Instruction:
CHAPTER VIII

AN UNUSUAL COMPACT

"He'll do it--he is bound to do it!" cried Ben, as he and Phil hurried down to the dining-room.

"I think so myself, Ben," answered the shipowner's son. But, for some reason, he did not seem as joyful over the outcome of the interview as might have been expected.

"He won't dare let this news become public property," went on the other student. "He is too afraid of public opinion."

"Ben, he thinks we got that lawyer to take the case up."

"You told him we hadn't."

"But he didn't believe it--I could tell that by his manner. And, Ben, do you know, after all, this looks to me as if we had, somehow, bribed him to be easy on us," continued Phil, with added concern.

"Oh, don't bother your head about that, Phil. We only asked for what is fair, didn't we?"

"Yes, but----" And then the shipowner's son did not finish, because he did not know what to say. In some manner, Phil's conscience troubled him, and he wondered what Dave and Roger would say when they heard of what had occurred.

During the meal that followed but little was said by any of the boys. Once or twice our hero looked at Phil, but the latter avoided his gaze. As soon as the repast was over, Phil rushed outside, followed by Ben; and that was the last seen of the pair until it was time to go to bed.

"They have been up to something, that is certain," was the comment of the senator's son.  QUESTIONS:

Output:
Q1:
1. What were Ben and Phil rushing towards?
2. What did Ben and Phil hurry to get to?
3.
Q2:
1. Who was in a hurry to get to the dining room?
2. Who all was rushing towards the dining room?
3.
Q3:
1. For what reason is Ben insistant that someone will perform an action?
2. Why is Ben harping on the idea that someone is going to act?
3.
Q4:
1. Does Ben believe that someone will act out of duty?
2. Is it Ben's opinion that the person will act because they are obligated to?
3.
Q5:
1. Who agreed with Ben?
2. Who thought Ben was right?
3.
Q6:
1. Was the shipowner's son joyous about agreeing with Ben?
2. Was Phil happy about being of the same opinion as Ben?
3.
Q7:
1. What does Ben say that Phil is assuming?
2. According to Ben, what assumption is Phil making?
3.
Q8:
1. Does Phil say that the person assumes they have an attorney?
2. Does Phil state that the person thinks that Ben and Phil have a lawyer?
3.
Q9:
1. Why would Ben and Phil need a lawyer?
2. What purpose would an attorney serve for Ben and PHil?
3.
Q10:
1. Did Ben and Phil admit to having legal representation?
2. Had Ben and Phil told people they had an attorney?
3.
Q11:
1. According to Ben, what did he and Phil ask for?
2. What does Ben say was his and Phil's demand?
3.
Q12:
1. Whose father is a shipowner?
2. Who has a dad that owns a boat?
3.
Q13:
1. Who wasn't sure how they felt?
2. Who was torn between two positions?
3.


Instruction:
CHAPTER II

THE ENCOUNTER ON THE RIVER

For the instant after the collision occurred none of the Rover boys uttered a word. Tom and Sam stared in amazement at Mumps, while Dick gazed helplessly at the damage done.

"Pull her away, quick, Bill!" cried Mumps in a low voice to the old sailor, who at once sprang forward and shoved the two yachts apart with a long boathook. Then the rudder of the _Falcon_ was put hard a port, and she swung, away for a distance of half a dozen yards.

"We are sinking!" gasped Tom, who was the first of the three brothers to find his voice.

"Mumps, you rascal, what do you mean by this work?" demanded Dick. And then, without waiting for an answer, he turned to Sam. "Steer for the shore and beach her--if you can."

"I don't believe we can make it, Dick. But we can try."

"We'll have you locked up for this, Mumps," shouted Tom.

"I couldn't help it--it was an accident," returned the former sneak of Putnam Hall glibly. "You should have kept out of the way."

"We'll see about that later on."

"Maybe you want us to help you."

"We shan't ask you for the favor," burst out Sam. "I'd rather drown first." But Sam did not exactly mean this. He and his brothers could all swim, and he felt certain that they were in no immediate danger of their lives.

"You had better not ask any favors. I wouldn't pick you up for a barrel of money."  QUESTIONS:

Output:
Q1:
1. Can Sam get around in the water?
2. Does Sam know how to swim?
3.
Q2:
1. Can Sam's brothers swim?
2. Do Sam's brothers know how to swim?
3.
Q3:
1. What was the fate of the boats?
2. What went wrong with the boats?
3.
Q4:
1. Did the Rover boys have much to say after the crash?
2. Were the Rover boys talkative post-collision?
3.
Q5:
1. What last name do the brothers have?
2. State the last name of the brothers.
3.
Q6:
1. How many boys were there?
2. What was the number of Rover brothers?
3.
Q7:
1. Which Rover brothers were present?
2. What were the names of the Rover boys?
3.
Q8:
1. Who was on the boat, besides the Rover boys?
2. Who was on the boat with Tom, Dick and Sam?
3.
Q9:
1. Who was located on the boat in addition to Tom, Dick, Sam and Mumps?
2. Who was a boat passenger, other than Tom, Dick, Sam and Mumps?
3.
Q10:
1. What was one of the boats called?
2. What name did one boat have?
3.


Instruction:
The Southwestern United States (also known as the American Southwest) is the informal name for a region of the western United States. Definitions vary a great deal and have never been standardized--and many have been proposed. For example, it might include the stretch from east of Los Angeles to El Paso, and from the Mexican border to south of Denver. The population for that particular definition area is around 11 million people, with over half that in the state of Arizona. The largest metropolitan areas are Phoenix (with a population over 4 million people) and Las Vegas (about 2 million); other significant population centers in the Southwest are Albuquerque, El Paso, and Tucson.

Most of the area was part of the Viceroyalty of New Spain in the Spanish Empire before becoming part of Mexico. European settlement was almost non-existent outside New Mexico in 1848, when it became part of the United States through the Treaty of Guadalupe Hidalgo; far southern Arizona was added in the later Gadsden Purchase.

The geography of the region is mainly made up by four features: the Mojave, Sonoran, and Chihuahuan Deserts, and the Colorado Plateau; although there are other geographical features as well, such as a portion of the Great Basin Desert. The deserts dominate the southern and western reaches of the area, while the plateau (which is largely made up of high desert) is the main feature north of the Mogollon Rim. The two major rivers of the region are the Colorado River, running in the northern and western areas, and the Rio Grande, running in the east, north to south. QUESTIONS:

Output:
Q1:
1. Is the American Southwest the region's official name?
2. Is it most formal to refer to the region as the American Southwest?
3.
Q2:
1. What is the more formal name of the American Southwest?
2. What official name does the American Southwest ahve?
3.
Q3:
1. Does the American Southwest cover a definitive area?
2. Does what is called the American Southwest have rigid boundaries?
3.
Q4:
1. Is Arizona generally included in the American Southwest?
2. Is Arizona usually considered to be a part of the American Southwest?
3.
Q5:
1. What is the largest city in the American Southwest?
2. Which city is the biggest one in the American Southwest?
3.
Q6:
1. How many people live in Phoenix?
2. What is the population of Phoenix?
3.
Q7:
1. Are there deserts in the American Southwest?
2. Does the Southwestern United States contain deserts?
3.
Q8:
1. What is one of the deserts in the American Southwest?
2. What desert is one of the ones that can be found in the Southwestern United States?
3.
Q9:
1. Does the Southwestern United States contain any bodies of water?
2. Are there large water sources in the American Southwest?
3.
Q10:
1. Are there any big rivers in the Southwestern United States?
2. Does the American Southwest contain any big rivers?
3.
Q11:
1. How many big rivers are there in the American Southwest?
2. What is the number of sizeable rivers in the Southwestern Untied States?
3.
Q12:
1. What rivers are in the Southwestern United States?
2. What are the names of the American Southwest's rivers?
3.
Q13:
1. In what year was most of the American Southwest incorporated into the United States?
2. When did most of the American Southwest become a part of the United States?
3.
Q14:
1. What allowed the American Southwest to become a part of the United States?
2. What granted the Southwestern United States entry into the country
3.


Instruction:
Few of us haven't read Cinderella , the story of a young woman living in poverty who meets the prince of her dreams. Some might not want to admit it, but there is a hidden Cinderella in everyone's heart--we all wish we could achieve recognition or success after a period of obscurity . Mary Santiago has that secret dream, too. Her story is featured in Another Cinderella Story, a film set in a US high school.

Mary is shy but loves to dance. Compared with other girls, she is invisible. However, her world changes completely when a famous teenager pop singer, Joey Parker, appears. Joey is everything the rest of the boys in her class are not--kind, handsome and desirable. Mary and Joey's paths cross at a ball. They meet and fall in love with each other. But when Mary has to rush back home, she leaves behind her MP3 player, which becomes the only clue Joey has to find the girl of his dreams. Of course, there is a wicked stepmother, who turns out to be Dominique Blatt and she takes in Mary after her dancer mother dies. Dominique treats Mary like a maid and does everything she can to make sure Mary doesn't get into the top dance school. Her two daughters are equally determined to stop Joey falling for Mary, even if that means embarrassing her.

The story, though it mostly follows Cinderella, does add a few modern day twists to the classic fairy tale. Refreshingly, the film, unlike many high school films, does not focus on looks, although the actors are all beautiful. There is also a lot less materialism in Another Cinderella Story than in many similar movies.

"The movie takes the Cinderella fairytale as its jumping off point," writes movie critic Amber Wilkinson, "The focus is firmly on following your dream." QUESTIONS:

Output:
Q1:
1. What fairy tale is the film based on?
2. What fairytale served as inspiration for the movie?
3.
Q2:
1. Where is the movie set?
2. Where does the movie take place?
3.
Q3:
1. What country is Another Cinderella Story set in?
2. In what country does the movie take place?
3.


Instruction:
Togo (), officially the Togolese Republic (), is a country in West Africa bordered by Ghana to the west, Benin to the east and Burkina Faso to the north. It extends south to the Gulf of Guinea, where its capital Lomé is located. Togo covers , making it one of the smallest countries in Africa, with a population of approximately /1e6 round 1 million.

From the 11th to the 16th century, various tribes entered the region from all directions. From the 16th century to the 18th century, the coastal region was a major trading center for Europeans to search for slaves, earning Togo and the surrounding region the name "The Slave Coast". In 1884, Germany declared Togoland a protectorate. After World War I, rule over Togo was transferred to France. Togo gained its independence from France in 1960. In 1967, Gnassingbé Eyadéma led a successful military coup d'état after which he became president. At the time of his death in 2005, Gnassingbé was the longest-serving leader in modern African history, after having been president for 38 years. In 2005, his son Faure Gnassingbé was elected president.

