did Anne place alongside Gilbert?
3. Where did Anne rank with Gilbert?


Instruction:
CHAPTER X.

"Yes, friends may be kind, and vales may be green, And brooks, may sparkle along between; But it is not friendship's kindest look, Nor loveliest vale, nor clearest brook, That can tell the tale which is written for me On each old face and well known tree."

R. H. FROUDE.

It was a happy day for both Agnes Wortley and Marian Arundel when they again entered Devonshire. Agnes seemed to feel her four weeks as serious an absence as Marian did her four years, and was even more rapturous in her exclamations at each object that showed her she was near home.

They walked up the last and steepest hill, or rather bounded along the well known side path, catching at the long trailing wreaths of the dogrose, peeping over the gates which broke the high hedge, where Marian, as she saw the moors, could only relieve her heart by pronouncing to herself those words of Manzoni's Lucia, "_Vedo i miei monti._" ("I see my own mountains.") She beheld the woods and the chimneys of the Manor House, but she shrank from looking at it, and gazed, as if she feared it was but a moment's vision, at the rough cottages, the smoke curling among the trees, the red limestone quarry, and the hills far away in the summer garb of golden furze. It was home, her heart was full, and Agnes respected her silence.

Down the hill, along the well-known paling, past the cottages, the dear old faces smiling welcome; the Church, always the same, the green rail of the Vicarage garden, the paint was the only thing new; the porch, with roses hanging thicker over it than ever; Ranger, David Chapple, Jane, the housemaid, all in ecstasy in their different ways.  QUESTIONS:

Output:
Q1:
1. Whose day was going well?
2. Who was having a splendid time?
3. Who was the day happy for?
Q2:
1. Where were Agnes Wortley and Marian Arundel?
2. Where could Agnes Wortley and Marian Arundel be found?
3. What was the location of Agnes Wortley and Marian Arundel?
Q3:
1. Where did Agnes Wortley and Marian Arundel enter?
2. Where did Agnes Wortley and Marian Arundel go into?
3. What was approached by Agnes Wortley and Marian Arundel?
Q4:
1. How much time had Agnes Wortley spent away?
2. How long had Agnes Wortley been gone for?
3. For what amount of time had Agnes Wortley been away?
Q5:
1. How much time had Marian Arundel spent away?
2. How long had Marian Arundel been gone for?
3. For what amount of time had Marian Arundel been away?
Q6:
1. What did Agnes Wortley and Marian Arundel walk up?
2. What did Agnes Wortley and Marian Arundel ascend?
3. What was climbed by Agnes Wortley and Marian Arundel?
Q7:
1. What did Agnes Wortley and Marian Arundel grab at while walking up the hill?
2. As Agnes Wortley and Marian Arundel climbed the hill, what did they grab at?
3. What did Agnes Wortley and Marian Arundel catch during their hill climbing?
Q8:
1. What did Marian Arundel spot?
2. What was noticed by Marian Arundel?
3. What did Marian Arundel take note of?
Q9:
1. What structure did Marian Arundel spot?
2. What building was noticed by Marian Arundel?
3. What structure did Marian Arundel take note of?
Q10:
1. What did Marian Arundel say to herself?
2. What did Marian Arundel whisper?
3. What were Marian Arundel's words to her own self?


