Instruction: It was finally summer vacation, and Josh was excited to go to his favorite place. He was heading to Florida, to visit his Grandma and Grandpa. Josh spends every summer there, and this summer would be no different! In the mornings, Josh and Grandma would plant cucumbers, tomatoes, and carrots in the ground. After they would be planted, they would water and weed the garden every day. In the afternoons, Grandpa would take Josh out on the ocean in his sailboat which was named "Sea girl." Josh loved "Sea girl" and his favorite part was smelling the salty ocean air. Sometimes Josh and Grandpa would go to a beach and make sandcastles, or start digging until they found buried sea shells or other treasures. At night, Grandma and Grandpa would make dinner and they would eat outside by the pool. On special nights, Josh got to get ice cream for dessert. A lot of times, Grandma made dinner dishes that included the vegetables Josh and Grandma were growing. It was his favorite time of year. Josh couldn't wait to leave tomorrow morning! QUESTIONS:

Output:
Q1:
1. Which place did Josh like to visit most?
2. What was Josh's preferred vacation spot?
3.
Q2:
1. Why was Florida Josh's favorite place to go?
2. Why did Josh enjoy visiting Florida most?
3.
Q3:
1. When did Josh usually go to Florida?
2. When did Josh's Florida visits normally happen?
3.
Q4:
1. Did Josh and his grandma do anything together?
2. Were there any activities that Josh would do with his grandmother?
3.
Q5:
1. What would Josh do with his grandma?
2. What was Josh and his grandmother's activity?
3.
Q6:
1. What did Josh and his grandma do after planting things?
2. Once everything was planted in the ground, what would Josh and his grandmother do next?
3.
Q7:
1. What did "sea girl" refer to?
2. What sort of object was "sea girl"?
3.
Q8:
1. When would Josh and his grandpa take the boat out?
2. At what point in the day would Josh and his grandfather go out on "sea girl"?
3.
Q9:
1. Where would Josh and his grandpa take "sea girl"?
2. Where would the sailboat take Josh and his grandfather?
3.


Instruction: A friend of mine named Paul received an expensive car from his brother as a Christmas present. On Christmas Eve when Paul came out of his office, a street urchin was walking around the shining car. "Is this your car, sir?" he asked. Paul answered, "Yes, my brother gave it to me for Christmas." The boy was surprised, "You mean your brother gave it to you and it did cost you nothing? Sir, I wish..." He hesitated . Paul thought of course he knew what the boy wanted, but what the boy said surprised him greatly. "I wish, " the boy went on, "that I could be a brother like that. " Paul looked at the boy in surprise, and then he said again, "Would you like to take a ride in my car?" "Oh yes, I'd love to." The boy answered. After a short ride, the boy turned with his eyes shining and said, "Sir, would you mind driving in front of my house?" Paul smiled a little. He thought he know what the boy wanted, He wanted to show his neighbors that he could ride home in a big car. But Paul was wrong again. "Will you stop where those two steps are?" the boy asked. He ran up to the steps. Then in a short while Paul heard him coming back, but he was not coming fast. He Was carrying his little crippled brother. He sat down on the step and pointed to the car. "There he is, Buddy, just like I told you upstairs. His brother gave it to him for Christmas and it didn't cost him a cent . And some day I'm going to give you one just like it... then you can see for yourself all the nice things in the Christmas window- that I've been trying to tell you about." Paul got out and lifted the boy to the front seat of his car. The shining-eyed elder brother climbed in beside him and the three began an unforgettable holiday ride.[:Zxxk.Com] QUESTIONS:

Output:
Q1:
1. Who was handicapped?
2. Who had a disability?
3.
Q2:
1. What was the price of the car?
2. How much money was the car worth?
3.
Q3:
1. How much did Paul spend to acquire the car?
2. How much did Paul pay for the car?
3.
Q4:
1. How did Paul acquire the car for zero dollars?
2. Why didn't Paul pay for his car?
3.
Q5:
1. Who is the poor boy's brother?
2. What is the name of the beggar's brother?
3.
Q6:
1. Where did Paul put the beggar boy?
2. Where did Paul leave the boy from the street?
3.
Q7:
1. Where in the car did Paul put Buddy?
2. Where did Paul place Buddy in his vehicle?
3.
Q8:
1. How many people rode in the car?
2. What was the number of people in the vehicle?
3.
Q9:
1. What sort of window did the beggar boy describe?
2. What kind of window was referenced by the poor boy?
3.
Q10:
1. What question did the young beggar ask?
2. What did the poor boy want to know from Paul?
3.
Q11:
1. What was the number of steps mentioned?
2. How many steps did the poor boys house have?
3.
Q12:
1. At what point is Buddy going to receive a car?
2. When is Buddy going to be gifted with a vehicle?
3.


Instruction:
The Suez Crisis, also named the Tripartite Aggression (in the Arab world) and Operation Kadesh or Sinai War (in Israel), was an invasion of Egypt in late 1956 by Israel, followed by the United Kingdom and France. The aims were to regain Western control of the Suez Canal and to remove Egyptian President Gamal Abdel Nasser from power. After the fighting had started, political pressure from the United States, the Soviet Union, and the United Nations led to a withdrawal by the three invaders. The episode humiliated Great Britain and France and strengthened Nasser.

On 29 October, Israel invaded the Egyptian Sinai. Britain and France issued a joint ultimatum to cease fire, which was ignored. On 5 November, Britain and France landed paratroopers along the Suez Canal. The Egyptian forces were defeated, but they did block the canal to all shipping. It later became clear that the Israeli invasion and the subsequent Anglo-French attack had been planned beforehand by the three countries.

The three allies had attained a number of their military objectives, but the Canal was now useless. Heavy political pressure from the United States and the USSR led to a withdrawal. U.S. President Dwight D. Eisenhower had strongly warned Britain not to invade; he now threatened serious damage to the British financial system by selling the US government's pound sterling bonds. Historians conclude the crisis "signified the end of Great Britain's role as one of the world's major powers". The Suez Canal was closed from October 1956 until March 1957. Israel fulfilled some of its objectives, such as attaining freedom of navigation through the Straits of Tiran, which Egypt had blocked to Israeli shipping since 1950. QUESTIONS:

Output:
Q1:
1. What was the name of the invasion of Egypt in 1956?
2. How was the military occupation of Egypt in 1956 referred to?
3.
Q2:
1. What was another name for the Suez Crisis?
2. How else was the Suez Crisis referred to?
3.
Q3:
1. What was another name for the Suez Crisis, other than the Tripartite Aggression?
2. How else was the Suez Crisis referred to, in addition to the Tripartite Aggression?
3.
Q4:
1. Whose troops landed in Egypt?
2. Who invaded Egypt?
3.
Q5:
1. Who invaded Egypt after Israel?
2. Whose troops arrived in Egypt after those of Israel?
3.
Q6:
1. Why did Israel and the UK invade Egypt?
2. What was the reason of the United Kingdom and Israel for sending troops to Egypt?
3.
Q7:
1. Why did Israel and the UK invade Egypt, besides to gain control over the Suez Canal?
2. What was the reason of the United Kingdom and Israel for sending troops to Egypt, in addition to taking over the Suez Canal?
3.
Q8:
1. Who attempted to shut the Tripartite Aggression down?
2. Who tried putting a stop to the Suez Crisis?
3.
Q9:
1. Who did the Suez Crisis put in a bad light?
2. Who didn't look great due to their involvement in the Suez Crisis?
3.
Q10:
1. Who was strengthened by the Suez Crisis?
2. Whose image did the Suez Crisis actually improve?
3.
Q11:
1. Why was the Suez Canal important to the Tripartite Aggression?
2. What was the reason that everyone was fighting over the Suez Canal?
3.
Q12:
1. Why was the Suez Canal important to the Tripartite Aggression?
2. What was the reason that everyone was fighting over the Suez Canal?
3.


Instruction:
CHAPTER XXI

THE PICTURE IN THE CARDCASE

"Who is it?" questioned Hans, trying to gain possession of the photograph, but instead of answering Sam started from the cabin.

"I must show this to Dick and Tom!" he cried. "Come along."

"Yah, put--" began the German boy, and then stopped, for there was nobody to talk to, Sam being already out of sight.

"Dick, look what I found," cried the youngest Rover, as he dashed into the pilot house.

"A fortune?" asked Dick, with a smile.

"No, a picture. Just look!"

Dick did as requested and gave a start.

"You found this on the yacht?" he cried. "Yes. In the pocket of a big coat hanging in one of the lockers. It was in a cardcase."

"This is certainly queer. It looks exactly like Harold Bird, doesn't it?"

"It certainly is Harold. I wonder--Oh, look!"

Sam had turned the picture over. On the back were these words, written in a strong, masculine hand:

To father, from Harold. Merry Xmas!

"Why, Harold must have given this to his father," said Dick, thoughtfully.--"And if so--"

"Do you think the coat belonged to Mr. Bird?" broke in Sam.

"Perhaps. Did you find anything else?"

"Ve titn't look," came from Hans, who stood in the doorway. "So dot vos a picture of Harold Pird, alretty! Dot vos kveer!"

"It is astonishing," said Dick. "Sam, see if you can find anything else."

Sam went back and Hans with him, and while they were gone Dick, through the speaking tube, acquainted Tom with the discovery made.  QUESTIONS:

Output:
Q1:
1. What did the boys gaze upon?
2. What was the focus of the boys' attention?
3.
Q2:
1. Did Sam respond to Hans' query?
2. Did Sam give Hans a response?
3.
Q3:
1. Who did Sam want to show the photograph?
2. To whom was Sam hoping to give the photo?
3.
Q4:
1. What was Dick hoping had been located?
2. What did Dick desire to have been found?
3.
Q5:
1. Where was the photograph located?
2. In what location was the photo found?
3.
Q6:
1. What was the photo inside?
2. What object housed the photograph?
3.
Q7:
1. Was the coat with the photo inside something?
2. Was the picture in a storage space?
3.
Q8:
1. Was there anything on the back of the photograph?
2. If one turned over the photo, could anything be found?
3.
Q9:
1. Did the message on the photo speak of a birthday?
2. Was there mention of a birthday on the back of the picture?
3.
Q10:
1. What holiday did the message reference?
2. For what occasion was the photograph given?
3.
Q11:
1. Who was the recipient of the photo?
2. To whom was the photograph's message addressed?
3.
Q12:
1. Who was the person giving away the photograph?
2. Who sent the picture to their father?
3.