Togo is a tropical, sub-Saharan nation, whose economy depends highly on agriculture, with a climate that provides good growing seasons. While the official language is French, many other languages are spoken in Togo, particularly those of the Gbe family. The largest religious group in Togo consists of those with indigenous beliefs, and there are significant Christian and Muslim minorities. Togo is a member of the United Nations, African Union, Organisation of Islamic Cooperation, South Atlantic Peace and Cooperation Zone, La Francophonie and Economic Community of West African States. QUESTIONS:

Output:
Q1:
1. What European country was in charge of Togo?
2. Togo was under the rule of what European nation?
3.
Q2:
1. What European country was in charge of Togo, in addition to Germany?
2. Togo was under the rule of what European nation, besides Germany?
3.
Q3:
1. When did France gain control of Togo?
2. At what point did Togo fall under French rule?
3.
Q4:
1. When did Togo become independent?
2. What was the year when Togo declared independence?
3.
Q5:
1. Who led a revolution in Togo?
2. Who was a revolutionary leader in Togo?
3.
Q6:
1. What did Gnassingbé Eyadéma lead a revolution to do?
2. What was the purpose of Gnassingbé Eyadéma's revolution?
3.
Q7:
1. When did Gnassingbé Eyadéma leave office?
2. When did Gnassingbé Eyadéma step down from his position?
3.
Q8:
1. What distinction did Gnassingbé Eyadéma have?
2. What was notable about Gnassingbé Eyadéma?
3.
Q9:
1. How long did Gnassingbé Eyadéma lead Togo?
2. For how many years was Togo under Gnassingbé Eyadéma's rule?
3.
Q10:
1. Who succeeded Gnassingbé Eyadéma?
2. Who came into power after Gnassingbé Eyadéma?
3.


Instruction:
Separation of powers is a political doctrine originating in the writings of Montesquieu in The Spirit of the Laws where he urged for a constitutional government with three separate branches of government. Each of the three branches would have defined abilities to check the powers of the other branches. This idea was called separation of powers. This philosophy heavily influenced the writing of the United States Constitution, according to which the Legislative, Executive, and Judicial branches of the United States government are kept distinct in order to prevent abuse of power. This United States form of separation of powers is associated with a system of checks and balances.

During the Age of Enlightenment, philosophers such as John Locke advocated the principle in their writings, whereas others, such as Thomas Hobbes, strongly opposed it. Montesquieu was one of the foremost supporters of separating the legislature, the executive, and the judiciary. His writings considerably influenced the opinions of the framers of the United States Constitution. QUESTIONS:

Output:
Q1:
1. What idea shaped the United States form of government?
2. What was the structure of the US government impacted by?
3.
Q2:
1. What did Montesquieu write?
2. What was a text by Montesquieu?
3.
Q3:
1. What concept did Montesquieu recommend?
2. What idea did Montesquieu think should be put into place?
3.
Q4:
1. How many separate powers did Montesquieu recommend?
2. What did Montesquieu think was an adequate number of branches of power?
3.
Q5:
1. What are the three branches of the United States government?
2. What three separate power exist within the US government?
3.
Q6:
1. What is supposed to be the benefit of keeping power separate?
2. Why is it a good thing for a country to have separate powers?
3.
Q7:
1. What kind of system helps achieve the separation of powers?
2. How can the true separation of powers be brought about?
3.
Q8:
1. Who was in favor of systems of checks and balances?
2. Who agreed with the idea of separation of powers?
3.
Q9:
1. How do we know that philosophers like John Locke were in favor of checks and balances?
2. What gives us clues that philosophers like John Locke were for the separation of power?
3.
Q10:
1. Was there opposition to the system of checks and balances?
2. Did the idea of separation of power have its detractors?
3.
Q11:
1. Who was not in favor of the system of checks and balances?
2. Who didn't think checks and balances were a good governmental system?
3.
Q12:
1. Who was influenced by Montesquieu?
2. Who took a page out of Montesquieu's book?
3.
Q13:
1. What is the subject of the article?
2. What does the article discuss?
3.
Q14:
1. Where can the three branches of government be found?
2. What has three separate branches of powers?
3.
Q15:
1. When was John Locke's lifetime?
2. What period did John Locke live during?
3.


Instruction: Robert is eleven years old. He loves to watch TV. But for one full year, he did not watch TV at all. What was the reason? Robert's parents said they would give him $500 if he didn't watch TV for a year. Robert's parents thought he watched too much TV. One day his mother saw a newspaper story about a boy who didn't watch TV for a year. She showed the story to Robert. "It was a joke," his mother said, "I didn't think he would do it." But Robert liked the idea. He turned off the TV right away. He said, "It doesn't matter to me whether to watch TV or not. I just want the money." At first, Robert's parents were very happy. Robert read the newspaper, played outside, played computer games, and played cards with his mother. But after a while, he got bored. Every evening, he asked his parents, "What are we doing tonight?" Sometimes his mother and father wished he would watch TV, just for one evening. Robert always said, "No, it would cost me money!" Finally the year was over. Then Robert started watching his favourite TV shows all day long again. Robert got the money from his parents. What does he plan to do with the $500? "I want to buy myself a TV set!" he said. QUESTIONS:

Output:
Q1:
1. What activity does Robert enjoy?
2. What is Robert a fan of doing?
3.
Q2:
1. For how long did Robert not watch TV?
2. How much time did Robert spend not in front of the television?
3.
Q3:
1. How much money did Robert get from his parents not to watch tv?
2. What sum of cash did Robert receive from his family for leaving TV watching behind?
3.
Q4:
1. Did Robert eventually tire of not watching TV?
2. Did never watching television become boring for Robert at some point?
3.
Q5:
1. How old is Robert?
2. What is Robert's age?
3.
Q6:
1. What did Robert plan to buy with his money?
2. What purchase did Robert plan on making with his cash?
3.
Q7:
1. Where did Robert's mom get the idea of not watching TV for a whole year?
2. What gave Robert's mom the idea of leaving behind TV watching for a year?
3.
Q8:
1. What did Robert play with his mom?
2. What game would Robert and his mother partake in?
3.
Q9:
1. Did Robert play games on the computer?
2. Were there computer games that Robert would partake in?
3.
Q10:
1. Did Robert say that money was more important than Television?
2. Did Robert make a statement that money had more value than television watching?
3.
Q11:
1. What sort of media did Robert read?
2. Name an item that Robert read.
3.
Q12:
1. What did Robert start asking his parents a lot?
2. What question did Robert frequently have for his mom and dad?
3.


Instruction: Corky was a brave young man and he dreamed of becoming the best fighter in the world. To become stronger and get better fighting skills, he went to many schools. One day, he went to the best school in the world. Before entering the gate, he was made to hand in all his weapons . "You won't need those any more. Here you'll get better ones," said the guard. Corky handed his weapons to him. A serious old teacher took Corky to his room. Before he left, he said to Corky, "In a hundred days the training will start." A hundred days! At first Corky thought that was a joke, but he soon realized the old teacher had been serious. Corky felt nervous during the first days and he tried many ways to try to get the teacher to start the training. However, it didn't work. At last Corky waited patiently and enjoyed each day in the school. "You've already learned how to use your main weapon - patience," said the old teacher. Corky could hardly believe it, but he really understood that the teacher was right. Finally, the lesson began. "Now it's time to learn how to win every fight," said the old teacher. That sounded good to Corky until he found himself tied hand and foot. Many villagers tried to hit him because they were told that Corky was a dangerous man. The same thing was repeated for days, and Corky knew he had to do something. He realized that the only way would be to deal with the villagers' anger . In the following days, Corky kept talking to them until he managed to make them believe that he was not an enemy. In the end, the villagers made friends with Corky. Finally, Corky knew what the most powerful weapon was. He said thanks to the teacher and left. QUESTIONS:

Output:
Q1:
1. How long did Corky have to wait?
2. What was the length of Corky's waiting period?
3.
Q2:
1. Did it seem plausible to Corky at first that he would have to wait 100 days?
2. Did Corky believe at first that he would need to wait 100 days?
3.
Q3:
1. Who was interested in learning something?
2. Who wanted to know more about a subject?
3.
Q4:
1. What did Corky want to do?
2. What was Corky intent on making happen?
3.
Q5:
1. Did Corky locate someone who would train him?
2. Did Corky find a person to help him?
3.
Q6:
1. Who did Corky find to help him?
2. Who did Corky come across to train him?
3.
Q7:
1. Was Corky's teacher young?
2. Did Corky locate a young instructor?
3.
Q8:
1. What way of winning a fight was most fundamental?
2. What was the most vital way of besting an opponent in a fight?
3.
Q9:
1. Was Corky allowed to bring a knife with him?
2. Did Corky have permisison to bring a knife?
3.
Q10:
1. What was superior to a knife?
2. What was a knife less efficient than?
3.


Instruction:
CHAPTER XV.

During the remainder of the day on which George had left Granpere, the hours did not fly very pleasantly at the Lion d'Or. Michel Voss had gone to his niece immediately upon his return from his walk, intending to obtain a renewed pledge from her that she would be true to her engagement. But he had been so full of passion, so beside himself with excitement, so disturbed by all that he had heard, that he had hardly waited with Marie long enough to obtain such pledge, or to learn from her that she refused to give it. He had only been able to tell her that if she hesitated about marrying Adrian she should never look upon his face again; and then without staying for a reply he had left her. He had been in such a tremor of passion that he had been unable to demand an answer. After that, when George was gone, he kept away from her during the remainder of the morning. Once or twice he said a few words to his wife, and she counselled him to take no farther outward notice of anything that George had said to him. 'It will all come right if you will only be a little calm with her,' Madame Voss had said. He had tossed his head and declared that he was calm;--the calmest man in all Lorraine. Then he had come to his wife again, and she had again given him some good practical advice. 'Don't put it into her head that there is to be a doubt,' said Madame Voss.  QUESTIONS:

Output:
Q1:
1. Who went away from Granpere?
2. What was the name of the person that left Granpere?
3.
Q2:
1. Did things go well for George once he'd departed from Granpere?
2. Did George have a good time after leaving Grandpere?
3.
Q3:
1. What is the name of Granpere's uncle?
2. What male is Granpere the nephew of?
3.
Q4:
1. Is there a woman that Granpere is the nephew of?
2. Is there an aunt in Granpere's life?
3.
Q5:
1. Are Michel Voss and Granpere from the same family?
2. Does Michael Voss have a familial relation to Granpere?
3.
Q6:
1. What did Michael Voss try to get from his niece?
2. What did Michael Voss attempt to obtain from his niece?
3.
Q7:
1. Did Michael Voss get the pledge from his niece?
2. Did Michael Voss obtain the promise he wanted from his niece?
3.
Q8:
1. Why didn't Michael Voss get the pledge from his niece?
2. What was the reason that Michael Voss was not in possession of the promise from his niece?
3.
Q9:
1. Was Michael Voss overwhelmed?
2. Did Michael Voss feel like there was too much going on?
3.
Q10:
1. What was the source of Michael Voss' overwhelmed feeling?
2. What had Michael Voss feeling overwhelmed?
3.


Instruction:
CHAPTER XXXIV

GUERRILLA WARFARE

"There are few pleasures," said Psmith, as he resumed his favourite position against the mantelpiece and surveyed the commandeered study with the pride of a householder, "keener to the reflective mind than sitting under one's own roof-tree. This place would have been wasted on Spiller; he would not have appreciated it properly."

Mike was finishing his tea. "You're a jolly useful chap to have by you in a crisis, Smith," he said with approval. "We ought to have known each other before."

"The loss was mine," said Psmith courteously. "We will now, with your permission, face the future for awhile. I suppose you realise that we are now to a certain extent up against it. Spiller's hot Spanish blood is not going to sit tight and do nothing under a blow like this."

"What can he do? Outwood's given us the study."

"What would you have done if somebody had bagged your study?"

"Made it jolly hot for them!"

"So will Comrade Spiller. I take it that he will collect a gang and make an offensive movement against us directly he can. To all appearances we are in a fairly tight place. It all depends on how big Comrade Spiller's gang will be. I don't like rows, but I'm prepared to take on a reasonable number of bravoes in defence of the home."