Instruction:
CHAPTER LXXIX

The Wharton Wedding

It was at last settled that the Wharton marriage should take place during the second week in June. There were various reasons for the postponement. In the first place Mary Wharton, after a few preliminary inquiries, found herself forced to declare that Messrs. Muddocks and Cramble could not send her forth equipped as she ought to be equipped for such a husband in so short a time. "Perhaps they do it quicker in London," she said to Everett with a soft regret, remembering the metropolitan glories of her sister's wedding. And then Arthur Fletcher could be present during the Whitsuntide holidays; and the presence of Arthur Fletcher was essential. And it was not only his presence at the altar that was needed;--Parliament was not so exacting but that he might have given that;--but it was considered by the united families to be highly desirable that he should on this occasion remain some days in the country. Emily had promised to attend the wedding, and would of course be at Wharton for at least a week. As soon as Everett had succeeded in wresting a promise from his sister, the tidings were conveyed to Fletcher. It was a great step gained. When in London she was her own mistress; but surrounded as she would be down in Herefordshire by Fletchers and Whartons, she must be stubborn indeed if she should still refuse to be taken back into the flock, and be made once more happy by marrying the man whom she confessed that she loved with her whole heart. The letter to Arthur Fletcher containing the news was from his brother John, and was written in a very business-like fashion. "We have put off Mary's marriage a few days, so that you and she should be down here together. If you mean to go on with it, now is your time." Arthur, in answer to this, merely said he would spend the Whitsuntide holidays at Longbarns.  QUESTIONS:

Output:
Q1:
1. What will be the month of the wedding?
2. In what month is the wedding set to take place?
3. What month are the Whartons set to marry in?
Q2:
1. Is the wedding in the third week of June?
2. Will the Whartons be wed in the third week of June?
3. Is the marriage scheduled fo the third week in June?
Q3:
1. Is the wedding happening on schedule?
2. Is the wedding occuring on time?
3. Is the marriage happening without any delays?
Q4:
1. Why isn't the marriage happening on schedule?
2. What is preventing the wedding from happening on schedule?
3. For what reason won't the wedding be occuring on time?
Q5:
1. Who would be able to attend the wedding due to the delay?
2. Since the wedding isn't happening on schedule, who can now attend?
3. Who is now able to come to the marriage?
Q6:
1. Who got married before Mary Wharton?
2. Who was wed before Mary Wharton was?
3. Whose wedding occured prior to that of Mary Wharton?
Q7:
1. Who was Mary's sister?
2. What woman promised to attend the wedding?
3. What was the name of Mary Wharton's sister?
Q8:
1. Who had a note penned to them?
2. Who did someone try to communicate with?
3. Who did someone write a message to?
Q9:
1. Was the note to John casually worded?
2. Was the note to John written in a friendly manner?
3. Did John receive a casually worded note?
Q10:
1. What was John's response?
2. How did John respond?
3. What did John have to say in response?


Instruction:
Eastern Europe is the eastern part of the European continent. There is no consensus on the precise area it covers, partly because the term has a wide range of geopolitical, geographical, cultural, and socioeconomic connotations. There are "almost as many definitions of Eastern Europe as there are scholars of the region". A related United Nations paper adds that "every assessment of spatial identities is essentially a social and cultural construct".

One definition describes Eastern Europe as a cultural entity: the region lying in Europe with the main characteristics consisting of Greek, Byzantine, Eastern Orthodox, Russian , and some Ottoman culture influences. Another definition was created during the Cold War and used more or less synonymously with the term "Eastern Bloc". A similar definition names the formerly communist European states outside the Soviet Union as Eastern Europe. Some historians and social scientists view such definitions as outdated or relegated, but they are still sometimes used for statistical purposes.

Several other definitions of Eastern Europe exist today, but they often lack precision, are too general or outdated. These definitions vary both across cultures and among experts, even political scientists, as the term has a wide range of geopolitical, geographical, cultural, and socioeconomic connotations. QUESTIONS:

Output:
Q1:
1. When did the name "Eastern Bloc" come about?
2. When did the term "Eastern Bloc" appear?
3. At what point in time did people start using the term "Eastern Bloc"?


Instruction:
Going on a road trip? The St. Louis Arch, Statue of Liberty, and Golden Gate Bridge are common great tourist sites. If you prefer offbeat places, check out the following roadside attractions.

World's Largest Ball of Paint

Alexandria, Ind.