Instruction:
The Gaza Strip, or simply Gaza"', is a small self-governing Palestinian territory on the eastern coast of the Mediterranean Sea, that borders Egypt on the southwest for and Israel on the east and north along a border. Gaza, together with the West Bank, constitute the Palestinian territories claimed by the Palestinians as the State of Palestine. The territories of Gaza and the West Bank are separated from each other by Israeli territory. Both fall under the jurisdiction of the Palestinian Authority, but Gaza has since June 2007 been governed by Hamas, a Palestinian Islamic organization which came to power in free elections in 2006. It has been placed under an Israeli and U.S.-led international economic and political boycott from that time onwards.

The territory is long, and from wide, with a total area of . With around 1.85 million Palestinians on some 362 square kilometers, Gaza ranks as the 3rd most densely populated polity in the world. An extensive Israeli buffer zone within the Strip renders much land off-limits to Gaza's Palestinians. Gaza has an annual population growth rate of 2.91% (2014 est.), the 13th highest in the world, and is often referred to as overcrowded. The population is expected to increase to 2.1 million in 2020. By that time, Gaza may be rendered unliveable, if present trends continue. Due to the Israeli and Egyptian border closures and the Israeli sea and air blockade, the population is not free to leave or enter the Gaza Strip, nor allowed to freely import or export goods. Sunni Muslims make up the predominant part of the Palestinian population in the Gaza Strip. QUESTIONS:

Output:
Q1:
1. What does the article discuss?
2. What is the subject of the article?
3.
Q2:
1. When is the Gaza Strip set to become inhabitable?
2. By when will it be virtually impossible to live on the Gaza Strip?
3.
Q3:
1. What is set to make the Gaza Strip uninhabitable?
2. Why will it become impossible to live on the Gaza Strip?
3.
Q4:
1. What will the population of the Gaza Strip increase to by 2020?
2. How many people are set to be living on the Gaza Strip by 2020?
3.
Q5:
1. What is the current population of the Gaza Strip?
2. How many people currently live on the Gaza Strip?
3.
Q6:
1. Is the Gaza Strip long?
2. Is the Gaza Strip of a significant length?
3.
Q7:
1. What is the population of Palestinians on the Gaza Strip?
2. How many Palestinians reside on the Gaza Strip?
3.
Q8:
1. How many square kilometers make up the Gaza Strip?
2. What is the area of the Gaza Strip in square kilometers?
3.
Q9:
1. Who governs the Gaza Strip?
2. Who is in charge of the Gaza Strip's government/
3.
Q10:
1. What can Hamas be described as?
2. What does Hamas refer to?
3.
Q11:
1. How did Hamas come into power?
2. What brought Hamas to power in Palestine?
3.
Q12:
1. When did Hamas come into power in Palestine?
2. In what year did Hamas gain control of the Palestinian government?
3.
Q13:
1. Since when has Palestine been governed by Hamas?
2. When did Hamas take charge of the Palestinian government?
3.


Instruction:
The National Science Foundation (NSF) is a United States government agency that supports fundamental research and education in all the non-medical fields of science and engineering. Its medical counterpart is the National Institutes of Health. With an annual budget of about US$7.0 billion (fiscal year 2012), the NSF funds approximately 24% of all federally supported basic research conducted by the United States' colleges and universities. In some fields, such as mathematics, computer science, economics, and the social sciences, the NSF is the major source of federal backing.

The NSF's director and deputy director are appointed by the President of the United States, and confirmed by the United States Senate, whereas the 24 presidentially appointed members of the National Science Board (NSB) do not require Senate confirmation. The director and deputy director are responsible for administration, planning, budgeting and day-to-day operations of the foundation, while the NSB meets six times a year to establish its overall policies. The current NSF director, confirmed in March 2014, is astronomer France A. Córdova, former president of Purdue University.

The NSF seeks to fulfill its mission chiefly by issuing competitive, limited-term grants in response to specific proposals from the research community. The NSF also makes some contracts. Some proposals are solicited, and some are not; the NSF funds both kinds. The NSF does not operate its own laboratories, unlike other federal research agencies, notable examples being the NASA and the National Institutes of Health (NIH). QUESTIONS:

Output:
Q1:
1. How much is the National Science Foundation's yearly budget?
2. What is the NSF's annual budget?
3.
Q2:
1. What is NSF short for?
2. What is NSF an acronym for?
3.
Q3:
1. How does the National Science Foundation fulfill its mission?
2. What does the NSF do to realize its goals?
3.
Q4:
1. Are there labs that belong to the National Science Foundation?
2. Does the NSF run its own labs?
3.
Q5:
1. What percent of research does the National Science Foundation fund?
2. What percentage of federal research receives the financial backing of the NSF?
3.
Q6:
1. Who is the medical counterpart of the National Science Foundation?
2. What organization is the medical verison of the NSF?
3.
Q7:
1. Who chooses the people in charge of the NSF?
2. Who picks the directors of the National Science Foundation?
3.
Q8:
1. What does NSB stand for/
2. What is NSB an acronym for?
3.
Q9:
1. How often does the National Science Board meet to discuss policies?
2. How many policy meetings per year does the NSB hold?
3.
Q10:
1. Who is the current director of the National Science Foundation?
2. Who serves as director of NSF at present?
3.
Q11:
1. In what year did France A. Córdova take on the role of NSF director?
2. When did France A. Córdova begin his position as NSF director?
3.
Q12:
1. What was France A. Córdova's former job?
2. What did France A. Córdova do before becoming NSF director?
3.
Q13:
1. What university did France A. Córdova serve as president for?
2. What did France A. Córdova used to be president of?
3.
Q14:
1. What fields are majorly funded by NSF?
2. Which fields receive the majority of their money from the National Science Foundation?
3.


Instruction:
(CNN) -- In Pennsylvania, Tyler Dix, a 16-year-old movie buff, is wide awake by 7 a.m. to cook breakfast for his younger siblings.

Moranda Hern and Kaylei Deakin started Sisterhood of the Traveling BDUs, or battle dress uniforms.

In Georgia, Tucker Simmons, a 14-year old novice guitarist, prepares ice packs for his mother whenever her chronic lower back pain kicks in.

In California, Kaylei Deakin, an avid 17-year old rock climber, disciplines her little sisters when they act out.

Tyler, Tucker and Kaylei are three teenagers from across the country who have very different interests, but one experience that bonds them: They grew up fast -- sometimes too quickly -- to fill the shoes of mom or dad when their parent was shipped off to wars in Iraq and Afghanistan.

As the death toll from the two wars has risen over the last eight years, the fight has also affected a growing number of children left at home to cope without a parent.

Whether it's raising their siblings or getting an after-school job, teens with parents in the military feel pressure to step up.

"These teens are expected to take on the responsibility the deployed parent used to take care of," said Mary Carolyn Voght, director of programs for Our Military Kids, a nonprofit organization that provides support to children with a deployed parent in the National Guard. "There's usually the expectation that they will pitch in and help out more."

More than 30,000 teens between 12 and 18 have at least one parent in the National Guard deployed to Iraq or Afghanistan, according to the Department of Defense.  QUESTIONS:

Output:
Q1:
1. Who has a passion for film?
2. Who is movie obsessed?
3.
Q2:
1. How did Tyler Dix grow up?
2. What was life like for Tyler Dix growing up?
3.
Q3:
1. What is Tyler Dix's age?
2. How old is Tyler Dix?
3.
Q4:
1. Does Tyler Dix reside in the United States?
2. Does Tyler Dix live in the US?
3.
Q5:
1. What state does Tyler Dix live in?
2. Where in the US does Tyler Dix reside?
3.
Q6:
1. What time does Tyler Dix wake up?
2. What is Tyler Dix's wake up time in the morning?
3.
Q7:
1. Does Tyler Dix have tasks when he gets up for the day?
2. Does Tyler Dix do anything when he gets up?
3.
Q8:
1. Who feels pressure to help out around the house?
2. Who knows it is their job to step up?
3.
Q9:
1. How do the children of deployed parents step up?
2. What do the kids of soldiers abroad do to help out around the hosue?
3.
Q10:
1. Are there teens other than Tyler Dix that help out?
2. Do teens besides Tyler Dix lend their parents a hand?
3.
Q11:
1. Who does the article mention that helps out around the house?
2. Who are the teens in the article that are stepping up?
3.
Q12:
1. What does Tucker do to help out around the house?
2. What is Tucker doing to step up?
3.


Instruction:
Case is a special grammatical category of a noun, pronoun, adjective, participle or numeral whose value reflects the grammatical function performed by that word in a phrase, clause, or sentence. In some languages, nouns, pronouns, adjectives, determiners, participles, prepositions, numerals, articles and their modifiers take different inflected forms depending on what case they are in. As a language evolves, cases can merge (for instance, in Ancient Greek, the locative case merged with the dative), a phenomenon formally called syncretism.

English has largely lost its case system, although personal pronouns still have three cases that are simplified forms of the nominative, accusative and genitive cases: subjective case (I, you, he, she, it, we, they, who, whoever), objective case (me, you, him, her, it, us, them, whom, whomever) and possessive case (my, mine; your, yours; his; her, hers; its; our, ours; their, theirs; whose; whosever). Forms such as "I", "he" and "we" are used for the subject ("I kicked the ball"), whereas forms such as "me", "him" and "us" are used for the object ("John kicked me").

Languages such as Sanskrit, Ancient Greek, Latin, Armenian, Hungarian, Tibetan, Czech, Slovak, Turkish, Tamil, Romanian, Russian, Polish, Serbo-Croatian, Estonian, Finnish, Icelandic, Ukrainian, Lithuanian, Basque, Esperanto and the majority of Caucasian languages have extensive case systems, with nouns, pronouns, adjectives, and determiners all inflecting (usually by means of different suffixes) to indicate their case. The number of cases differs between languages: German and Icelandic have four; Turkish, Latin and Russian each have at least six; Armenian, Czech, Polish, Serbian, Croatian, Ukrainian, and Lithuanian have seven; Sanskrit has eight; Estonian and Finnish have fifteen, Hungarian has eighteen and Tsez has sixty-four. QUESTIONS:

Output:
Q1:
1. How can case be defined?
2. What is meant by the term case?
3.
Q2:
1. Does English use the case system?
2. Does there exist a case system in the English language?
3.
Q3:
1. Is there a vast system of cases in Esperanto?
2. Does Esperanto make extensive use of the case system?
3.
Q4:
1. Do all languages use the same number of cases?
2. Is case use consistent from language to language?
3.
Q5:
1. What is the number of cases contained in the German and Icelandic languages?
2. How many cases can be found in German and Icelandic tongues?
3.
Q6:
1. What is the number of cases contained in the Turkish, Latin and Russianc languages?
2. How many cases can be found in Turkish, Latin and Russian tongues?
3.
Q7:
1. What is the number of cases contained in the Tzez language?
2. How many cases can be found in Tzez?
3.
Q8:
1. What case are the words me, him and us affiliated with?
2. What is the purpose of linguistic forms like me, him and us?
3.
Q9:
1. What purpose do the terms I, he, and we serve?
2. What case are words like I, he, and we grouped under?
3.
Q10:
1. How many cases of personal pronouns does English continue to use?
2. What is the number of cases of personal pronouns that appear in modern day English?
3.