Mike intimated that he was with him on the point. "The difficulty is, though," he said, "about when we leave this room. I mean, we're all right while we stick here, but we can't stay all night."  QUESTIONS:

Output:
Q1:
1. What did Psmith take a position against?
2. Where did Psmith lean?
3.
Q2:
1. What was Psmith looking at?
2. What was in Psmith's line of sight?
3.
Q3:
1. Who sipped on something warm?
2. Whose drink was a hot one?
3.
Q4:
1. How did Mike feel towards Psmith?
2. What was Mike's opinion of Psmith?
3.
Q5:
1. Were Mike and Psmith aware of each other in the past?
2. Had Mike and Psmith previously been known to one another?
3.
Q6:
1. Who are Mike and Psmith facing now?
2. Who stands before Mike and Psmith at present?
3.
Q7:
1. Who gave Mike and Psmith the study?
2. From whom did Mike and Psmith receive the study?
3.
Q8:
1. What's Spiller going to get up to?
2. What will be Spiller's course of action?
3.
Q9:
1. What will Mike and Psmith have to brawl with someone for?
2. What possession will Mike and Psmith have to actively defend?
3.
Q10:
1. Will Mike and Psmith stay in the study all night?
2. Are Mike and Psmith going to spend the entire night in the study?
3.


Instruction:
Turkish people (), or the Turks (), also known as Anatolian Turks (), are a Turkic ethnic group and nation living mainly in Turkey and speaking Turkish, the most widely spoken Turkic language. They are the largest ethnic group in Turkey, as well as by far the largest ethnic group among the speakers of Turkic languages. Ethnic Turkish minorities exist in the former lands of the Ottoman Empire. In addition, a Turkish diaspora has been established with modern migration, particularly in Western Europe.

The ethnonym "Turk" may be first discerned in Herodotus' (c. 484–425 BC) reference to Targitas, first king of the Scythians; furthermore, during the first century AD., Pomponius Mela refers to the "Turcae" in the forests north of the Sea of Azov, and Pliny the Elder lists the "Tyrcae" among the people of the same area. The first definite references to the "Turks" come mainly from Chinese sources in the sixth century. In these sources, "Turk" appears as "Tujue" (), which referred to the Göktürks. Although "Turk" refers to Turkish people, it may also sometimes refer to the wider language group of Turkic peoples.

In the 19th century, the word "Türk" only referred to Anatolian villagers. The Ottoman ruling class identified themselves as Ottomans, not usually as Turks. In the late 19th century, as the Ottoman upper classes adopted European ideas of nationalism the term "Türk" took on a much more positive connotation. The Turkish-speakers of Anatolia were the most loyal supporters of Ottoman rule. QUESTIONS:

Output:
Q1:
1. Who did the term "Türk" apply to during the 19th century?
2. In the 19th century, what people were considered "Türk"?
3.
Q2:
1. Did the ruling class use "Türk" to describe themselves in the middle of the 19th century?
2. In the mid 19th century, did the ruling class consider themselves to be "Türk"?
3.
Q3:
1. Did the term "Türk" become more favorable as time went on?
2. Did "Türk" become a more acceptable term over time?
3.
Q4:
1. Which ethnic group is the current majority in Turkey?
2. Which is Tukey's biggest ethnicity today?
3.
Q5:
1. Did every Turk remain in Turkey?
2. Did Turkey become the only place where Turks lived?
3.
Q6:
1. Where do many Turks migrate today?
2. What is currently a popular migration spot for Turks?
3.
Q7:
1. What was the name of the first king of the Scythians?
2. Who first served as king of the Scythians?
3.
Q8:
1. What was the lifespan of Herodotus?
2. During what years was Herodotus alive?
3.
Q9:
1. How else can Turkish people be referred to?
2. What other name do Turkish people go by?
3.
Q10:
1. What language do Turkish people generally speak?
2. What is a common language for a Turkish person to speak?
3.
Q11:
1. Does the Turkish language contain multiple variations?
2. Is the number of dialects of the Turkish language higher than one?
3.


Instruction:
(CNN) -- Michigan authorities are pursuing a new lead in the case of the infamous Oakland County child killer who abducted and murdered at least four boys and girls in the 1970s.

"We would be thrilled if this is the one piece of evidence that we are looking for to give closure to the families, but we want to do our due diligence" said Michigan State Police Lt. Michael Shaw.

Parts of a blue AMC Gremlin with a white stripe were unearthed at a construction site in Grand Blanc Township on Monday. The car matches the description of a vehicle seen near the scene of one of the kidnappings.

New DNA work may offer break in slayings

"We received an anonymous tip of car parts recovered in the excavation of a new homes subdivision," Shaw told CNN. "There was that blue colored Gremlin with the white stripe down the side of it. We sent out our crime lab from Bridgeport to investigate and see what the situation was.

"Right now we are continuing to excavate the site to see if there is any more evidence we can locate," Shaw said.

The Oakland County Child Killer Task Force was also notified, Shaw added.

The search for the serial killer has lasted for more than 36 years. Police agencies have pursued some 20,000 tips in the hunt for the perpetrator of the unsolved murders, which took place over a 13-month period between 1976 and 1977.

Mark Stebbins was 12 when he was abducted in Ferndale on February 15, 1976. His body was found nearly a year later. Jill Robinson was also 12 when she was kidnapped on December 22, 1976. Her body was found four days later. Kristin Mihelich was 10 when she disappeared in Berkley on January 2, 1977, and her body was found later that month. Timothy King was 11 when he vanished in Birmingham on March 16, 1977. His body was found one week later.  QUESTIONS:

Output:
Q1:
1. What car was located?
2. What was the model of car that authorities found?
3.
Q2:
1. What color was the AMC Gremlin?
2. What shade of car did the authorities find?
3.
Q3:
1. Where was the AMC Gremlin?
2. What was the location of the AMC Gremlin?
3.
Q4:
1. Where was the construction site?
2. What was the location of the construction site?
3.
Q5:
1. Who is looking into things?
2. Who is conducting the investigation?
3.
Q6:
1. What county is the investigation being conducted in?
2. In what county are authorities looking into things?
3.
Q7:
1. Did an anonymous tip come in?
2. Did the tip come from someone that didn't share their name?
3.
Q8:
1. During what decade did the murders occur?
2. When did the child killings happen?
3.
Q9:
1. What is the number of tips authorities have received?
2. How many attempts to help have police gotten?
3.
Q10:
1. What was the number of children killed?
2. How many kids got murdered?
3.


Instruction:
CHAPTER XXI

DICK MAKES A BOLD VENTURE

Some delicate and important work was being done, and Stuyvesant had had his lunch sent up to the dam. Bethune and Dick joined him afterwards, and sat in the shade of a big traveling crane. Stuyvesant and Dick were hot and dirty, for it was not their custom to be content with giving orders when urgent work was going on. Bethune looked languid and immaculately neat. His speciality was mathematics, and he said he did not see why the man with mental talents should dissipate his energy by using his hands.

"It's curious about that French liner," Stuyvesant presently remarked. "I understand her passengers have been waiting since yesterday and she hasn't arrived."

"The last boat cut out Santa Brigida without notice," Bethune replied. "My opinion of the French is that they're a pretty casual lot."

"On the surface. They smile and shrug where we set our teeth, but when you get down to bed-rock you don't find much difference. I thought as you do, until I went over there and saw a people that run us close for steady, intensive industry. Their small cultivators are simply great. I'd like to put them on our poorer land in the Middle West, where we're content with sixteen bushels of wheat that's most fit for chicken feed to the acre. Then what they don't know about civil engineering isn't worth learning."

Bethune made a gesture of agreement. "They're certainly fine engineers and they're putting up a pretty good fight just now, but these Latins puzzle me. Take the Iberian branch of the race, for example. We have Spanish peons here who'll stand for as much work and hardship as any Anglo-Saxon I've met. Then an educated Spaniard's hard to beat for intellectual subtlety. Chess is a game that's suited to my turn of mind, but I've been badly whipped in Santa Brigida. They've brains and application, and yet they don't progress. What's the matter with them, anyway?"  QUESTIONS:

Output:
Q1:
1. What did Bethune specialize in?
2. What was Bethune particularly skilled at?
3.
Q2:
1. Who got lunch at the dam?
2. Whose lunch was transferred to the Dam?
3.
Q3:
1. Who joined Stuyvesant after lunch?
2. Who met up with Stuyvesant post-lunch?
3.
Q4:
1. Who wasn't clean?
2. Who had muck all over them?
3.
Q5:
1. Who was clean?
2. Who was not covered in filth?
3.
Q6:
1. Had Bethune been working with his hands?
2. Had Bethune done any manual labor?
3.
Q7:
1. Did Bethune desire to work with his hands?
2. Was manual labor something that interested Bethune?
3.
Q8:
1. Was the boat that was spoken of tardy?
2. Did the aformentioned boat come in late?
3.
Q9:
1. How long did people wait for the boat?
2. What amount of time did people spent waiting for the ship's arrival?
3.
Q10:
1. What nationality was in charge of the liner?
2. The liner was the property of what nationality of people/
3.
Q11:
1. What does Bethune think about the French?
2. How does Bethune feel towards the French?
3.
Q12:
1. Did Bethune's interlocutor agree with his opinion of the French?
2. Did the person responding to Bethune share his thoughts on the French?
3.
Q13:
1. Did Bethune and his interlocutor once share the same opinion of the French?
2. Did Bethune and his conversation partner once see the French in the same way?
3.


Instruction:
CHAPTER XX

PLOTTING AGAINST DICK ROVER

"Gabe Werner!"

"Where is he?"

"Up the street," answered Randy. "Come on after him."

"Who's the man you are after?" questioned one of the men who had been interviewing Andy and Fred.

"He's a young fellow who once went to a military academy with us. He's a regular bully and did something for which he ought to be locked up," was Fred's reply, and then he rushed down into the street, following his three cousins.

"How can Gabe Werner be down here?" questioned Andy. "Why, we left him in New York City!"

"I can't help that, Andy. It was Werner just as sure as I am standing here. I just happened to glance out of the window and saw him crossing the roadway. He turned his face straight toward me, and I couldn't help but recognize him."

"Where did he go?"

"I'll point out the place when we get there."

By this time the four Rovers had left the boardwalk and were plowing along on the side of the road through mud that varied from an inch to six inches in depth. They had started to run, but were soon compelled to slow up.

"Gee, this is something fierce!" panted Andy.

"Oh, you cinder path!" chanted his twin. "Wouldn't you like to do a hundred-yard dash on this road?"

"It's not much farther," announced Jack. "I saw him heading for that shack yonder."