In 1977, Michael Carmichael set out to create the biggest ball of paint anywhere. Starting with a baseball as centre, he painted layer by layer of paint day after day, year after year. The ball weighs more than 1,300 pounds, with more than 20,000 coats of paint, which is recognized by Guinness World Record. Visitors can paint the wall themselves and become part of the history.

The Museum of Dirt

Boston, Mass.

The museum is the idea of Glenn Johnson. Labeled glass bottles contain such treasures as dirt from the Great Wall of China, as well as sand from a desert in Saudi Arabia and Omaha Beach in France. Best of all, the cost of seeing this museum is dirt cheap: It's free.

Mount Horeb Mustard Museum

Mount Horeb, Wis.

It's heaven for hotdog lovers! This museum says it has to have the world's largest collection for prepared mustard . Its more than 4,100 bottles of spices come from 60 nations, including Turkey and China. Visitors learn the history of mustard, from how it's made to how it's advertised and sold. The museum's creator, Barry Levenson, loves mustard so much that he even puts it on ice-cream!

Paper House

Rockport, Mass.

Swedish immigrant Ellis Stenman was much ahead of his time in 1922, when he started to build a two-room house almost entirely out of newspaper. At the time, people didn't give much---if any---thought to recycling paper. In fact, "recycling" wasn't even a word yet. The house is framed with wood, but the walls are made of 210 layers of newspaper. In all, he used about 100,000 newspapers. QUESTIONS:

Output:
Q1:
1. Do lots of tourists go to the Golden Gate Bridge?
2. Is the Golden Gate Bridge a popular tourists attraction?
3. Do tourists flock to the Golden Gate Bridge en masse?
Q2:
1. Where can one find the largest ball of paint?
2. Where is the world's biggest ball of paint?
3. What is the location of the biggest ball of paint in the world?
Q3:
1. Who created the world's largest ball of paint?
2. Who made the biggest ball of paint in the world?
3. Who was the creator of the largest ball of paint in the world?
Q4:
1. In what year did Michael Carmichael create the biggest ball of paint in the world?
2. When did Michael Carmichael make the world's biggest ball of paint?
3. When was the world's largest paint ball created by Michael Carmichael?
Q5:
1. What was at the center of Michael Carmichael's creation?
2. What was at the center of the world's largest ball of paint?
3. What did the biggest ball of paint have in the middle of it?
Q6:
1. What was the final weight of Michael Carmichael's creation?
2. What was the final weight of the world's largest ball of paint?
3. How much did the world's biggest ball of paint weigh in the end?
Q7:
1. How many coats of paint did Michael Carmichael used?
2. How many coats of paint is the world's biggest ball of paint covered in?
3. How many coats of paint did Michael Carmichael cover his creation in?
Q8:
1. Did Michael Carmichael get any recognition for his creation?
2. Was Michael Carmichael's creation recognized?
3. Did Michael Carmichael get any acclamations for his paint ball?
Q9:
1. What recognition has Michael Carmichael received?
2. Where has Michael Carmichael's creation been recorded?
3. What has recognized Michael Carmichael's creation?
Q10:
1. Can visitors interact with Michael Carmichael's creation?
2. Is the world's largest ball of paint an interactive exhibit?
3. Can visitors do anything interactive at the world's biggest paint ball?
Q11:
1. What's a good attraction for hotdog lovers?
2. If I want to eat a hotdog what should I seek out?
3. Where should I go if I'm a fan of hotdogs?
Q12:
1. Where is the Mount Horeb Mustard Museum?
2. What is the location of the Mount Horeb Mustard Museum?
3. Where can the Mount Horeb Mustard Museum be found?
Q13:
1. What does the Mount Horeb Mustard Museum have?
2. What's in the Mount Horeb Mustard Museum?
3. What are the attractions at the Mount Horeb Mustard Museum?
Q14:
1. How many bottles of mustard does the Mount Horeb Mustard Museum have?
2. What's the number of mustard bottles in the Mount Horeb Mustard Museum?
3. How many mustard bottles are located in the Mount Horeb Mustard Museum?