Instruction: The chipmunks were busy getting ready for the winter. Little Chip had never seen everyone so busy. Chipmunks were running this way and that way. Even his Granddaddy was helping out, stuffing melons up into the holes in the tree. Aunt Chippa was clapping at everyone to hurry them up. Little Chip wasn't sure what they were all doing. His mom had told him, "Getting ready for winter" but Little Chip didn't know what that meant. He sat on the seesaw trying to guess. He knew that people were gathering things. Now that he thought about it, they were gathering food! Little Chip thought for a second...could they be gathering food for a party? That couldn't be it, everyone was gathering so much food that not every chipmunk in the town could come close to eating all the food for a single party. Little Chip looked at his big toe and thought. He saw another chipmunk digging in the ground and stuffing more food there. Was the guy trying to plant seeds to grow? Seeds wouldn't grow in the winter, it's too cold! Little Chip sat up and knew why everyone was so busy! Winter is coming! QUESTIONS:

Output:
Q1:
1. What did Aunt Chippa do to get everyone moving?
2. What did Aunt Chippa do in an attempt to speed things up?
3.
Q2:
1. Did Little Chip understand what was happening?
2. Was it clear to Little Chip what was going on?
3.
Q3:
1. What were the chipmunks preparing for?
2. What was the reason for the chipmunks' preparations?
3.
Q4:
1. Did Granddaddy attempt to lend a hand?
2. Did Granddaddy get in on helping out?
3.
Q5:
1. What did the grandfather do to help?
2. How did Granddaddy lend a hand?
3.
Q6:
1. What did Chip figure out that everyone was getting together?
2. What did Chip realize everyone was amassing?
3.
Q7:
1. Was everyone gathering food for a party?
2. Was food being amassed in preparation for a party?
3.
Q8:
1. Could the chipmunks eat the food in just one sitting?
2. Would it be possible for the chipmunks to gobble up the food in one go?
3.
Q9:
1. What did Little Chip see another chipmunk doing?
2. What was another chipmunk's task that Little Chip took note of?
3.
Q10:
1. Was the other chipmunk planting something?
2. Was the chipmunk digging in order to plant something?
3.
Q11:
1. Did Little Chip discover the reason the other chipmunk was digging?
2. Did it become clear to Little Chip why the other chipmunk dug?
3.
Q12:
1. What did Little Chip realize?
2. What became clear to Little Chip?
3.
Q13:
1. Did Little Chip's mom mention the winter?
2. Did Chip's mother talk about the cold season?
3.
Q14:
1. Did little chip stand or sit on a see saw?
2. When little Chip was on the see saw, was he standing or sitting?
3.


Instruction:
The city of Bern or Berne (German: Bern, pronounced [bɛrn] ( listen); French: Berne [bɛʁn]; Italian: Berna [ˈbɛrna]; Romansh: Berna [ˈbɛrnɐ] (help·info); Bernese German: Bärn [b̥æːrn]) is the de facto capital of Switzerland, referred to by the Swiss as their (e.g. in German) Bundesstadt, or "federal city".[note 1] With a population of 140,634 (November 2015), Bern is the fifth most populous city in Switzerland. The Bern agglomeration, which includes 36 municipalities, had a population of 406,900 in 2014. The metropolitan area had a population of 660,000 in 2000. Bern is also the capital of the Canton of Bern, the second most populous of Switzerland's cantons.

The official language of Bern is (the Swiss variety of Standard) German, but the main spoken language is the Alemannic Swiss German dialect called Bernese German.

In 1983 the historic old town in the centre of Bern became a UNESCO World Heritage Site. Bern is ranked among the world’s top ten cities for the best quality of life (2010). QUESTIONS:

Output:
Q1:
1. Which city serves as Switzerland's de facto capital?
2. What do people refer to as the Capital of Switzerland?
3.
Q2:
1. How else is Bern spelled?
2. What are the alternative spellings of Berne?
3.
Q3:
1. What is the population of the Berne agglomeration?
2. How many people live in the area surrounding Bern?
3.
Q4:
1. How many cities are in the Bern agglomeration?
2. What is the number of municipalities in the Bern agglomeration?
3.
Q5:
1. What is the official language of Bern?
2. Which tongue is officially spoken in Bern?
3.
Q6:
1. Is the German spoken in Bern the same as what is spoken in Germany?
2. Is Bern's German identical to German from Germany?
3.
Q7:
1. What is the main dialect in Bern?
2. What do most people in Bern speak?
3.
Q8:
1. Is Bern a bad city to live in?
2. Is life in Bern disagreeable?
3.
Q9:
1. How good of a place to live is Bern?
2. How does Bern rank in terms of quality of life?
3.
Q10:
1. Is Bern in the top ten cities in the country?
2. Does Bern rank amongst the top ten cities just in Switzerland?
3.
Q11:
1. How many people live in Bern?
2. What is the population of the city of Bern?
3.
Q12:
1. Is Bern the biggest city in Switzerland?
2. Is Bern larger than all other cities in Switzerland?
3.
Q13:
1. What is Bern's rank in population within Switzerland?
2. Where does Bern's population rank against other Swiss cities?
3.
Q14:
1. What do people who live in Bern call the city?
2. What is Bern nicknamed by its residents?
3.


Instruction:
When I was 11, I threw a glance into Dad's lunch box and made the unexpected discovery that my mother still showed her love towards my father. The evidence, a napkin resting on top of the sandwiches packed in wax paper, was certain "Love you!" she had written on the napkin. " Meat loaf for supper!"

Mom penned all kinds of messages to Dad on those paper napkins, and he saved a whole pile of them. What embarrassed me as a kid has become a precious memory of my parents.

It also started my own brand of lunch box notes. When my kids were young, I'd glue little drawings on their lunches. Lots of sketches of our dog, Max, along with smiling flowers. When they were teenagers, I'd copy words of wisdom from great people, Einstein, for example, or Bruce Springsteen. Then, my kids grew up making their own handwritten notes. And my husband writes me love notes on recycled paper, because he's all about being green.

Friends who know about my lunch box notes eagerly share stories of their own family traditions. So many focus on food. Maura's mom always drew hearts on the shells of hard-boiled eggs. Melinda wrote messages on her kids' bananas.

We're into the third generation of lunch box notes in our home. Whenever my 3-year-old grandson, Clayton, spends the night, he knows his lunch is going to have a napkin note from Grandma in the morning. Last week, I drew a picture of me, waving widely and shouting his name. He took one look at it and screamed, " Where's Grandpa?" I added a man in a clean shirt. " You forgot his tie," he said. I quickly drew a line of stripes down the front of the shirt. Clayton smiled. "Grandpa," he whispered, running his fingers across the napkin. "It's you!" QUESTIONS:

Output:
Q1:
1. How old was the narrator when they discovered something unexpected?
2. What was the narrator's age when he made a surprise discovery?
3.
Q2:
1. What did the narrator's mom use to write notes to his dad?
2. What material did the author's mom write messages to his father on?
3.
Q3:
1. Did the narrator begin at some point to write lunchbox notes?
2. Did the narrator take up writing notes in their kids lunch?
3.
Q4:
1. What would I make sketches of?
2. What would my lunchbox art depict?
3.
Q5:
1. What is the name of the narrator's grandson?
2. Who is the author the grandfather of?
3.
Q6:
1. How old is Clayton?
2. What is Clayton's age?
3.
Q7:
1. Whose words of wisdom would the narrator include in his notes?
2. Who was one person the narrator would quote in his notes?
3.
Q8:
1. What was a sustainable material used to write notes on?
2. What did someone write notes on that was good for the environment?
3.
Q9:
1. What did the narrator forget to include in a picture of himself, causing his grandson to think the drawing was not of him?
2. What was lacking in a drawing of the narrator, leading Clayton to think it wasn't of his grandpa?
3.
Q10:
1. What meal did the narrator's mom inform his dad of via note?
2. What did the narrator's mother tell his father they were having for dinner in a note?
3.


Instruction:
Time:2017-01-24 From:kekenet.com Editor: clover

The head of China's largest online seller Alibaba does not think China and the United States will have a trade war despite comments from the Trump administration.

Jack Ma is the chairman of the Alibaba Group. At the World Economic Forum meeting in Davos, Switzerland, he said, "China and (the) U.S. will never have a trade war. Give Trump some time. He's open-minded, he's listening."

_ said he would do all he could to prevent trade relations between the countries from getting worse.

Last week, Ma met with Trump at the Trump Tower in New York City. The Chinese billionaire is said to have discussed a plan to permit one million small U.S. businesses to sell goods on Alibaba's online shopping platform.

During the campaign and after winning the presidential election, Trump strongly criticized the Chinese government's support for its businesses. He blamed unfair trade policies for taking away U.S. jobs. And he said that China unfairly controls the exchange value of its currency, the yuan.

Trump also has threatened to place import taxes on goods from China and other countries in response to their trade policies.

According to theSouth China Morning Post, Ma said, "American international companies made millions and millions of dollars from globalization." He added that the U.S. should not blame the loss of jobs and companies on globalization.

However, a new study by an American business group says many U.S. businesses feel unwelcome in China. The companies say the cost of doing business in China is increasing. They add that rules and regulations are unclear or not enforced in a consistent way.

The American Chamber of Commerce in China led the study, which looked at responses from 462 companies.

William Zarit is chairman of the chamber. He says trade policies in China make it difficult for American companies. He says, "we feel that over the last few years that we've been taken advantage of to some extent, with our open market and the lack of open areas in the Chinese market."

Another major concern for U.S. companies in China is fake products. Fake products are copies of the originals that cost businesses with the legal right to sell them millions of dollars each year.

Ma defended Alibaba's efforts to fight fake products on its shopping platform. He said his company is doing all it can to fight the problem.

"Fighting against fake products is a war against human greediness," Ma said.