The place he mentioned was a small building erected of rough boards, with a galvanized roof. They neared the shack to find two men sitting before it on a log smoking their pipes. They appeared somewhat startled.  QUESTIONS:

Output:
Q1:
1. Who did the men wish to catch?
2. Who were the men trying to get ahold of?
3.
Q2:
1. Who was giving an interview?
2. Who was answering questions?
3.
Q3:
1. Where did Andy think that Gabe Werner was?
2. What did Andy believe to be Gabe Werner's location?
3.
Q4:
1. Why did Andy think Gabe Werner was in New York City?
2. What led Andy to believe that Gabe Werner's location was New York City?
3.
Q5:
1. What was the number of Rovers were present?
2. How many members of the Rover familhy appeared?
3.
Q6:
1. What was the Rovers' point of departure?
2. Where did the Rovers leave from?
3.
Q7:
1. What was the depth reached by the mud?
2. How far down did the mud go?
3.
Q8:
1. Where did Jack notice Gaber Werner going?
2. What direction was Gabe Werner headed in when Jack spotted him?
3.
Q9:
1. Where was the shack?
2. What was the shack's location?
3.
Q10:
1. What was the quality of the top of the building?
2. How could the top of the building be described?
3.
Q11:
1. Was the building large?
2. Did the building have a lot of space?
3.
Q12:
1. How many people were at the building?
2. What was the number of people in the structure?
3.
Q13:
1. What were the people doing?
2. What were the individuals up to?
3.
Q14:
1. What were the people smoking?
2. What item did the individuals light up and smoke/
3.
Q15:
1. Were the Rover boys expecting someone?
2. Were the Rover boys counting on someone's appearance?
3.


Instruction:
CHAPTER XXXV

Mr. Oscar Fischer and his friend, Senator Theodore Hastings, stood side by side, a week later, in the bar of one of the most fashionable of New York hotels. They were passing away the few minutes before Pamela and her aunt would be ready to join them in the dining room above.

"Very little news, I fancy," Hastings remarked, glancing at the tape which was passing through his companion's fingers.

"Nothing--of any importance," Fischer replied. "Nothing."

The older man glanced searchingly at his companion, the change in whose tone was ominous. Fischer was standing with the tape in his hand, his eyes glued upon a certain paragraph. The Senator took out his eyeglasses and looked over his friend's shoulder.

"What's this?" he demanded. "Eh?"

Fischer was fighting a great battle and fighting it well.

"Something wrong, apparently, with Frank Roughton," he observed; "an old college friend of mine. They made him Governor of----only last year."

Hastings read the item thoughtfully.

Governor Roughton this morning tendered his resignation as Governor of the State of----. We understand that it was at once accepted. Numerous arrests have taken place with reference to the great explosion at the Bembridge powder factory.

"Looks rather fishy, that," Hastings observed thoughtfully.

"I'm sorry for Roughton," Fischer declared. "He was a perfectly straight man, and I am sure he has done his best."

"Great friend of yours?" the other asked curiously.

"We were intimately acquainted," was the brief answer.

The two men finished their cocktails in silence. On their way upstairs the Senator took his companion's arm.  QUESTIONS:

Output:
Q1:
1. What news came in that morning?
2. What happened of note that morning?
3.
Q2:
1. Who was a buddy of Oscar Fischer?
2. Who did Oscar Fisher have a close relationship with?
3.
Q3:
1. Who would be joining Oscar Fischer and Theodore Hastings?
2. Who was going to meet up with Oscar Fischer and Theodore Hastings?
3.
Q4:
1. Were Oscar Fischer and Theodore Hastings in Maine?
2. Was Maine the present location of Oscar Fischer and Theodore Hastings?
3.
Q5:
1. What state were Oscar Fischer and Theodore Hastings in?
2. In what state were Oscar Fischer and Theodore Hastings located?
3.
Q6:
1. What title did Theodore Hastings have?
2. How was Theodore Hastings employed?
3.
Q7:
1. What was Oscar Fischer's opinion of Governor Roughton?
2. How did Oscar Fischer feel about Governor Roughton?
3.
Q8:
1. Did Oscar Fischer have a closer relationship with Governor Roughton?
2. Did Oscar Fischer know Governor Roughton well?
3.
Q9:
1. Did anyone get arrested?
2. Was someone detained?
3.
Q10:
1. Did Theodore Hastings have 20/20 vision?
2. Was Theodore Hastings' eyesight impeccable?
3.
Q11:
1. What were Oscar Fischer and Theodore Hastings doing?
2. What were Oscar Fischer and Theodore Hastings up to?
3.
Q12:
1. At what point did Roughton start being the governor?
2. When was Roughton handed the title of governor?
3.


Instruction:
The (Latin for "British Encyclopaedia"), published by Encyclopædia Britannica, Inc., is a general knowledge English-language encyclopaedia. It is written by about 100 full-time editors and more than 4,000 contributors, who have included 110 Nobel Prize winners and five American presidents. The 2010 version of the 15th edition, which spans 32 volumes and 32,640 pages, was the last printed edition; digital content and distribution has continued since then.

The "Britannica" is the oldest English-language encyclopaedia still in production. It was first published between 1768 and 1771 in the Scottish capital of Edinburgh, as three volumes. The encyclopaedia grew in size: the second edition was 10 volumes, and by its fourth edition (1801–1810) it had expanded to 20 volumes. Its rising stature as a scholarly work helped recruit eminent contributors, and the 9th (1875–1889) and 11th editions (1911) are landmark encyclopaedias for scholarship and literary style. Beginning with the 11th edition and following its acquisition by an American firm, the "Britannica" shortened and simplified articles to broaden its appeal to the North American market. In 1933, the "Britannica" became the first encyclopaedia to adopt "continuous revision", in which the encyclopaedia is continually reprinted, with every article updated on a schedule. In March 2012, Encyclopædia Britannica, Inc. announced it would no longer publish printed editions, and would focus instead on "Encyclopædia Britannica Online". QUESTIONS:

Output:
Q1:
1. What is the article about?
2. What does the article discuss?
3.
Q2:
1. What is the Encyclopædia Britannica?
2. What purpose does the Encyclopædia Britannica serve?
3.
Q3:
1. Is the Encyclopædia Britannica a new resource?
2. Has the Encyclopædia Britannica only been available for a short amount of time?
3.
Q4:
1. Is the Encyclopædia Britannica still being produced?
2. Are copies of the Encyclopædia Britannica being made still today?
3.
Q5:
1. When was the Encyclopædia Britannica first produced?
2. During what time period were teh first copies of the Encyclopædia Britannica made?
3.
Q6:
1. Where was the Encyclopædia Britannica first published?
2. What was the first site of publication of the Encyclopædia Britannica?
3.
Q7:
1. What is the capital of Scotland?
2. Which city serves as Scotland's capital?
3.
Q8:
1. Does the Encyclopædia Britannica still publish actual books?
2. Does the Encyclopædia Britannica continue to come out with physical books?
3.
Q9:
1. When did the Encyclopædia Britannica stop publishing actual books?
2. When did the Encyclopædia Britannica cease publication of real books?
3.
Q10:
1. Where can the most recent editions of the Encyclopædia Britannica be found today?
2. In what location are the most recent version of the Encyclopædia Britannica stored?
3.


Instruction:
CHAPTER XVIII.

It was a beautiful July afternoon, the air musical with midsummer hum, the flowers basking in the sunshine, the turf cool and green in the shade, and the breeze redolent of indescribable freshness and sweetness compounded of all fragrant odours, the present legacy of a past day's shower. Like the flowers themselves, Albinia was feeling the delicious repose of refreshed nature, as in her pretty pink muslin, her white drapery folded round her, and her bright hair unbonnetted, she sat reclining in a low garden chair, at the door of the conservatory, a little pale, a little weak, but with a sweet happy languor, a soft tender bloom.

There was a step in the conservatory, and before she could turn round, her brother Maurice bent over her, and kissed her.

'Maurice! you have come after all!'

'Yes, the school inspection is put off. How are you?' as he sat down on the grass by her side.

'Oh, quite well! What a delicious afternoon we shall have! Edmund will be at home directly. Mrs. Meadows has absolutely let Gilbert take her to drink tea at the Drurys! Only I am sorry Sophy should miss you, for she was so good about going, because Lucy wanted to do something to her fernery. Of course you are come for Sunday, and the christening?'

'Yes,--that is, to throw myself on Dusautoy's mercy.'

'We will send Mr. Hope to Fairmead,' said Albinia, 'and see whether Winifred can make him speak. We can't spare the Vicar, for he is our godfather, and you must christen the little maiden.'  QUESTIONS:

Output:
Q1:
1. What month serves as the story's setting?
2. What was the present mmonth?
3.
Q2:
1. What did Albinia have on?
2. What had Albinia donned?
3.
Q3:
1. Where was Albinia sitting?
2. In what locatio nhad Albinia taken a seat
3.
Q4:
1. Who greeted Albinia?
2. Who was Albinia welcomed by?
3.
Q5:
1. Did Maurice and Albinia come from the same family?
2. Were Albinia and Maurice related?
3.
Q6:
1. Was Maurice Albinia's dad?
2. Was Albinia the daughter of Maurice?
3.
Q7:
1. What was Maurice's relation to Albinia?
2. What was Maurice to Albinia?
3.
Q8:
1. What was delayed?
2. What was put at a later date?
3.
Q9:
1. Did the events happen in the morning?
2. Was the story set in the morning?
3.
Q10:
1. What time of day was it?
2. When in the day was it?
3.
Q11:
1. Who would soon return home?
2. Who was going to get home in a short amount of time?
3.
Q12:
1. Who would Edmund not be able to see?
2. Who was Edmund going to miss?
3.
Q13:
1. What was taking place on Sunday?
2. What was set to be Sunday's event?
3.
Q14:
1. Where will Mr. Hope travel to?
2. To what location are people sending Mr. Hope?
3.


Instruction:
That median is the value separating the higher half of a data sample, a population, or a probability distribution, from the lower half. For a data set, it may be thought of as the "middle" value. For example, in the data set {1, 3, 3, 6, 7, 8, 9}, the median is 6, the fourth largest, and also the fourth smallest, number in the sample. For a continuous probability distribution, the median is the value such that a number is equally likely to fall above or below it.

The median is a commonly used measure of the properties of a data set in statistics and probability theory. The basic advantage of the median in describing data compared to the mean (often simply described as the "average") is that it is not skewed so much by extremely large or small values, and so it may give a better idea of a "typical" value. For example, in understanding statistics like household income or assets which vary greatly, a mean may be skewed by a small number of extremely high or low values. Median income, for example, may be a better way to suggest what a "typical" income is.

Because of this, the median is of central importance in robust statistics, as it is the most resistant statistic, having a breakdown point of 50%: so long as no more than half the data are contaminated, the median will not give an arbitrarily large or small result. QUESTIONS:

Output:
Q1:
1. What is a fundamental element of robust statistics?
2. What is vital to robust statistics?
3.
Q2:
1. What does the median measure?
2. What is metered out by the median?
3.
Q3:
1. What is the median a data set inside of?
2. What is median a data set contained within?
3.
Q4:
1. What are the benefits of using median?
2. What is helpful about measuring a median?
3.
Q5:
1. What isn't the median skewed by?
2. What is not something that influences the median greatly?
3.
Q6:
1. What are the benefits of using median other than not being skewed by extremes?
2. What is helpful about measuring a median, in addition to not being impacted by extremes?
3.
Q7:
1. What can put a mean off balance?
2. What factor can skew the mean?
3.
Q8:
1. Does robust statistics consider the median to be the most resistant statistic?
2. Is the statistic with maximum resistance in robust statistics the mean?
3.
Q9:
1. What explanation is given of a median in continuous probability distribution?
2. What is the deifnition of a median within a continuous probability distribution?
3.
Q10:
1. What is the median within a data set?
2. How is the median defined inside of a data set?
3.
Q11:
1. What is the breakdown point of the median in robust statistics?
2. Where does the median breakdown in robust statistis?
3.
Q12:
1. What cannot happen to more than half the data in robust statistics?
2. What must not occur with over half the data?
3.
Q13:
1. What happens if more than 50% of data is contaminated?
2. What occurs in the event of contamination of over half the data?
3.