I'm Mario Ritter. QUESTIONS:

Output:
Q1:
1. What description does Jack Ma give of Donald Trump?
2. What does Jack Ma have to say regarding Donald Trump?
3.
Q2:
1. What company does Jack Ma work for?
2. Who does Jack Ma serve as chairman of?
3.
Q3:
1. What is notable about the Alibaba Group in China?
2. What is a distinguishable feature of the Alibaba Group in China?
3.
Q4:
1. Where did Jack Ma meet Donald Trump?
2. What was the location of Jack Ma's meeting with Donald Trump?
3.
Q5:
1. What city was Jack Ma's meeting with Donald Trump held in?
2. Which city was the site of Jack Ma's meeting with Donald Trump?
3.
Q6:
1. What city was the World Economic Forum held in?
2. Which city was the site of the World Economic Forum?
3.
Q7:
1. What country is Davos in?
2. Which country held the World Economic Forum?
3.
Q8:
1. What criticism did Donald Trump have of China?
2. What didn't Donald Trump like about China?
3.
Q9:
1. Are American businesses interested in working with China?
2. Do American companies wish to do business with China?
3.
Q10:
1. Are fake products common in China?
2. Does China have a large counterfeit market?
3.
Q11:
1. Is Alibaba making an attempt to remove counterfeits from its site?
2. Is Alibaba trying to get fake products off of its website?
3.


Instruction:
Peter Fern was mad on mountains. Climbing was the love of his life. Church towers, seaside cliffs, rock faces, ice mountains, anything --- "If it's there," he used to say, "then I want to climb it." so the news of his marriage gave me surprise. I'd never known him to take much interest in girls. Well, well, Peter Fern, a married man! I couldn't get over it. I wondered whether his wife would try to stop some of his risky adventures.

She was French perhaps --- from that place where he usually spent his holidays. Chamonix, wasn't it? From Chamonix he's climbed Mont. Blanc on his seventeenth birthday, and one of the Aifuilles the day after! That was it, then; she was French, from a family, most of whom liked climbing. No doubt --- No other explanation.

A month later I met them both in town. Anna surprised me because she was English. She was a dancer in the theatre. "never climbed more than sixty steps in my life." she told me. "Peter has his interests, and I've got mine. No problem." "None at all, " Peter said, smiling. "Where did you spend your honeymoon?" I asked. "Somewhere far from theater and mountains, was it?" "We had a week's holiday," Anna said, "I flew toprefix = st1 /New Yorkto see the drake Dancers on Broadway. a wonderful show!" Peter said, "Didn't want to miss the good weather. So I went toSwitzerlandand climbed the north face of the Eiger with Allen Dunlop. Great fun, the Eiger. Grand place for a honeymoon! I'll show you the photographs we took one day." QUESTIONS:

Output:
Q1:
1. What was Peter Fern enamored with?
2. What was extremely close to Peter Fern's heart?
3.
Q2:
1. What was a shock to the narrator?
2. What took the narrator aback?
3.
Q3:
1. Where was Peter Fern's wife from?
2. What was Anna's nationality?
3.
Q4:
1. Where did the narrator assume Anna was from?
2. Where did the author think Peter Fern's wife would come from?
3.
Q5:
1. What town did the narrator assume Anna came from?
2. What did the author figure was Anna's hometown?
3.
Q6:
1. What is the name of Peter Fern's wife?
2. Who is Peter Fern married to?
3.
Q7:
1. At what age did Peter Fern climb Mont Blanc?
2. How old was Peter Fern when he completed a massive climb?
3.
Q8:
1. What is Anna interested in?
2. What is Anna's passion?
3.
Q9:
1. Where did Anna dance?
2. In what milieu was Anna a dancer?
3.
Q10:
1. How did Anna and Peter Fern spend their honeymoon?
2. What did Peter Fern and his wife do after their wedding?
3.


Instruction:
The word "animal" comes from the Latin animalis, meaning having breath, having soul or living being. In everyday non-scientific usage the word excludes humans – that is, "animal" is often used to refer only to non-human members of the kingdom Animalia; often, only closer relatives of humans such as mammals, or mammals and other vertebrates, are meant. The biological definition of the word refers to all members of the kingdom Animalia, encompassing creatures as diverse as sponges, jellyfish, insects, and humans.

All animals have eukaryotic cells, surrounded by a characteristic extracellular matrix composed of collagen and elastic glycoproteins. This may be calcified to form structures like shells, bones, and spicules. During development, it forms a relatively flexible framework upon which cells can move about and be reorganized, making complex structures possible. In contrast, other multicellular organisms, like plants and fungi, have cells held in place by cell walls, and so develop by progressive growth. Also, unique to animal cells are the following intercellular junctions: tight junctions, gap junctions, and desmosomes. QUESTIONS:

Output:
Q1:
1. What language does the word animal come from?
2. What are the origins of the term animal?
3.
Q2:
1. What species is excluded from the term animal in non scientific usage?
2. What isn't considered an animal in every day use of the term?
3.
Q3:
1. What kingdom does animal refer to?
2. Which kingdom are animals members of?
3.
Q4:
1. What is the nature of animals' cells?
2. What sort of cells do all animals have?
3.
Q5:
1. What makes up the matrix of eukaryotic cells?
2. What are eukaryotic cells composed of?
3.
Q6:
1. What does the calcification of collagen and elastic glycoproteins create?
2. What structures are formed if collagen and elastic glycoproteins calcify?
3.
Q7:
1. Do plants have the same cell characteristics as animals?
2. Are plant cells structurally similar to animal cells?
3.
Q8:
1. How are plant cells held in place?
2. What keeps the structure of plant cells solid?
3.
Q9:
1. What is the devleopment of plant cells like?
2. In what manner do plant cells grow?
3.
Q10:
1. What characteristics are unique to the cells of animals?
2. What facet do only animals cells have?
3.


Instruction: Lemuel Gulliver enjoyed travelling. He was a ship's doctor. On May 4, 1699, they were going to the Far East in the ship called the Antelope. One night, his ship crashed against the rocks, Gulliver was washed to the land. He found himself a prisoner of tiny people. They were less than 6 inches tall and lived in the island country of Lilliput. After he promised to behave well, they set him free and he could visit the city. The people of Blefuscu wanted to attack Lilliput. The king of Lilliput turned to Gulliver. He stopped Blefuscu attacking Lilliput by pulling its ships to Lilliput. The king was happy. _ wanted to make the people of Blefuscu his slaves , so he asked Gulliver to bring some more ships. Gulliver did not like this plan. The king got angry. Some bad men in Lilliput wanted to kill Gulliver. Gulliver had to run away from Lilliput to Blefuscu. He was welcomed by the king of Blefuscu. They soon became good friends. Three days after that , he asked king to send him twenty of his largest ships and two thousand men to pull the boat to the shore. In this boat, he set sail for England. On the third day he saw a big ship to the southeast. He called out to the ship. The ship was moving very slowly. They raised a flag .His heart was full of happiness when he saw the English flag . QUESTIONS:

Output:
Q1:
1. How was Lemuel Gulliver employed?
2. What did Lemuel Gulliver do for a living?
3.
Q2:
1. What did Lemuel Gulliver like doing?
2. What was Lemuel Gulliver's preferred past time?
3.
Q3:
1. What happened to Lemuel Gulliver's ship one evening?
2. One night, what occurred upon Lemuel Gulliver's boat?
3.
Q4:
1. Did Lemuel Gulliver manage to reach the shore?
2. Was Lemuel Gulliver able to get to the land?
3.
Q5:
1. What did the kingdom of Blefuscu wish to invade?
2. Who did the inhabitants of Blefuscu wish to destroy?
3.
Q6:
1. Were the people of Lilliput small?
2. Did Lilliput have minuscule residents?
3.
Q7:
1. How tall were the people of Lilliput?
2. What was the height of the residents of Lilliput?
3.
Q8:
1. What did the king of Lilliput want to do with the inhabitants of Blefusco?
2. What did Lilliput's king want to turn the people of Blefusco into?
3.
Q9:
1. Did the Lilliputian king get mad at Lemuel Gulliver?
2. Was the king of Lilliput ever cross with Lemuel Gulliver?
3.
Q10:
1. Where did Lemuel Gulliver travel to upon escaping Lilliput?
2. When Lemuel Gulliver fled Lilliput, where did he go?
3.
Q11:
1. How many men did Lemuel Gulliver need to help him push the boat to land?
2. What was the number of men that Lemuel Gulliver required in order to get his boat to shore?
3.
Q12:
1. How many ships did Lemuel Gulliver need?
2. What was the number of boats requested by Lemuel Gulliver?
3.
Q13:
1. Did Lemuel Gulliver receive small boats?
2. Were the ships given to Lemuel Gulliver minuscule?
3.
Q14:
1. What flag did Lemuel Gulliver see on a ship?
2. Which flag was the ship that Lemuel Gulliver saw flying?
3.


Instruction:
The Six-Day War (Hebrew: , "Milhemet Sheshet Ha Yamim"; Arabic: , "an-Naksah", "The Setback" or , "Ḥarb 1967", "War of 1967"), also known as the June War, 1967 Arab–Israeli War, or Third Arab–Israeli War, was fought between June 5 and 10, 1967 by Israel and the neighboring states of Egypt (known at the time as the United Arab Republic), Jordan, and Syria.

Relations between Israel and its neighbours had never fully normalised following the 1948 Arab–Israeli War. In 1956 Israel invaded the Egyptian Sinai, with one of its objectives being the reopening of the Straits of Tiran which Egypt had blocked to Israeli shipping since 1950. Israel was subsequently forced to withdraw, but won a guarantee that the Straits of Tiran would remain open. Whilst the United Nations Emergency Force was deployed along the border, there was no demilitarisation agreement.

In the period leading up to June 1967, tensions became dangerously heightened. Israel reiterated its post-1956 position that the closure of the straits of Tiran to its shipping would be a "casus belli" and in late May Nasser announced the straits would be closed to Israeli vessels. Egypt then mobilised its forces along its border with Israel, and on 5 June Israel launched what it claimed were a series of preemptive airstrikes against Egyptian airfields. Claims and counterclaims relating to this series of events are one of a number of controversies relating to the conflict. QUESTIONS:

Output:
Q1:
1. What was the year of the battle?
2. When was there a war?
3.


Instruction:
Washington (CNN) -- When Paul Ryan struggled to explain a budget-balancing timeline under Mitt Romney, he highlighted the difficulty of trying to run a substantive campaign without being too specific.

While Ryan's interview Tuesday with Fox News' Brit Hume was no Sarah Palin-Katie Couric moment, the Republican vice presidential candidate's discomfort in answering when Romney's proposal would balance the budget was evident.

Ryan, a seven-term congressman from Wisconsin and chairman of the House Budget Committee, said he was unsure when Romney's proposals would balance the federal budget. Romney's plans say he would "put the federal government on a course toward a balanced budget" but does not say when.

Mitt Romney's 5-point plan for the economy

Hume repeatedly pressed Ryan on the question of "when" Romney's budget would balance.

Hume: "The budget plan you're now supporting would get to balance when?"

Ryan: "Well, there are different -- the budget plan that Mitt Romney is supporting gets us down to 20% of GDP (gross domestic product) government spending by 2016. That means get the size of government back to where it historically has been. What President Obama has done is he brought the size of government to as high as it hasn't been since World War II. We want to reduce the size of government to have more economic freedom."

Hume: "I get that. What about balance?"

Ryan: "I don't know exactly what the balance is. I don't want to get wonky on you, but we haven't run the numbers on that specific plan. The plan we offer in the House balances the budget. I'd put a contrast. President Obama, never once, ever, has offered a plan to ever balance the budget. The United States Senate, they haven't even balanced, they haven't passed a budget in three years."  QUESTIONS:

Output:
Q1:
1. Who interviewed the vice-presidential candidate?
2. Who did Paul Ryan grant an interview to?
3.
Q2:
1. Who does Brit Hume work for?
2. What is Brit Hume's job?
3.
Q3:
1. How is Paul Ryan employed?
2. What does Paul Ryan do for a living?
3.
Q4:
1. How many terms has Paul Ryan served?
2. How many times has Paul Ryan been elected to Congress?
3.
Q5:
1. Was Paul Ryan sure that Mitt Romney's plan would balance the budget?
2. Did Paul Ryan feel confident that Mitt Romney's plan would fix the budget?
3.
Q6:
1. How many elements does Mitt Romney's plan have?
2. How many parts does the Republican presidential candidate's budget plan have?
3.
Q7:
1. Did Brit Hume only ask Paul Ryan once about when the budget would be balanced?
2. Did Brit Hume ask Paul Ryan a single time regarding the equilibrium of the budget?
3.
Q8:
1. What percentage does Romney's plan decrease the GDP by?
2. How much does Mitt Romney's plan make the GDP go down?
3.
Q9:
1. Who is the president at the time of the article?
2. Which current president appears in the article?
3.
Q10:
1. How much time has passed since the senate last passed a budget?
2. How long ago did the senate last make a decision about the budget?
3.
Q11:
1. What did Paul Ryan say about the size of Obama's government?
2. What characterization did Paul Ryan give about the size of the Obama government?
3.


Instruction:
Boston (CNN) -- Government prosecutors have released a series of new photographs showing cash, weapons and even a grenade recovered from the Santa Monica, California, apartment where fugitive James "Whitey" Bulger and his long-time companion, Catherine Greig, apparently lived for 15 years while he was being hunted by the FBI.

The photographs were introduced as evidence Monday during a detention hearing for Greig, whose court-appointed attorney is seeking to have her released on bail. FBI Agent Michael Carazza testified that agents found 30 weapons inside the apartment, some of them hidden behind living room and bathroom walls.

The evidence photographs show several handguns, one automatic rifle and a hand grenade the FBI says was recovered after it arrested Bulger in late June at the small apartment only a few blocks from the beach.

The government also released a brief security camera video of Greig walking in and out of a local drugstore, picking up a prescription, prosecutors said, that was under an assumed name. Bulger and Greig were known in Santa Monica as Charles and Carol Gasko.

One neighbor, 88-year-old Catalina Schlank, told CNN that the couple was always friendly to her. But, she added, they refused to be listed as an emergency contact in the event Schlank became ill, and the only phone number they provided was one that was directed to an answering service.

The detention hearing was to determine whether Greig will be granted bail on charges of harboring a fugitive. During the hearing, her attorney, Kevin Reddington, told the judge that his client was a "kind, gentle person" who had a "loving personality." For his part, Bulger had entered a plea of not guilty to 19 counts of murder.  QUESTIONS:

Output:
Q1:
1. Who didn't want the FBI to find them?
2. Who was attempting to keep the FBI from locating them?
3.
Q2:
1. What was James "Whitey" Bulger and  Catherine Greig's hideout?
2. Where were James "Whitey" Bulger and  Catherine Greig hiding?
3.
Q3:
1. What city were James "Whitey" Bulger and  Catherine Greig living in?
2. Which city did James "Whitey" Bulger and  Catherine Greig hide out in?
3.
Q4:
1. Did James "Whitey" Bulger and  Catherine Greig's neighbors describe them as violent?
2. Were James "Whitey" Bulger and  Catherine Greig's neighbors scared of them?
3.
Q5:
1. What were the assumed identities of James "Whitey" Bulger and  Catherine Greig?
2. What names did James "Whitey" Bulger and  Catherine Greig use with their neighbors?
3.
Q6:
1. How long had James "Whitey" Bulger and  Catherine Greig lived in Santa Monica?
2. For how many years did James "Whitey" Bulger and  Catherine Greig hide out in California?
3.
Q7:
1. When was Whitey Bulger detained?
2. At what point did police take Whitey Bulger into custody?
3.
Q8:
1. How many weapons were found at the residence of James "Whitey" Bulger and  Catherine Greig?
2. What was the number of residents being stored at Whitey Bugler's home?
3.
Q9:
1. Were the weapons hidden?
2. Did Bulger make an attempt to conceal the weapons in his home?
3.
Q10:
1. What are some of the weapons that police discovered?
2. What kinds of guns did authorities locate in Whitey Bulger's home?
3.
Q11:
1. How many murder charges does Whitey Bulger have against him?
2. How many times has Whitey Bulger been charged with murder?
3.
Q12:
1. Does Whitey Bulger admit guilt for his crimes?
2. Is Whitey Bulger forthcoming about his role in murders?
3.
Q13:
1. What are the charges against Catherine Greig?
2. What is Catherine Greig being charged with?
3.
Q14:
1. Where had Catherine Greig been spotted and filmed locally?
2. In what local spot was Catherine Greig caught on video?
3.
Q15:
1. Is Catherine Greig seeking bail?
2. Is Catherine Greig attempting to get out on bail?
3.


Instruction: Clothes are very important in our life. Different people wear different clothes. Now let's listen to some people in France talking about clothes. Hello, I'm Betty. I started working this year, so I'm able to get new clothes more often than before. I think what I look like is really important to me, so I spent much money on clothes. I like to wear bright colors and always dress up when I go to parties. I often buy all kinds of clothes and try to follow the latest fashion. Hi, I'm Jack. I don't have much to say about clothes. _ aren't the thing I'm interested in. I know little about the way of dressing. In summer, I always wear a T-shirt or something else. My name is Alice. I would like to say that clothes must be comfortable and feel easy to put on. Sometimes I buy clothes in some small street markets -- they are cheap there. I change the look of my clothes quite often -- put some flowers on them or use different buttons, just for a change. They'll look good all the time. I go shopping for clothes about once a month. I see something comfortable and fashionable and it fits me well, I would go for it and then... QUESTIONS:

Output:
Q1:
1. When did Betty get a job?
2. At what point did Betty become employed?
3.
Q2:
1. What kind of colors does Betty like to wear?
2. In what sort of colors does Betty enjoy dressing?
3.
Q3:
1. Is fashion important to Jack?
2. Does Jack think a lot about the way he dresses?
3.
Q4:
1. What does Jack wear in the summer?
2. How does Jack dress during the hot season?
3.
Q5:
1. Where does Alice purchase clothes?
2. Where does Alice go to buy new clothing?
3.
Q6:
1. Why does Alice buy clothes at street markets?
2. What is Alice's reason for purchasing clothes from outdoor markets?
3.
Q7:
1. What does Alice often put on her clothes?
2. How does Alice tend to decorate her clothing?
3.
Q8:
1. Does Alice wear T-shirts as well?
2. Are T-shirts a part of Alice's wardrobe?
3.
Q9:
1. Who puts on a diverse amount of buttons?
2. Who decorates their clothes with a variety of buttons?
3.
Q10:
1. Has Betty been decreasing the amount of clothes she buys?
2. Is Betty buying less and less clothes than she once did?
3.
Q11:
1. At what frequency does Alice shop for clothes?
2. How often is it that Alice goes clothes shopping?
3.
Q12:
1. Does Alice tend to wear the same things often?
2. Does Alice often dress the same?
3.
Q13:
1. Where do the interviewees live?
2. What is the home country of the interview subjects?
3.


Instruction:
CHAPTER XI.

Mr. Barbecue-Smith was gone. The motor had whirled him away to the station; a faint smell of burning oil commemorated his recent departure. A considerable detachment had come into the courtyard to speed him on his way; and now they were walking back, round the side of the house, towards the terrace and the garden. They walked in silence; nobody had yet ventured to comment on the departed guest.

"Well?" said Anne at last, turning with raised inquiring eyebrows to Denis.

"Well?" It was time for someone to begin.

Denis declined the invitation; he passed it on to Mr Scogan. "Well?" he said.

Mr. Scogan did not respond; he only repeated the question, "Well?"

It was left for Henry Wimbush to make a pronouncement. "A very agreeable adjunct to the week-end," he said. His tone was obituary.

They had descended, without paying much attention where they were going, the steep yew-walk that went down, under the flank of the terrace, to the pool. The house towered above them, immensely tall, with the whole height of the built-up terrace added to its own seventy feet of brick facade. The perpendicular lines of the three towers soared up, uninterrupted, enhancing the impression of height until it became overwhelming. They paused at the edge of the pool to look back.

"The man who built this house knew his business," said Denis. "He was an architect."

"Was he?" said Henry Wimbush reflectively. "I doubt it. The builder of this house was Sir Ferdinando Lapith, who flourished during the reign of Elizabeth. He inherited the estate from his father, to whom it had been granted at the time of the dissolution of the monasteries; for Crome was originally a cloister of monks and this swimming-pool their fish-pond. Sir Ferdinando was not content merely to adapt the old monastic buildings to his own purposes; but using them as a stone quarry for his barns and byres and outhouses, he built for himself a grand new house of brick--the house you see now."  QUESTIONS:

Output:
Q1:
1. Who was gone?
2. Who had departed?
3.
Q2:
1. Did Mr. Barbecue-Smith's departure please everyone?
2. Were all glad that Mr. Barbecue-Smith was gone?
3.
Q3:
1. Where did everyone go?
2. What location did the group travel to?
3.
Q4:
1. What is the height of the home?
2. How far up does the home go?
3.
Q5:
1. Was the house made of wood?
2. Was it a wooden house?
3.
Q6:
1. What was the home made up?
2. What material comprised the house?
3.
Q7:
1. What was the group standing by?
2. What was near the group?
3.
Q8:
1. What had been transformed into the swimming pool?
2. What did the swimming pool used to be?
3.
Q9:
1. Who had the fish pond?
2. Whose fish pond did the swimming pool used to be?
3.
Q10:
1. Who was the home's builder?
2. Who constructed the house?
3.
Q11:
1. What was the lifetime of Sir Ferdinando Lapith?
2. When was Sir Ferdinando Lapith alive?
3.
Q12:
1. Did the group discuss Mr. Barbecue-Smith?
2. Did everyone talk about Mr. Barbecue-Smith?
3.