Instruction:
(CNN) -- Bill Gates is putting out a call to inventors, but he's not looking for software, or the latest high-tech gadget. This time he's in search of a better condom.

On its Grand Challenges website, the Bill and Melinda Gates Foundation is offering a $100,000 startup grant to the person who designs "the next generation condom that significantly preserves or enhances pleasure" and promotes "regular use."

It may sound like the setup for a joke, but the goal is deadly serious. While researchers call condoms one of the best ways to stop the spread of HIV, the virus that causes AIDS, getting people to use them is another story.

The foundation wants to see something that will lead men and women outside of a committed relationship to stop and think twice before having unprotected sex. The startup grant could lead to $1 million in further funding.

"Male condoms are cheap, easy to manufacture, easy to distribute, and available globally, including in resource-poor settings, through numerous well-developed distribution channels," the foundation says. Nevertheless, many people are reluctant to use them because they complain that prophylactics interfere with pleasure and intimacy. This creates "a trade-off that many men find unacceptable," the foundation notes.

Contraception, by the numbers

In some places and cultures, condom use is often seen as a sign that a man has AIDS, and many women won't sleep with such men. Female condoms are even more difficult to use and women are often afraid to suggest using them.

"Any advance or new design that gets people to use condoms would be a big plus," Dr. Anthony Fauci, head of the National Institute of Allergy and Infectious Diseases and one of the world's leading AIDS researchers, said in an interview with CNN. He says great strides have been made in treating HIV infection in Africa, but for every person who is treated two more become newly infected.  QUESTIONS:

Output:
Q1:
1. Who is on the prowl?
2. Who is trying to contact a group of people?
3.
Q2:
1. What is Bill Gates looking for inventors of?
2. What would Bill Gates like to see someone invent?
3.
Q3:
1. On what website did Bill Gates put up his call for inventors?
2. Where did Bill Gates post his search for a creator?
3.
Q4:
1. How much money is Bill Gates offering?
2. What is the sum at stake for an inventor?
3.
Q5:
1. Who is offering cash to inventors?
2. Who will give money to creators?
3.
Q6:
1. What kind of condom do Bill and Melinda Gates want?
2. What sort of condom are Bill and Melinda Gates looking for?
3.
Q7:
1. What is the function of condoms?
2. What purpose do condoms serve?
3.
Q8:
1. How much money is there in further funding for condom development?
2. What is the sum contained in further funding for making condoms?
3.
Q9:
1. Do condoms not cost a lot of money?
2. Are condoms financially easy to access?
3.
Q10:
1. Are condoms easy to manufacture?
2. Is it easy to make condoms?
3.
Q11:
1. Are condoms easy to distribute?
2. Is it no big deal to distribute condoms?
3.


Instruction:
(CNN) -- Overprotective sister? Underprotective husband?

No one knows what was said amongst Solange Knowles, Jay Z and Beyonce in that elevator in the Standard Hotel in Manhattan or even what led up to the video that appears to show Solange kicking and hitting her brother-in-law.

But here is what we do know: the Internet is on fire with theories.

Earlier this week, an elevator surveillance video surfaced that showed Solange appearing to berate Jay Z before she becomes physical. Her sister, Beyonce, is present and witnesses the attack.

The incident has inspired a hashtag, #WhatJaySaidToSolange, countless memes and tons of speculation.

Quoting an anonymous source, Us Weekly reported that Solange Knowles had an earlier run-in with designer Rachel Roy. (Roy is the ex-wife of Damon Dash, Jay Z's former friend and business partner.)

The New York Daily News, also using an unnamed source, took it one step further. In addition to the alleged argument with Roy, the paper threw in Jay Z's supposed desire to head solo to a party being given by Rihanna. This, according to the Daily News, did not sit well with Beyonce's younger sister.

Talk show host Wendy Williams also offered her own observations, including what appears to be the removal of a tattoo on Beyonce's finger of the roman numeral "IV." It was reportedly her wedding ring tattoo, meant to symbolize both her wedding date (April 4) as well as her and Jay Z's birthdays (September 4 and December 4, respectively).

So far, some of the principal characters seem to be letting Instagram speak for them. Beyonce has posted happy pictures of her and her sister, while Solange participated in "Throwback Thursday" with a picture of the two siblings as kids.  QUESTIONS:

Output:
Q1:
1. Does anyone have information regarding what Jay Z said to Solange?
2. Has what Jay Z said to Solange been made public?
3.
Q2:
1. Who has theories regarding what Jay Z said to Solange?
2. Who thinks they may know what Jay Z's words were to Solange?
3.
Q3:
1. Was Beyonce there when her sister struck Jay Z?
2. Did Solange hit Jay Z in Beyonce's presence?
3.
Q4:
1. What was one theory regarding what happened between Jay Z and Solange?
2. What did one person think was the problem between Jay Z and Solange?
3.
Q5:
1. What was one theory regarding what happened between Jay Z and Solange, apart from the one about Rachel Roy?
2. What did one person think was the problem between Jay Z and Solange, besides Rachel Roy?
3.
Q6:
1. Have any of the parties involved spoken out about the fight between Jay Z and Solange?
2. Have Jay Z Beyonce or Solange spoken publicly about the incident?
3.
Q7:
1. Did Beyonce get a tattoo taken off?
2. Did Beyonce have some of her permanent ink removed?
3.
Q8:
1. Why does it seem like Beyonce got a tattoo removed?
2. For what reason does Beyonce's tattoo seem to be removed?
3.
Q9:
1. What did Beyonce's tattoo represent?
2. What was the meaning behind Beyonce's tatoo?
3.
Q10:
1. Are Beyonce and Solange speaking through social media?
2. Are Beyonce and Solange letting social networks do the talking for them?
3.


Instruction:
CHAPTER XXII—A WARNING

In the luxuriously appointed smoking-room of the hotel Clay leaned forward in the deep leather chair into which he had dropped and looked keenly at Osborne.

“Tell me how you are interested in this fellow Farquhar,” he demanded.

“I don’t know that I am much interested,” Osborne replied. “He was of some service to us during our voyage from Japan, and seemed a smart young fellow. It merely struck me that I might give him a lift up in return for one or two small favors.”

“Let him drop! Didn’t it strike you that your daughter might have her own views about him? The man’s good-looking.”

Osborne flung up his head, and his eyes narrowed.

“I can’t discuss—”

“It has to be discussed,” Clay interrupted. “You can’t have that man at your house: he’s one of the fellows who were working at the wreck.”

“Ah! That makes a difference, of course. I suppose you have been on their trail, but you have told me nothing about it yet.”

“I had a suspicion that you didn’t want to know. You’re a fastidious fellow, you know, and I suspected that you’d rather leave a mean job of that kind to me.”

“You’re right,” Osborne admitted. “I’m sure you would handle it better than I could; but I’m curious to hear what you’ve done.”

“I’ve gone as far as seems advisable. Had the fellows fired from several jobs and made it difficult for them to get another; but it wouldn’t pay to have my agents guess what I’m after.” Clay laughed. “Farquhar and his partners are either bolder or smarter than I thought; I found them taking my own money at the Clanch Mill.”  QUESTIONS:

Output:
Q1:
1. Are people talking?
2. Is a discussion going on?
3.
Q2:
1. Where is the discussion?
2. What is the location of the conversation?
3.
Q3:
1. Is there not much in the room?
2. Is the room basically empty?
3.
Q4:
1. What building houses the room?
2. In which building can the room be found?
3.
Q5:
1. What is the name of the hotel?
2. What hotel is the room in?
3.
Q6:
1. Who is having a discussion?
2. Who all is talking?
3.
Q7:
1. What are Clay and Osborne talking about?
2. What is the subject of Clay and Osborne's discussion?
3.
Q8:
1. Did Farquhar take something?
2. Was something acquired by Farquhar?
3.
Q9:
1. What did Farquhar take?
2. What was snatched up by Farquhar?
3.
Q10:
1. Who did Farquhar take money from?
2. Whose money was snatched by Farquhar?
3.
Q11:
1. Where did Farquhar take Clay's money?
2. In what location did Farquhar pilfer Clay's money?
3.
Q12:
1. What country appears in the conversation?
2. Which nation is mentioned in the discussion?
3.
Q13:
1. Did someone go to Japan?
2. Was there a person that paid a visit to Japan?
3.
Q14:
1. Who went to Japan?
2. Which person visited Japan?
3.
Q15:
1. Did someone help Osborne on his trip to Japan?
2. Did Osborne receive aid on his visit to Japan?
3.


Instruction:
(CNN) -- In the history of organized athletics, there has never been a person who needs to come back again less than Michael Phelps.

Yes, you have read that correctly. I am urging the greatest swimmer in all of sports to keep his word, forget about Rio in 2016 and retire. To go away. To vanish. To ignore his mother and his sisters and Matt Lauer and Mark Spitz and Rowdy Gaines and to once and for all hang up his goggles and Speedos.

Go. Scram. Buzz off.

Because athletics enthusiasts are a peculiar people (aka: crazy), we always beg our heroes to stick around longer than they should. It's the reason a portly, 40-year-old Ken Griffey Jr. hit .184 in Seattle in 2010 and the reason Bjorn Borg stepped back onto the tennis court in 1991 (wood racket in hand) -- only to win nary a single match. It's the reason our final snapshot of Sugar Ray Leonard is an embarrassing stoppage against Hector Camacho and the reason Jim Palmer arrived at spring training with Baltimore in 1991 throwing big, fat, Little League meatballs.

Why, it's even the reason a 41-year-old Spitz, Phelps' predecessor as our own personal Aquaman, jumped back into the pool to qualify for the 1992 Games in Barcelona. He, of course, failed -- by a whopping two seconds.

News: Olympic legend Phelps: 'I'm done with swimming'

We convince these men and women that they can still do it, that it's worth one more shot, that age is just a number, that legend is a gift of the gods, and to not use it is shameful. (Gaines, the former Olympic swimmer who now works as an NBC commentator, recently said he believes Phelps will likely come back because "he'll be able to walk through airports in a couple years and not be mobbed. He'll miss that." There is a word for this line of thinking: sad.)  QUESTIONS:

Output:
Q1:
1. Who is throwing in the towel?
2. Who is giving up a practice?
3.
Q2:
1. Who is done?
2. Who isn't going to do something anymore?
3.
Q3:
1. What is Michael Phelps done with?
2. What isn't Michael Phelps going to do anymore?
3.
Q4:
1. Is Michael Phelps a legend?
2. Has Michael Phelps reached legendary status?
3.
Q5:
1. What is Michael Phelps a legend in?
2. In what domain is Michael Phelps like a god?
3.
Q6:
1. Who was a swimming legend before Michael Phelps?
2. Who did Michael Phelps succeed as god of swimming?
3.
Q7:
1. How old is Spitz?
2. What is Spitz' age?
3.
Q8:
1. When did Spitz try to return?
2. When did Spitz attempt to come back to swimming?
3.
Q9:
1. Where did Spitz try to return to swimming?
2. What was the location of Spitz' attempted comeback?
3.
Q10:
1. Was Spitz successful?
2. Did Spitz successfully return to swimming?
3.
Q11:
1. How far off was Spitz from qualifying for the Olympics?
2. How many seconds behind was Spitz' swimming time?
3.
Q12:
1. Did a baseball player try to make a come back?
2. Was there a baseball player who tried to return to the sport?
3.
Q13:
1. Which baseball player tried to make a comeback?
2. Who was the baseball player who tried to return to the sport?
3.
Q14:
1. How old was Ken Griffey Jr.?
2. What was Ken Griffey Jr.'s age?'
3.
Q15:
1. When did Ken Griffey Jr. try and make a comeback?
2. When did Ken Griffey Jr. attempt to return to baseball?
3.