Instruction:
(CNN) -- "I killed that lady," the 10-year-old boy told a Pennsylvania state trooper, after a 90-year-old woman was found dead in the home of the boy's grandfather.

Tristen Kurilla, a fifth grader, made the chilling confession Saturday, police said, after his mother brought him to the Pennsylvania State Police Barracks in Honesdale, about 140 miles north of Philadelphia.

Now, Kurilla is being held at the Wayne County Correctional Facility and charged as an adult with criminal homicide, the Wayne County district attorney's office said. The boy is separated from adult offenders and is being constantly supervised, CNN affiliate WBRE reported.

The boy admitted to grabbing a wooden cane, holding it against 90-year-old Helen Novak's throat for several seconds and punching her in the throat and stomach, according to the police affidavit.

Kurilla told police he was angry at Novak because she had yelled at him when he entered her room. He said he wanted to ask her a question.

Were you trying to kill her? the trooper asked the boy.

"No, I was only trying to hurt her," Kurilla replied, according to the affidavit.

The boy was ordered to be held without bail after his arraignment and is set to appear in court October 22.

Bernie Brown, his lawyer, said he was petitioning the court to get the fifth-grade Damascus Elementary School student out of jail, WBRE reported.

"Tristen really kind of doesn't have an idea of what is going on," Brown told the station.

Brown added, "Jail is still jail, no matter what part of the facility you are in."  QUESTIONS:

Output:
Q1:
1. What did Tristen Kurilla admit to doing?
2. What did Tristen Kurilla speak truthfully about having done?
3.
Q2:
1. Who did Tristen Kurilla kill?
2. Who was Tristen Kurilla's murder victim?
3.
Q3:
1. Was Helen Novak related to Tristen Kurilla?
2. Were Helen Novak and Tristen Kurilla from the same family?
3.
Q4:
1. How did Tristen Kurilla kill Helen Novak?
2. What did Tristen Kurilla use to end Helen Novak's life?
3.
Q5:
1. Did Tristen Kurilla intentionally murder Helen Novak?
2. Did Tristen Kurilla mean to kill Helen Novak?
3.
Q6:
1. How did Tristen Kurilla murder Helen Novak?
2. What did Tristen Kurilla do to end the woman's life?
3.


Instruction:
CHAPTER XV.

ON TO LAKE BENNETT.

The face of Tom Roland wore a smile, but in his eyes was an anxious look which Earl did not fail to notice as he surveyed the two acquaintances from Basco. The young prospector was much taken aback by this sudden appearance, for he had not dreamed of meeting Roland and Guardley in this out-of-the-way spot.

"Ain't you glad to see a feller from Maine?" went on Roland, as Earl did not speak; and he held out his hand, which the youth took rather coldly. Guardley had come up to shake hands too, but now he did not risk making the offer.

"Are you two bound for the Klondike?" at length asked Earl.

"Of course," was Roland's sharp reply. "What else would we be doing up here?"

"What started you--the fact that we were going?"

"Well, I allow as that had a little to do with it, Earl; but Guardley got a letter from a friend of his who is up there now--a man named Stephens. He said Guardley ought to come up at once, and as he didn't want to go alone, I came along. How are you making out?"

"We are doing very well."

"You and your brother came on with your uncle, didn't you?"

"Yes."

"Any others in the party?"

"Yes; two men."

Tom Roland's eyes dropped for a moment. "Me and Guardley have been havin' rather a hard road of it, all alone," he went on. "We've been thinking of joining forces with somebody."  QUESTIONS:

Output:
Q1:
1. How is everyone in the excerpt aquainted with each other?
2. How are the story's subjects known to each other?
3.
Q2:
1. Was the group in a bustling spot?
2. Were there a lot of people with the group?
3.
Q3:
1. Where are Roland and the other guy headed?
2. What location are Roland and the other man travelling to?
3.
Q4:
1. Who invited Roland and the other to Klondike?
2. Who extended an invitation to Klondike to the two men?
3.
Q5:
1. Did Guardley wish to travel on his own?
2. Was Guardley in favor of a solo trip?
3.
Q6:
1. Did Stevens prefer for his husband to lie low?
2. Did Stevens think it best for his friend to arrive at a later date?
3.
Q7:
1. Was Tom Roland happy to encounter someone else?
2. Did it please Tom Roland to come across Earl?
3.
Q8:
1. Who are together?
2. Which men work together?
3.
Q9:
1. Who was Earl's partner?
2. Who was in the company of Earl?
3.
Q10:
1. What was the total number of people in Earl's group?
2. How many people were in Earl's party including him?
3.
Q11:
1. Does Earl say that he is doing well?
2. Is Earl reaping success by his own claims?
3.
Q12:
1. Are Guardley and Roland doing well?
2. Are things going swimmingly for Guardley and Roland?
3.
Q13:
1. How do Guardley and Roland think they can improve their situation?
2. What do Roland and Guardley feel can be done to make things go better for them?
3.


Instruction:
The nation's largest group of pediatricians on Monday urged its members to "firmly oppose boxing for any child or adolescent."

In a statement, the American Academy of Pediatrics (AAP) said thousands of boys and girls take part in the sport in North America, despite risks of serious brain and facial injuries. The group's position was approved by some experts.

"There is very little one can do in order to increase the chance of having a healthy brain when you get old," said Dr. Hans Forstl, who has studied boxing injuries.

" One of the best things you can do is avoid boxing." He said.

According to the new statement, published in the journal Pediatrics, information from Canada shows a rise in boxing injuries over the past decade.

Pat Russo, a retired police officer who runs a boxing gym in Brooklyn, New York, said injuries are rare in amateur boxing. After 26 years and training thousands of kids, he has seen just one split lip among his students.

" If the gym is run properly, injuries are at an absolute minimum," Russo said. "Football is ten times more dangerous. While tennis or football might also help kids gain confidence, boxing holds a special attraction for children in poor neighborhoods, because it allows them to act tough while in trouble."

Dr. Robert Cantu, a surgeon at Emerson Hospital in Concord, Massachusetts, said AAP's attitude makes sense for upper-class and middle-class kids.

" Clearly boxing is safer today than it was 20 or 30 years ago, but it is still a very risky activity," he said.

"For kids in poor areas, however, the situation is different," said Cantu. " The most dangerous thing for the majority of people in boxing is just where they live. They are far safer in the ring , even taking blows to the head, than they are out in the neighborhood." QUESTIONS:

Output:
Q1:
1. What sport is the AAP trying to stop children from participating in?
2. What sport is the AAP trying to put an end to participation in for children?
3.
Q2:
1. Why doesn't the AAP want kids boxing?
2. Why is the AAP attempting to stop children from boxing?
3.
Q3:
1. What states that injuries have increased over the decade?
2. What talks about problems that have become more prevalent over the past 10 years?
3.
Q4:
1. Who published the statement on children's boxing?
2. Where was the recommendation against boxing published?
3.
Q5:
1. Does Pat Russo think children's boxing should be banned?
2. Does Pat Russo agree that kids shouldn't be allowed to box?
3.
Q6:
1. Why isn't Pat Russo in favor of the ban on children boxing?
2. For what reason does Pat Russo not support the ban on kids in the ring?
3.
Q7:
1. Who agrees with Pat Russo?
2. Who thinks Pat Russo has the right idea?
3.
Q8:
1. What is more dangerous than kids boxing?
2. What poses more of a threat than child boxing?
3.
Q9:
1. Why is the danger of boxing dependant on where one lives?
2. Why is it more dangerous to not be boxing for kids in certain areas?
3.
Q10:
1. What doctor gives a statement?
2. Which doctor is mentioned in the article?
3.


Instruction:
CHAPTER XXX

THE INHERITANCE

The rain lasted several days and saved the crops: the wheat, although somewhat damaged, was ripening fast.

As Lance drove home from one of his mysterious absences from the Grange, he looked out over the rippling fields with a sense of thankfulness in his boyish heart. Harding was not to be ruined after all! The rain had saved his fortune; and in Lance's pocket there was a paper that would clear his name.

Beatrice met him on the steps, but he brushed past her with a smile and hurried to his father's study, where he knew he would find the Colonel.

"I've been away several times, and now I must tell you why, sir," he said. "You will remember that I've declared my belief in Harding all along."

"I've no doubt he feels properly grateful," Mowbray remarked.

"I'm grateful to him. And now I have some satisfaction in being able to prove his innocence. Read this."

He gave his father a note, and Mowbray read it aloud:

"'_I hereby declare that Craig Harding of Allenwood is a stranger to me. I met him for the first and only time at the Rideau Hotel, Winnipeg, and I regret that I then claimed his acquaintance._'"

"It sounds conclusive. I see it's signed 'Coral Stanton, clairvoyante.' May I ask how you came to meet this lady and get the document?"

"Both things needed some tact, sir," Lance answered with a grin.

"So I should imagine. Rather a delicate business for one so young. You must have seen that your motives were liable to be misunderstood."  QUESTIONS:

Output:
Q1:
1. What number is associated with the chapter Inheritance?
2. What number is the chapter at hand?
3.
Q2:
1. What was Lance thankful for?
2. For what did Lance feel gracious?
3.
Q3:
1. What spared Harding?
2. How was Harding saved?
3.
Q4:
1. What was the paper in Lance's pocket?
2. What did Lance have in his pocket?
3.
Q5:
1. Who was the note from?
2. Who was the author of the missive?
3.
Q6:
1. What did Coral Stanton's note attest?
2. What did Coral Stanton's note talk about?
3.
Q7:
1. How many times did Coral Stanton meet Harding?
2. What number of meetings occurred between Harding and Coral Stanton?
3.
Q8:
1. Where did Coral Stanton meet Harding?
2. What was the location of Coral Stanton and Harding's meeting?
3.
Q9:
1. Did Coral Stanton enjoy Harding's company?
2. Did Coral Stanton like being around Harding?
3.
Q10:
1. Did Lance say how he obtained the note?
2. Did Lance reveal how the note came into his possession?
3.
Q11:
1. Who did Lance give the note to?
2. Who received the missive from Lance?
3.


Instruction:
For Lee Ann Laraway, polio has made almost everything in life just out of reach. But what her hands can't retrieve, her assistant can. Meet Jeannie, a three-year-old help, has become Lee Ann's arms and legs.

Jeannie understands no fewer than 72 commands. To get a feel for what that means, Lee Ann takes us on a shopping trip in San Jose. First stop: The bank, where she got cash from the teller. From the bank, it's on to the drug store, where Jeannie got a candy bar for Lee Ann. Then Jeannie helped pay the cashier, and got change hack.

"When you have a really good working animal, they come and interact with you all the time," Lee Ann said. While there's no argument that Jeannie is an ordinary animal, she wasn't born that way. She was tutored and trained here at a facility that has become the final legacy of one of the Bay Area's most beloved figures.

Canine Companions for Independence sits on twelve acres of land in Santa Rosa donated by late Peanuts cartoonist Charles Shultz, Here, handlers work with specially selected labs for hours a day-- but not every dog will make the cut.

The work is serious Business. In the case of hearing dogs, the animals alert their disabled owners to everything from ringing telephones to doorbells.

Other dogs will work with severely disabled patients like eight-year-old Noah Habib of Mountain View who communicates with a special computer. "I like it when new people come up to ask me about my dog," he says. "People are really interested in the dog and will come over and ask to pet her and ask to play with her, and ask about what she does, and these are people that normally might not approach us and want to talk to Noah," says his Dad.

And back in San Jose Lee Ann is arriving home with Jeannie and her groceries. With just one chore left--opening her own door. "You can train a dog to do a lot of things," said Lee Ann. "You cannot give them the heart to do the job, and that is what a good working dog has." QUESTIONS:

Output:
Q1:
1. What was the name of a polio patient?
2. Who was afflicted with polio?
3.
Q2:
1. Who was Lee Ann Laraway's assistant?
2. Who lent Lee Ann Laraway a hand?
3.
Q3:
1. How many commands does Jeannie know?
2. How many instructions can Jeannie respond to?
3.
Q4:
1. How old is Jeannie?
2. What is Jeannie's age?
3.
Q5:
1. Is Jeannie a working animal?
2. Is Jeannie a dog with a job?
3.
Q6:
1. What is the level of a quality working animal's interaction?
2. What does a skilled working animal do?
3.
Q7:
1. Was Jeannie born a skilled working animal?
2. Was Jeannie a good assistant form birth?
3.
Q8:
1. Was Jeannie trained to be a good assistant?
2. Did Jeannie learn how to be a working animal?
3.
Q9:
1. Where did Jeannie learn to work?
2. Where was Jeannie trained?
3.
Q10:
1. Who left the land for Canine Companions for Independence?
2. Who established Canine Companions for Independence?
3.
Q11:
1. Who was Charles Schulz?
2. What did Charles Schulz do?
3.


Instruction: Dear Jenny, I am in Beijing, China now, but my parents are in the USA. I live with my brother Peter. Beijing is big and great. There are many beautiful places and much delicious food here. I like Beijing very much. Peter and I are in the same grade, but we are in different classes. We live far from the school and it takes us a long time to go to school. We have to get up at 6:20 in the morning, and then at 6:30 we ride bikes to the bus stop. It takes us about 20 minutes. At about 7:00, we take the bus to school. We get to school at about 7:30. We have four classes in the morning and two in the afternoon. I think Chinese is too difficult, but Peter thinks it is easy. He can speak Chinese very well and he often helps me with it. How is everything going with you in the USA? Write to me soon. Love, Kate ,. QUESTIONS:

Output:
Q1:
1. Who is the letter's receipient?
2. Who is the girl that gets a missive?
3.
Q2:
1. In what country does Kate reside?
2. What nation is Kate's home?
3.
Q3:
1. Where do Kate's parents live?
2. In what country do Kate's parents reside?
3.
Q4:
1. Who does Kate live with?
2. Who resides in Kate's home with her?
3.
Q5:
1. Is Beijing a miniscule metropolis?
2. Is Beijing a tiny city?
3.
Q6:
1. Does Kate like Beijing?
2. Is Beijing pleasing to Kate?
3.
Q7:
1. What does Kate like about Beijing?
2. What aspects of Beijing are pleasing to Kate?
3.
Q8:
1. Do Kate and Peter have the same classes at school?
2. Are Kate and Peter always together during the school day?
3.
Q9:
1. Does Kate have a long journey to school?
2. Does it take Kate a large amount of time to arrive at school?
3.
Q10:
1. How long does it take Kate to get to school?
2. How much time does Kate need in order to arrive at school?
3.
Q11:
1. How many modes of transportation are used to get Kate to school?
2. How many vehicles does Kate take to get to school?
3.
Q12:
1. How many classes does Kate have?
2. What is the number of classes on Kate's schedule?
3.


Instruction:
New York (CNN) -- Miss USA Rima Fakih is a Muslim with Lebanese heritage, but her family is "not defined by religion," Fakih said.

"I'm an American girl," Fakih said. "And just to be clear, my family comes from many different backgrounds and religions."

The newest Miss USA, crowned last weekend, was interviewed Wednesday for HLN's "The Joy Behar Show."

Fakih downplayed the significance of photographs that emerged online this week showing her dancing against a stripper's pole.

"Everyone took them as if I was stripping, which to be honest with you was just a competition," she said. "It was more of an event held by a radio station."

THIS JUST IN: Is Miss USA a Muslim trailblazer?

The Detroit, Michigan, radio station promotion held three years ago was like a class to help women "learn how to dance and feel sexy," she told Behar.

The photos show her dancing in short pants.

"To be extra funny, because I'm known to be silly, I put money in my bra," she said.

The controversy, however, has made her name a top search term on the internet, she said.

"Yeah, I'm the number one person on Yahoo or Google, I heard," she said.

Cheesecake photos helped last year's Miss USA runner-up, Carrie Prejean, become well known, but she was eventually stripped of her Miss California crown when racier images emerged.

Behar asked Fakih if there were any such photos of her that might eventually surface.

"Nothing at all," she said. "I've always been known to be very respectful to my family and my reputation."  QUESTIONS:

Output:
Q1:
1. Who just became Miss USA?
2. What is the name of the current Miss USA?
3.
Q2:
1. Does Rima Fakih follow a faith?
2. Is there a religion that Rima Fakih practices?
3.
Q3:
1. What is Rima Fakih's ethnic background?
2. What is Rima Fakih's ethnicity?
3.


Instruction:
CHAPTER XIX

SAMMY JAY IS MODEST

As soon as the angry hunter with the terrible gun had disappeared among the trees of the Green Forest, and Lightfoot was sure that he had gone for good, Lightfoot came out from his hiding-place on top of the ridge and walked down to the pond of Paddy the Beaver for a drink. He knew that it was quite safe to do so, for Sammy Jay had followed the hunter, all the time screaming, "Thief! thief! thief!" Every one within hearing could tell just where that hunter was by Sammy's voice. It kept growing fainter and fainter, and by that Lightfoot knew that the hunter was getting farther and farther away.

Paddy the Beaver swam out from his hiding-place and climbed out on the bank near Lightfoot. There was a twinkle in his eyes. "That blue-coated mischief-maker isn't such a bad fellow at heart, after all, is he?" said he.

Lightfoot lifted his beautiful head and set his ears forward to catch the sound of Sammy's voice in the distance.

"Sammy Jay may be a mischief-maker, as some people say," said he, "but you can always count on him to prove a true friend in time of danger. He brought me warning of the coming of the hunter the other morning. You saw him save Mr. and Mrs. Quack a little while ago, and then he actually drove that hunter away. I suppose Sammy Jay has saved more lives than any one I know of. I wish he would come back here and let me thank him."  QUESTIONS:

Output:
Q1:
1. Who received news in advance of the hunter?
2. Who did someone let know about the hunter?
3.
Q2:
1. Who did Sammy Jay save in addition to Lightfoot?
2. Whose rescue did Sammy Jay come to besides Lightfoot?
3.
Q3:
1. How did Sammy Jay come to Mr. and Mrs. Quack's aid?
2. What did Sammy Jay do to help Mr. and Mrs. Quack?
3.
Q4:
1. Who was in a foul mood?
2. Who wasn't feeling very happy?
3.
Q5:
1. Did the hunter have a weapon?
2. Was the hunter armed?
3.
Q6:
1. Where was the hunter when everyone saw him?
2. When the hunter was spotted, what was his location?
3.
Q7:
1. Was anybody trying to conceal their location from the hunter?
2. Was there someone who did not want to be found by the hunter?
3.
Q8:
1. Who didn't want the hunter to find them?
2. Who was attempting to conceal their location from the hunter?
3.
Q9:
1. Who was making a raucus?
2. Who was going about very noisily?
3.
Q10:
1. What noise was Sammy Jay making?
2. What sound was Sammy Jay producing?
3.
Q11:
1. What was Sammy Jay screeching?
2. What was Sammy Jay saying at the top of his lungs?
3.
Q12:
1. Who was Sammy Jay accusing of stealing?
2. Whow as being called a thief by Sammy Jay?
3.
Q13:
1. Who gave Sammy Jay a compliment?
2. Who said something nice about Sammy Jay?
3.


Instruction:
Chapter XLVI

The Hours of Suspense

ON Sunday morning, when the church bells in Stoniton were ringing for morning service, Bartle Massey re-entered Adam's room, after a short absence, and said, "Adam, here's a visitor wants to see you."

Adam was seated with is back towards the door, but he started up and turned round instantly, with a flushed face and an eager look. His face was even thinner and more worn than we have seen it before, but he was washed and shaven this Sunday morning.

"Is it any news?" he said.

"Keep yourself quiet, my lad," said Bartle; "keep quiet. It's not what you're thinking of. It's the young Methodist woman come from the prison. She's at the bottom o' the stairs, and wants to know if you think well to see her, for she has something to say to you about that poor castaway; but she wouldn't come in without your leave, she said. She thought you'd perhaps like to go out and speak to her. These preaching women are not so back'ard commonly," Bartle muttered to himself.

"Ask her to come in," said Adam.