Instruction:
Since 1989, Dave Thomas, who died at the age of 69, was one of the most recognizable faces on TV. He appeared in more than 800 commercials for the hamburger chain named for his daughter. "As long as it works", he said in 1991, "I'll continue to do those commercials."

Even though he was successful, Thomas remained troubled by his childhood. "He still won't let anyone see his feet, which are out of shape because he never had proper fitting shoes," Wendy said in 1993. Born to a single mother, he was adopted as a baby by Rex and Auleva Thomas of Kalamazoo in Michigan. After Auleva died when he was 5, Thomas spent years on the road as Rex traveled around seeking construction work. "He fed me," Thomas said, "and if I got out of line, he'd beat me."

Moving out on his own at 15, Thomas worked, first as a waiter, in many restaurants. But he had something much better in mind. "I thought if I owned a restaurant," he said, "I could eat for free." A 1956 meeting with Harland Sanders led Thomas to a career as the manager of a Kentucky Chicken restaurant that made him a millionaire in 1968.

In 1969, after breaking with Sanders, Thomas started the first Wendy's Old Fashioned Hamburgers, in Columbus, Ohio, which set itself apart by serving made-to-order burgers. With 6,000 restaurants worldwide, the chain now makes $ 6 billion a year in sales.

Although troubled by his own experience with adoption, Thomas, married since 1954 to Lorraine, 66, and with four grown kids besides Wendy, felt it could offer a future for other children. He started the Dave Thomas Foundation for Adoption in 1992.

In 1993, Thomas, who had left school at 15, graduated from Coconut Creek High School in Florida. He even took Lorraine to the graduation dance party. The kids voted him Most Likely to Succeed.

"The Dave you saw on TV was the real Dave," says friend Pat Williams. "He wasn't a great actor or a great speaker . _ ." QUESTIONS:

Output:
Q1:
1. What was Dave Thomas' age at the time of his passing?
2. How old was Dave Thomas when he died?
3.
Q2:
1. What high school did Dave Thomas graduate from in 1993?
2. Which high school gave Dave Thomas a diploma in 1993?
3.
Q3:
1. Did Dave Thomas have his biological family in his life growing up?
2. Was Dave Thomas raised by his biological parents?
3.
Q4:
1. Who was Dave Thomas adopted by?
2. What were the names of Dave Thomas' adoptive parents?
3.
Q5:
1. Did Dave Thomas' adoptive father treat him well?
2. Was the man who adopted Dave Thomas kind to him?
3.
Q6:
1. How old was Dave Thomas when he moved out on his own?
2. At what age did Dave Thomas move out on his own?
3.
Q7:
1. How did Dave Thomas become wealthy before founding Wendy's?
2. Where did Dave Thomas make lots of money prior to founding Wendy's?
3.
Q8:
1. In what year did Dave Thomas start his first Wendy's?
2. When did Dave Thomas create the first Wendy's restaurant?
3.


Instruction: The seasons in Australia are not like ours. When it is winter in China, it is summer there. Australia is a southern country. It is in the south of the world. June, July and August are the winter months; September, October and November are spring; the summer is in December, January and February; and March, April and May are the autumn months. The north of the country is hotter than the south. A very large part of this country has no rain at all. The east coast has rain all year, and there are no dry months. The southeast winds blow the whole year. They bring rain from the sea. There is not much rain on the west side. The southeastern part of Australia has summer rain from the southeast winds. They only blow here in summer. The southwestern part of Australia has winter rain. The west winds blow over the southwest in winter only. In summer, the southwest of the country has no rain. In the north of Australia, there is no rain in winter. The rain comes in summer. The northwest winds bring it. QUESTIONS:

Output:
Q1:
1. Which country's East Coast sees rain all year?
2. What is the country where it rains year round on the east coast?
3.
Q2:
1. When does spring come for Australia?
2. Which are the spring months in Australia?
3.
Q3:
1. During Australia's summer, what season is China in?
2. When its summer in Australia, what is going on in China?
3.
Q4:
1. Is Australia located in the global north?
2. Is Australia on the northern part of the globe?
3.
Q5:
1. Is Australia's north hotter or colder than its south?
2. Is the weather in the north of Australia hotter or cooler than in the south?
3.
Q6:
1. At what frequency do southeast winds blow in Australia?
2. How often are there wind gusts in Australia's southeast?
3.
Q7:
1. When is there rain in Australia's North?
2. At what point does rainfall in the northern part of Australia?
3.
Q8:
1. When is Australia's summer?
2. What months make up summer in Australia?
3.
Q9:
1. When is Australia's fall?
2. What months make up autumn in Australia?
3.
Q10:
1. Does China have the same seasons as us?
2. Do we have identical seasons to Australia?
3.
Q11:
1. Do the southeast winds in Australia blow all year?
2. Does Australia's southeastern winds blow year round?
3.


Instruction:
John thought about things that he liked to do.

Well, for one, he liked baseball. Compared to his friends, he was very good at the sport. He didn't even have to practice that much. He remembered that he once hit the ball so hard that it flew out of the park. Home run!

He was also a fan of basketball. He enjoyed watching people on television pull off crazy tricks like slam dunking (but he didn't really like all of the passes). He wasn't quite that good yet, but he was pretty good at making shots from the three point line. He knew that if he kept practicing, he would be really great someday.

Finally, he loved football. Unlike baseball and basketball, he didn't play football himself, but he was drawn to the games. He got a kick out of sitting in the stands, cheering on his team and friends. He once cheered so loud that he could barely speak at all for the rest of the day. QUESTIONS:

Output:
Q1:
1. How many sports are loved by John?
2. What is the number of sports that John enjoys?
3.
Q2:
1. How many athletic activities does John participate in?
2. What is the number of sports that John in fact plays?
3.
Q3:
1. Does John have to practice both basketball and baseball?
2. Does John have to train lots for both baseball and basketball?
3.
Q4:
1. Is John good at baseball or basketball?
2. Which sport between baseball and basketball is John talented at?
3.
Q5:
1. Has John ever done really well in a baseball game?
2. Has John ever performed an impressive manoeuvre at a baseball game?
3.
Q6:
1. What happened at John's baseball game?
2. What did John pull off during a game of baseball?
3.
Q7:
1. Where did the baseball go?
2. Where did John send the baseball?
3.
Q8:
1. What does John like about basketball?
2. What about basketball is pleasing to John?
3.
Q9:
1. What's a basketball trick that John likes?
2. What manoeuvre in basketball does John think is neat?
3.
Q10:
1. Is John any good at basketball?
2. Is John a talented basketball player?
3.


Instruction:
(CNN) -- A thin girl with caramel skin and a yellow silk blouse walks alone through a barren landscape of rubble.

Nway prepares for her new job, selling vegetables from her aunt's garden.

Her legs are marked by cuts. Her face is smeared with white streaks of powder. And her eyes are blank as she sifts through the debris of what used to be her home before Cyclone Nargis slammed into Myanmar one night and swept her parents away.

Her name is Nway, and that's how she looked when aid workers found her after Nargis destroyed her isolated village. She refused to talk about the cyclone, pretending it never took place. She became, according to a CNN story, the "girl who refuses to remember."

A year later, an aid worker returned to the village to see how Nway was doing. She found Nway living in a tidy, bamboo house flanked by palm trees. The 8-year-old greeted her visitor with a big smile. Then she asked whether she could play with her visitor's hair.

Pam Sitko, the aid worker, said Nway -- like thousands of people in Myanmar -- is slowly recovering one year after Nargis demolished their country.

"After all of her pain and loss, she really is a spunky girl," said Sitko, who works with World Vision International, a humanitarian group. "She wasn't shy about reaching out to touch my blonde hair."

The night everything changed

Nway's resilience is shared by many in Myanmar, aid workers say.

Last year's cyclone was catastrophic. It killed at least 140,000 people and left at least 2 million people without homes, according to the United Nations World Food Programme.  QUESTIONS:

Output:
Q1:
1. What was the tropical storm called?
2. What storm hit Myanmar?
3.
Q2:
1. Where did Cyclone Nargis hit?
2. Which country was ravaged by Cyclone Nargis?
3.
Q3:
1. How many individuals died in Cyclone Nargis?
2. What was the number of people who lost their lives in Cyclone Nargis?
3.
Q4:
1. How many people lost their homes in Cyclone Nargis?
2. What was the number of people whose houses were destroyed by Cyclone Nargis?
3.
Q5:
1. What agency calculated the damage done by Cyclone Nargis?
2. Which agency looked into the destruction caused by Cyclone Nargis?
3.
Q6:
1. Who is the girl in the story?
2. What is the name of the girl that appears in the article?
3.
Q7:
1. Was Nway obese?
2. Was Nway extremely overweight?
3.
Q8:
1. What does Nway do for work?
2. What does Nway do to earn money?
3.
Q9:
1. Who does the vegetable patch belong to?
2. Whose vegetable patch does Nway work in?
3.
Q10:
1. Does Nway's aunt sell fruit in addition to veggies?
2. Can one also purchase fruit from the garden of Nway's aunt?
3.


Instruction:
(CNN) -- Gen. Joshua Lawrence Chamberlain, a bespectacled college professor turned soldier in the defense of the Union, often returned to Gettysburg, that legendary battlefield where on a grim and terrible July day in 1863, Chamberlain and his regiment, the 20th Maine, held the extreme left flank of the Union army against an attack by near overwhelming odds, launched by equally gallant troops from Alabama.

Chamberlain's regiment held the line. As the years passed, the Medal of Honor recipient would go back to Gettysburg with comrades to contemplate and to pray. He came to call that hallowed ground the "Vision Place of Souls." He wrote that where great deeds were accomplished, a "spirit" of greatness lingered.

What would he and his comrades, and those who faced them beneath that hot July sun say to us today? For our "Vision Place of Souls," are now off limits, forbidden lands, "Verboten" to all. What would they say to us?

In what is described as a government shutdown, the Beltway around Washington is still jammed with the commuters to federal offices, White House and congressional staffers continue to work, but by a highly selective process, our national memorials to the living and fallen who served in World War II, Korea and Vietnam are closed.

Few veterans have the means to travel to remote islands of the Pacific, the beaches of Normandy, the woods of the Hurtgen and Bastogne to visit but one more time their "Vision Place," where with family and comrades they can say, "Here I fought," or say, "Here is where my friend Charlie -- remember my telling you about him? -- here is where he died." For them, the monuments have become their 'Vision Place," their gathering place, the place of remembrance, of pride, and of tears.  QUESTIONS:

Output:
Q1:
1. Who does the passage discuss?
2. Who is the subject of the story?
3.
Q2:
1. What did Joshua Lawrence Chamberlain do for a living before becoming a soldier?
2. Before his time as a soldier, how was Joshua Lawrence Chamberlain employed?
3.
Q3:
1. What did Joshua Lawrence Chamberlain become a soldier to defend?
2. What pushed Joshua Lawrence Chamberlain to enlist in the army?
3.
Q4:
1. Did Joshua Lawrence Chamberlain have any medals?
2. Was Joshua Lawrence Chamberlain awarded some medals?
3.
Q5:
1. Which medal did Joshua Lawrence Chamberlain receive?
2. What medal was given to Joshua Lawrence Chamberlain?
3.
Q6:
1. Why would Joshua Lawrence Chamberlain go to Gettysburg?
2. What was Joshua Lawrence Chamberlain's reason for traveling to Gettysburg?
3.
Q7:
1. Would Joshua Lawrence Chamberlain make solitary visits to Gettysburg?
2. Did Joshua Lawrence Chamberlain travel to Gettysburg alone?
3.
Q8:
1. Who would accompany Joshua Lawrence Chamberlain to Gettysburg?
2. In whose company would Joshua Lawrence Chamberlain travel to Gettysburg?
3.
Q9:
1. What did Joshua Lawrence Chamberlain call Gettysburg?
2. How would Joshua Lawrence Chamberlain refer to Gettysburg?
3.
Q10:
1. What did Joshua Lawrence Chamberlain write?
2. What was Joshua Lawrence Chamberlain's written message?
3.


Instruction:
One day John and Sally's mother made up her mind to bake a very special cake for her son and daughter, but she didn't have the ingredients. She told John and Sally to go to the grocer's to buy the things she would need.

"I'll need some popcorn, a pea, some melon balls, and a cup of yogurt. I'm going to make a very special cake today," she said.

"Wow, that sounds horrible," said John.

"Yeah, we'd rather watch TV and eat potato chips," said Sally.

"Don't talk back, kids. Do what I said and head into town. It's a beautiful day. Go the long way and follow the river until you get there. Don't take the short way through the forest. A lion has escaped from the zoo. He might be hiding in the forest."

So John and Sally started the walk into town, but because they were disobedient children, they didn't follow the river like their mother told them. Instead they took the short way through the forest.

"I'm not afraid of a lion in the forest," said John. "Besides, I think mom has been eating too many melon balls and is letting her imagination get away from her again. If there were a lion in the forest, we would know about it."

So they wandered along the forest path, jumping in mud puddles and throwing sticks at one another. But as soon as John and Sally were in the darkest part of the forest, they heard a terrible roar. It was the lion! Horrified, they ran for their lives out of the forest, all the way back home.

"We're sorry!" they both said to their mother. "We'll never be disobedient again!"

And from that day forward, whenever their mother told them to do something, they did it right away like they were told. QUESTIONS:

Output:
Q1:
1. Who was fixing up a cake?
2. Who was going to whip up a sweet treat?
3.
Q2:
1. Who was the cake for?
2. Who would be given the prrepared dessert?
3.
Q3:
1. Who did mom send to get what she needed for the cake?
2. Who did mom have go look for the cake ingredients?
3.
Q4:
1. Where did John and Sally go?
2. Where did John and Sally head off to?
3.
Q5:
1. What were the necessary ingredients for the cake?
2. What did mom need for the cake?
3.
Q6:
1. What did John and Sally say they would rather do than shop?
2. What did Sally and John state was more interesting than going to the grocery?
3.
Q7:
1. Did John and Sally's mom give in to their capriciousness?
2. Did John and Sally's mom let them do whatever they wanted?
3.
Q8:
1. How did John and Sally's mom tell them to go to the store?
2. What path did Sally and John's mother tell them to take?
3.
Q9:
1. Did John and Sally's mom tell them to take the shortest path?
2. Did John and Sally's mother direct them to take the shortest route?
3.
Q10:
1. What animal got out of the zoo?
2. Which animal was on the loose?
3.
Q11:
1. Where did the lion escape from?
2. From what location had the lion broken free?
3.
Q12:
1. Did John and Sally do as they were told?
2. Did John and Sally obey their mother?
3.
Q13:
1. Did the lion appear in John and Sally's path?
2. Did John and Sally come across the lion that had escaped?
3.


Instruction:
CHAPTER VI.

The next morning was gloomy and rainy, as Elizabeth informed Anne at about seven o'clock; 'and I am not sorry for it,' said she, 'for I want to have you all to myself at home, so we will turn the incubi over to Kate and Helen, and be comfortable together.'

'Will they submit to such treatment?' said Anne.

'Oh yes, my dear,' said Elizabeth; 'they want us as little as we want them; they only want a little civility, and I will not be so sparing of that useful commodity as I was yesterday evening. And now, Anne, I am going to beg your pardon for being so excessively rude to Harriet, as I was last night. She did not mind it, but you did, and much more than if it had been to yourself.'

'I believe I did,' said Anne; 'other people do not know what you mean when you set up your bristles, and I do. Besides, I was sorry for Lucy, who looks as if she had sensitiveness enough for the whole family.'

'Poor Lucy!' said Elizabeth;

"A weary lot is thine, fair maid, A weary lot is thine."

Yes, Lucy has very deep feeling; you may see it in the painful flushing of her cheek, and the downcast look of her eye, when her mother and sister expose themselves. I really believe that that poor girl has more to endure than most people.'

'O Lizzie,' said Anne, 'how differently you spoke of her yesterday!'

'Yes,' said Elizabeth, 'but then I was furious with Mrs. Hazleby; and besides, I believe the truth was, that I was very tired and very cross, not exactly the way in which I intended to conclude the Consecration day; and now I am in my senses, I am very sorry I behaved as I did. But, Anne, though I hereby retract all I said in dispraise of Lucy, and confess that I was rude to Harriet, do not imagine that I disavow all I said about society last night, for I assure you that I expressed my deliberate opinion.'  QUESTIONS:

Output:
Q1:
1. Which number of chapter is this?
2. What chapter appears?
3.
Q2:
1. What is the weather like?
2. What's it like outside?
3.
Q3:
1. Who is having a conversation?
2. Who all are discussing?
3.
Q4:
1. Has the clock struck 9?
2. Has the time changed to 9 oclock at present?
3.
Q5:
1. To whom did Elizabeth feel the incubi should be given?
2. Who did Elizabeth propose should recieve the incubi?
3.
Q6:
1. Why did Elizabeth think that Kate and Helen would be okay with getting the incubi?
2. What made Elizabeth believe that Helen and kate would accept reception of the incubi?
3.
Q7:
1. Who did Elizabeth treat poorly the night before?
2. Who was Elizabeth rude to last night?
3.
Q8:
1. Was Harriet upset about the way Elizabeth treated her?
2. Was Harriet angry about the way Elizabeth acted towards her?
3.
Q9:
1. Who was Anne worried about when Elizabeth mistreated Harriet?
2. Who did Anne get nervous about when Elizabeth was rude to Harriet?
3.
Q10:
1. Was Elizabeth happy with the way Lucy reacted?
2. Did Lucy's response soothe Elizabeth?
3.
Q11:
1. How does Lucy wear her heart on her sleeve?
2. What change in appearance makes it clear how Lucy feels?
3.
Q12:
1. Who was the object of Elizabeth's wrath?
2. Who was Elizabeth extremely angry at?
3.


Instruction:
In signal processing, data compression, source coding, or bit-rate reduction involves encoding information using fewer bits than the original representation. Compression can be either lossy or lossless. Lossless compression reduces bits by identifying and eliminating statistical redundancy. No information is lost in lossless compression. Lossy compression reduces bits by identifying unnecessary information and removing it. The process of reducing the size of a data file is referred to as data compression. In the context of data transmission, it is called source coding (encoding done at the source of the data before it is stored or transmitted) in opposition to channel coding.

Compression is useful because it helps reduce resource usage, such as data storage space or transmission capacity. Because compressed data must be decompressed to use, this extra processing imposes computational or other costs through decompression; this situation is far from being a free lunch. Data compression is subject to a space–time complexity trade-off. For instance, a compression scheme for video may require expensive hardware for the video to be decompressed fast enough to be viewed as it is being decompressed, and the option to decompress the video in full before watching it may be inconvenient or require additional storage. The design of data compression schemes involves trade-offs among various factors, including the degree of compression, the amount of distortion introduced (when using lossy data compression), and the computational resources required to compress and decompress the data. QUESTIONS:

Output:
Q1:
1. What is the utility of compression?
2. What are the benefits of compression?
3.
Q2:
1. What kinds of resource usage exist?
2. List the types of resource usage.
3.
Q3:
1.
2.
3.
Q4:
1. What is an example of decompression?
2. What is one instance where decompression is done?
3.
Q5:
1. What took advantage of encoding information?
2. What used encoding information?
3.
Q6:
1. What is the name of the process that uses encoding information?
2. Which process needs encoding information?
3.
Q7:
1. What kinds of compression exist?
2. What are names of the two kinds of compression?
3.
Q8:
1. What defines lossy compression?
2. What is the meaning of lossy compression?
3.
Q9:
1. What is the definition of data compression?
2. What happens when data is compressed?
3.
Q10:
1. Is video compression expensive?
2. Does it cost a lot of money to compress a video?
3.


Instruction:
An inventor seeks to create a new product that serves a specific need and fulfills a role that other products do not. Sometimes an inventor comes up with a wholly new idea, but more often inventions are simply improvements on an older design. With a little imagination and creativity , an old idea can suddenly become something new.

However, creating a new invention means much more than having a brilliant idea. A good designer follows the design process: identifying the challenge, researching and brainstorming ideas , designing a solution, testing and evaluating the ideas, and finally building the product. Designers also use science, math, technology, and engineering to design a tool that satisfies the need they identified.

Anyone can be an inventor --even kids! For example, Chester Greenwood was just fifteen years old when he invented a product that changed his life. In fact, his idea was so good that his invention supported him for the rest of his life. You may not know his name, but you probably know his invention --earmuffs !

The inspiration for his earmuff design came to Chester when he was ice-skating. His ears were cold, and he decided to find a way to keep them warm. With the help of his grandmother, he made a new product to protect his ears and at the age of eighteen, Chester patented his earmuff design.

Many other famous inventors started young as well. Margaret Knight --the inventor of the flat-bottomed brown paper bag --is said to have created a safety device for textile looms when she was just twelve years old. Another example is Thomas Edison, one of the greatest inventors in history, who applied for his first patent when he was just twenty-one years old. Over the course of his life, Thomas Edison patented a total of 1,093 inventions! QUESTIONS:

Output:
Q1:
1. What is the article about?
2. What is the main subject of the passage?
3.
Q2:
1. Can children become inventors?
2. Is it possible not to be an adult and invent something?
3.
Q3:
1. Does the article give an example of a child inventor?
2. Does the passage mention someone who invented something as a kid?
3.
Q4:
1. How old was Chester Greenwood?
2. What was the kid inventor's age?
3.
Q5:
1. Who was the child inventor?
2. Who invented something in their youth?
3.
Q6:
1. What did Chester Greenwood create?
2. What was Chester Greenwood's invention?
3.
Q7:
1. Where did Chester Greenwood get the idea for earmuffs?
2. What inspired Chester Greenwood to create earmuffs?
3.
Q8:
1. Is it more common for an invention to be a brand new idea than to be an improvement?
2. Do inventions tend to be completely new innovations as opposed to refinements of something that already exists?
3.
Q9:
1. Whose number of patents was over 1000?
2. Who had patented more than 1000 things?
3.
Q10:
1. Was Thomas Edison considered one of the worst inventors of all time?
2. Did people find Thomas Edison to be one of the least impressive inventors ever?
3.


Instruction: Annie's sister, Julia, was having a birthday party in the afternoon. Annie's mother was going to bake the cake for the party. Mother asked Annie to help her bake the cake. They chose to make a chocolate cake with chocolate frosting. Annie got the bowls and the ingredients they would need for the cake. She helped measure the flour, the sugar and the cocoa. Once her mother added the rest of the ingredients, Annie was allowed to stir the ingredients in the bowl. She helped to pour the cake mix into two pans and then put them in the oven. The smell of the cake made Annie hungry. While the cake was baking, Annie helped her mother make the chocolate frosting. Her mother let her lick the spoon when they were done mixing the frosting. Once the cake was done, Annie and her mother took the cake out of the oven and let it cool, and then they frosted it. They ate the chocolate cake at Julia's party with scoops of vanilla ice cream and fresh strawberries. Annie gave their dog, Sunny, a little piece of cake too! QUESTIONS:

Output:
Q1:
1. Whose birthday was being celebrated?
2. Who was throwing a party to celebrate their birthday?
3.
Q2:
1. Was Julia's party going to be at night?
2. Was Julia's party set to take place in the evening?
3.
Q3:
1. When was the celebration of Julia's birthday?
2. When did Julia have her birthday party?
3.
Q4:
1. Who asked Annie to lend them a hand baking the cake?
2. Who inquired after Annie to help make the birthday dessert?
3.
Q5:
1. Who located the bowls?
2. Who was in charge of procuring the bowls?
3.
Q6:
1. Did Annie mix the batter in addition to getting the bowls?
2. Did Annie stir the ingredients in the bowl she got?
3.


Instruction:
(CNN) -- The stars of tennis took time out from their French Open preparations Sunday to honor the man who helped them become some of the highest-paid athletes in the world.

Brad Drewett passed away Friday, aged 54, succumbing to the motor neurone disease that had forced him to step down as head of the men's ATP World Tour.

Novak Djokovic, Roger Federer, Rafael Nadal, Andy Murray and Serena Williams led a minute's silence ahead of the start of the Madrid Masters, while similar tributes were held at tournaments in Portugal and Germany.

"Brad wasn't just the president of the ATP but was a player himself, a board member," Federer said on the ATP website.

"He's given so much time and effort to the ATP, and I think this is really what we will try to honor in a small way today."

Drewett reached a career-high 34 in the world rankings, but his efforts in administration had far bigger impact on the game, from his time on the players' council to running the ATP's Middle East, Asia and Pacific operations before becoming president in early 2012.

The Australian took the end-of-season championship to China as part of tennis' global spread in the early 2000s, and then brought it to London where it has become a lucrative moneyspinner and showpiece for the ATP.

He has also been credited with getting the players a larger share of prize money from the four grand slam tournaments since he took over the top role a year and half ago.  QUESTIONS:

Output:
Q1:
1. What tennis star is at the center of the article?
2. Which master of tennis is the article's subject?
3.
Q2:
1. What did Novak Djokovic, Roger Federer, Rafael Nadal, Andy Murray and Serena Williams do?
2. What action did Novak Djokovic, Roger Federer, Rafael Nadal, Andy Murray and Serena Williams perform?
3.
Q3:
1. Who died?
2. What was the name of the person that passed?
3.
Q4:
1. When did Brad Drewett pass away?
2. On what day did Brad Drewett die?
3.
Q5:
1. What was Brad Drewett's age at the time of his death?
2. How old was Brad Drewett at the time of his passing?
3.
Q6:
1. What was Brad Drewett suffering from?
2. What disease did Brad Drewett have?
3.
Q7:
1. What were Roger Federer's words regarding Brad Drewett?
2. What message did Roger Federer put out about Brad Drewett?
3.
Q8:
1. How old was Brad Drewett at the height of his career?
2. What was Brad Drewett's age at the peak of his career?
3.
Q9:
1. Did Brad Drewett's administrative efforts have a big impact on the tennis game?
2. Was the game of tennis largely influenced by the effort Brad Drewett put into administration?
3.
Q10:
1. When was Brad Drewett put in charge of something?
2. In what year was Brad Drewett made a president?
3.
Q11:
1. Where did Brad Drewett take an end of seasons championship?
2. What country was Brad Drewett in when he had an end of seasons championship?
3.
Q12:
1. When did Brad Drewett move a championship to China?
2. When was Brad Drewett in China moving the champsionship?
3.
Q13:
1. Did Brad Drewett share a large amount of prize money from the four grand slam tournaments?
2. Did Brad Drewett spread around the money won at four grand slam tournaments?
3.
Q14:
1. When did Brad Drewett start running the ATP?
2. When did Brad Drewett take over top role at the ATP?
3.


Instruction:
Belfast, Northern Ireland (CNN) -- Ireland's top Roman Catholic cleric, Cardinal Sean Brady, was under mounting pressure to resign Friday amid renewed allegations about his role in dealing with the sexual abuse of children by priests.

A British television documentary repeated claims made in 2010 that Brady was told of attacks by pedophile priest Father Brendan Smyth in 1975 but did not inform police or the parents of the victims.

The documentary also claimed that Brady, then a priest, had a greater role in the church investigation of the Smyth allegations than he has admitted. New details and documents also were produced.

Responding to the BBC program, Brady repeated his defense that he had done his job by passing details of all allegations to his superiors.

He told CNN that he felt "betrayed" when he discovered that church officials had taken no action against Smyth, who continued to abuse children for years throughout Ireland and in the United States.

Smyth was eventually imprisoned and has since died.

Brady has accepted that during the 1970s, he was "part of an unhelpful culture of deference and silence in society and the church," but he has insisted he does not intend to resign.

The Catholic Church in Ireland said Friday that a previous request from Brady for Pope Benedict XVI to send a bishop to help him with his work would be "reactivated."

Calls continued from abuse victims and lawmakers in Northern Ireland and the Republic of Ireland for Brady to step down.

Abuse survivor Jon McCourt told CNN that further inquiries should be made into Brady's role.  QUESTIONS:

Output:
Q1:
1. Who was in the hot seat with calls to resign?
2. Who were people really trying to get to quit?
3.
Q2:
1. Who was Ireland's top Roman Catholic cleric?
2. What was the name of the top Roman catholic cleric in Ireland?
3.
Q3:
1. Why was Sean Brady facing pressure to resign?
2. Why were people so keen on Sean Brady stepping down?
3.
Q4:
1. Was Sean Brady complicit in covering up child abuse?
2. Had Sean Brady aided in the covering up of child abuse?
3.
Q5:
1. How long was Sean Brady aware of child abuse in the church?
2. For how much time had Sean Brady known that children were being abused in the church?
3.
Q6:
1. Did Sean Brady tell anyone about the child abuse?
2. Was Sean Brady forthcoming to anyone regarding the abuse of children in the church?
3.


Instruction:
The University of Minnesota, Twin Cities (often referred to as The University of Minnesota, Minnesota, the U of M, UMN, or simply the U) is a public research university in Minneapolis and Saint Paul, Minnesota. The Minneapolis and St. Paul campuses are approximately apart, and the Saint Paul campus is actually in neighboring Falcon Heights. It is the oldest and largest campus within the University of Minnesota system and has the sixth-largest main campus student body in the United States, with 51,147 students in 2013–14. The university is the flagship institution of the University of Minnesota system, and is organized into 19 colleges and schools, with sister campuses in Crookston, Duluth, Morris, and Rochester.

The University of Minnesota is one of America's Public Ivy universities, which refers to top public universities in the United States capable of providing a collegiate experience comparable with the Ivy League. Founded in 1851, The University of Minnesota is categorized as an R1 Doctoral University with the highest research activity in the Carnegie Classification of Institutions of Higher Education. Minnesota is a member of the Association of American Universities and is ranked 14th in research activity with $881 million in research and development expenditures in the fiscal year ending June 30, 2015. QUESTIONS:

Output:
Q1:
1. What university appears in the article?
2. What institution of higher education is the article about?
3.
Q2:
1. How many students attend the University of Minnesota?
2. How many students are there at the University of Minnesota?
3.
Q3:
1. How many different colleges and schools does the University of Minnesota have?
2. What is the number of colleges and schools contained within the University of Minnesota?
3.
Q4:
1. What is the University of Minnesota's oldest campus?
2. Which campus at the University of Minnesota has been around for the longest?
3.
Q5:
1. Is University of Minnesota an Ivy Institution?
2. Does the University of Minnesota get classified as an Ivy Institution?
3.
Q6:
1. When was the University of Minnesota founded?
2. What was the year of the University of Minnesota's establishment?
3.
Q7:
1. What is the University of Minnesota categorized as?
2. What categorization is granted to the University of Minnesota?
3.
Q8:
1. Is the University of Minnesota ranked in the top 20 for research?
2. Is the University of Minnesota a top 20 research institution?
3.
Q9:
1. What is the University of Minnesota's annual research budget?
2. How much money does the University of Minnesota spend on research per year?
3.
Q10:
1. Where is the University of Minnesota located?
2. Where can the University of Minnesota be found?
3.
Q11:
1. What is an alternative name for the University of Minnesota?
2. What else do people call the University of Minnesota?
3.
Q12:
1. Where does the University of Minnesota rank among the top ten largest student bodies?
2. What is the University of Minnesota's rnaking amongst the top 10 biggest student bodies?
3.


Instruction: My mother and I were in the kitchen fixing dinner. I was setting the table as she was cooking when we heard my father. We went into the living room to see what he needed. He could not find the keys to his truck. We all started looking all over the place and could not seem to find them. My father needed to go to work so he took the keys for my mom's van and left for work. We kept looking for them and when we were about to give up my little brother came walking out of the garage with them in his hands. He was in the garage playing with his bike. My mother called my father at work to tell him the great news. He was happy and we then ate our dinner. QUESTIONS:

Output:
Q1:
1. What was everyone's location when they heard the father?
2. Where was everyone else in the family when dad spoke?
3.
Q2:
1. What was the father up to?
2. What was dad doing?
3.
Q3:
1. What was mom in the middle of?
2. What chore was the mother doing?
3.
Q4:
1. What was I up to?
2. What task was I completing?
3.
Q5:
1. What was dad's issue?
2. What problem was the father having?
3.
Q6:
1. Where was dad looking for his keys?
2. In what location was the father searching for his keys?
3.
Q7:
1. Why did dad need his keys?
2. What purpose would the keys serve for dad?
3.
Q8:
1. What did dad end up doing?
2. What action did the father eventually take?
3.
Q9:
1. Who had dad's keys?
2. Who was in possession of the father's keys?
3.
Q10:
1. Where had my little brother been?
2. What had been the location of my younger brother?
3.
Q11:
1. What was the younger brother doing in the garage?
2. What had brought the little brother to the garage?
3.
Q12:
1. What happened after dad's keys were located?
2. What occurred once dad's keys were found?
3.
Q13:
1. Was dad mad?
2. Was dad upset?
3.
Q14:
1. How did dad feel?
2. What were dad's emotions?
3.
Q15:
1. What happened once dad had his keys?
2. What did the family do once dad's keys were located?
3.