He was standing with his face towards the door, and as Dinah entered, lifting up her mild grey eyes towards him, she saw at once the great change that had come since the day when she had looked up at the tall man in the cottage. There was a trembling in her clear voice as she put her hand into his and said, "Be comforted, Adam Bede, the Lord has not forsaken her."  QUESTIONS:

Output:
Q1:
1. Whose eyes were grey?
2. Who had peepers that were nearly black?
3.
Q2:
1. Who said not to make noise?
2. Who instructed someone to be silent?
3.
Q3:
1. Who was Bartle speaking to?
2. Who did Bartle instruct to be quiet?
3.
Q4:
1. Where did Bartle go back into?
2. What place did Bartle retreat to?
3.
Q5:
1. What was the day of the week?
2. What point in the week was it?
3.
Q6:
1. Did the events take place in the evening?
2. Was it towards the end of the day?
3.
Q7:
1. Who desired to see Adam?
2. Who was interested in meeting up with Adam?
3.
Q8:
1. What was the identity of the visitor?
2. Who was the visitor revealed to be?
3.
Q9:
1. What did Dinah have something to say regarding?
2. On what subject did Dinah wish to speak?
3.
Q10:
1. What faith did Dinah follow?
2. What denomination was Dinah?
3.
Q11:
1. Could Adam be found standing up in his room?
2. Was Adam located in his room and was not seated?
3.
Q12:
1. Was Adam facing the door?
2. Did Adam have his face towards the door?
3.


Instruction: When, after a year of being alone on his island, Robinson Crusoe sees a footprint in the sand, the reader of Robinson Crusoe trembles. Will Crusoe find another human being to end his loneliness? Is the footprint the sign of an enemy? Since 1719, when Daniel Defoe wrote Robinson Crusoe, thousands of people who enjoy English novels have thrilled to this great adventure story. But few know how the story came to be written. Robinson Crusoe was the first English novel. Its birth brought together the misadventures of a Scotch "failure" and the untapped imagination of an aging English scribbler. Near the end of the Seventeenth Century, the hot-tempered Alexander Selkirk was charged with bad conduct while in church. Rather than face this charge, he ran away to sea. Several years later, Selkirk found himself on the ship of an English privateer. The privateer was preying on Spanish shipping. But Selkirk quarreled bitterly with the Captain. So, when the ship came to the island of Juan Femandez in the South Seas, Selkirk asked to be put ashore. When he saw that there were no people on the island, he begged to be taken back on board. But the Captain refused--Selkirk had gone too far. Over four years later, Selkirk was rescued by another ship. When Selkirk got back to England, the story of his life on the island fired the imagination of Daniel Defoe. Defoe had been earning a living by his pen since he was thirty. He was amazingly hard-working. He wrote a whole newspaper three times a week. He also made part of his living from politics. He supported both political parties. He told each party that it had his sole support. Defoe's morals were weak. But he was a fine writer. He was almost sixty when, in the midst of his work in politics, he wrote Robinson Crusoe. In it, Defoe--said one critic--"forged a story, and forced it on the world for truth." The detail of Crusoe's battle for survival on a lonely island is so vivid that the reader of Robinson Crusoe accepts the product of the author's imagination for reality. Robinson Crusoe became the first of a long line of heroes and heroines that have peopled English novels since Defoe's time. QUESTIONS:

Output:
Q1:
1. What novel preceded all others in English?
2. What was the inaugural novel of England?
3.
Q2:
1. Who was Robinson Crusoe based on?
2. Who served as the inspiration for Robinson Crusoe?
3.
Q3:
1. Who was charged with bad conduct while in church?
2. Who was guilty of acting poorly while in church?
3.
Q4:
1. When was Alexander Selkirk charged?
2. At what point in time did Alexander Selkirk's legal worries manifest?
3.
Q5:
1. Did Alexander Selkirk accept his charges?
2. Was Alexander Selkirk okay with facing the consequences of his poor conduct?
3.
Q6:
1. What were the charges against Alexander Selkirk?
2. What was Alexander Selkirk accused of doing?
3.
Q7:
1. At what age did Daniel Defoe begin earning income by writing?
2. How old was Daniel Defoe when he first started to earn a living with his writing?
3.
Q8:
1. What political party did Daniel Defoe support?
2. Which political party had the backing of Daniel Defoe?
3.
Q9:
1. Was Daniel Defoe considered a man with morals?
2. Did people see Daniel Defoe as a very prinicipled man?
3.
Q10:
1. What did Daniel Defoe do three times a week?
2. What did Daniel Defoe complete three times each week?
3.
Q11:
1. At what age did Daniel Defoe author Robinson Crusoe?
2. What was Daniel Defoe's age when he wrote Robinson Crusoe?
3.
Q12:
1. What was the year when Daniel Defoe wrote Robinson Crusoe?
2. In what year did Daniel Defoe pen Robinson Crusoe?
3.


Instruction: My mother, Marisol Torres, came with her family to Australia in the early 1960s. Then my parents' marriage ended and Mum began the study of precious stones. Her interest in opals took her to the New South Wales remote town of Lightning Ridge. There were no luxuries , but she was closer to nature and had a chance to find black opals and make some money. My mother was beautiful with dark hair and brown eyes, but she was also quiet and shy. Early in the Ridge years, she kept to herself, but later, she started going to the neighbourhood centre to make friends. It was her dream to mine, but her get-rich-quick thinking was unrealistic. She was cheated and she was never very successful. But she kept a sense of humour and a charming smile. Then, just as friendships began to blossom, she was diagnosed with cancer and had to return south for treatment. She had the intention of cooking Spanish food as special treat for her Ridge friends, but died too soon. In her honour, my aunt, Marisa, and I fulfilled her desire when we visited the Ridge in March last year. People who mine the Ridge come from a cross section of society, from lawyers to travels. Looks don't mean much: it can be hard to tell who is millionaire and who is poor. Opals attracted Sebastian and Hanna Deisenberger to Lightning Ridge. They planned a two-year stay, but became permanent residents. Then there's Neil Schellnegger, 45, who moved to the area with his parents when he was a child. He lives with his son, Luke. Luke is a shy 19-year-old boy who enjoys helping his dad. They haven't had much luck over the past couple of years, but their passion for opals conquers disappointment. They love the peaceful lifestyle. Danny Hatcher, 38, is a second-generation miner and president of the Lightning Ridge Miners' Association. He is an optimistic man, driven by the desire to find the perfect opal. "It's magic," he explains. "Once you start opal mining you don't want to do anything else... There is always the potential for finding a million dollars. Nothing beats it." It's a place where dreams --- spiritual or material --- can be fulfilled; a place, for one last bet in life. QUESTIONS:

Output:
Q1:
1. What is the name of the author's mother?
2. Who is the narrator's female parent?
3.
Q2:
1. What did the narrator's mom study?
2. What did Marisol Torres study?
3.
Q3:
1. Where did Marisol Torres study precious stones?
2. In what town did Marisol Torres look into precious stones?
3.
Q4:
1. What gem was Marisol Torres looking for in Lightning Ridge?
2. What stone was Marison Torres on the hunt for in Lightning Ridge?
3.
Q5:
1. Are opals valuable?
2. Are opals worth a lot of money?
3.
Q6:
1. Was Marisol Torres successful in her search for opals?
2. Did Marisol Torres successfully locate opals?
3.
Q7:
1. What illness did Marisol Torres end up getting?
2. What did Marisol Torres eventually fall sick with?
3.
Q8:
1. Did Marisol Torres remain in Lightning Ridge?
2. Did Marisol Torres live out the end of her days in Lightning Ridge?
3.
Q9:
1. What was Marisol Torres planning to cook?
2. What dish did Marisol Torres intend to whip up?
3.
Q10:
1. Did Marisol Torres get to cook Spanish food?
2. Was Marisol Torres ever able to make her Spanish feast?
3.
Q11:
1. Who made Spanish food?
2. Who was able to cook a Spanish meal?
3.


Instruction:
(CNN) -- Do not go backstage at Cirque Du Soleil. It will only hurt your self-esteem.

Anthony Gatto says he's been in training since he was 3 years old and performing since he was 8.

In the performers' tent for the touring show "Kooza," there are the chiseled men catapulting their partners onto each other's shoulders from a giant see-saw and the woman doing contortions on children's-sized blocks.

You can only take so much of this before your ego needs normal.

Normal might be that man in the corner, wearing a T-shirt, shorts and sneakers throwing balls in the air. How hard can that be?

Your self-worth will be quickly dashed again when the man picks up a soccer ball, bounces it on his head and jumps rope at the same time. Moments later, he's juggling six or seven orange rings (they move so fast, it looks like a blur) and then does a pirouette -- while all the rings are in the air -- and then catches them on his arm. Watch the juggler in action »

You could say Anthony Gatto went into the family business. But his stepfather wasn't a farmer or a doctor. He was a juggler.

"By the time I was 8, I was entered into a juggling competition, and incidentally, that was the same competition that Patrick Dempsey, the actor, was in," Gatto said. "He used to be a juggler. We competed against each other. I took first, he took second. Now he's a big actor and here I am, juggling."  QUESTIONS:

Output:
Q1:
1. Why should you avoid backstage?
2. Why is it not a good idea for you to go behind the staege?
3.
Q2:
1. Since what age has Anthony Gatto been training?
2. When did Anthony Gatto start training?
3.
Q3:
1. How long has Anthony Gatto been performing?
2. When did Anthony Gatto begin performing?
3.
Q4:
1. What is the name of the Cirque du Soleil performance?
2. What show is Cirque du Soleil putting on?
3.
Q5:
1. How many things was the man balancing?
2. What was the number of objects being juggled by the man?
3.
Q6:
1. Was Anthony Gatto's dad a farmer?
2. Did Anthony Gatto have a farmer as a father?
3.
Q7:
1. Was Anthony Gatto's dad a doctor?
2. Did Anthony Gatto have a physician for a father?
3.
Q8:
1. How old was Anthony Gatto when he competed for the first time?
2. At what age did Anthony Gatto participate in his first competition?
3.
Q9:
1. Who got first place at Anthony Gatto's competition?
2. Who was the first place winner when Anthony Gatto competed?
3.
Q10:
1. Who got second place at Anthony Gatto's competition?
2. Who was the second place winner when Anthony Gatto competed?
3.


Instruction: Luke was starting his first day of day care. He was a little nervous about meeting his new teacher and all of his new friends. When his mother dropped him off, he kissed her goodbye and sat down in the green seat that his teacher showed him. He looked around the room. There were a lot of other kids there. A baby sat in a high chair sucking on a blue pacifier. A kid about Luke's age named George was drawing and tracing his hand on paper. A little girl named Mary raised her hand and asked the teacher if she could go to the toilet. The teacher walked her into the bathroom and then returned to the class. She started helping Luke get to know the other kids in the class. A little girl named Jessica tapped Luke on the shoulder and gave him some candy. He took the pink candy from her and thanked her. Luke smiled and thought, "I'm going to like it here." QUESTIONS:

Output:
Q1:
1. Who was beginning daycare?
2. Who had never been to daycare before and was there today?
3.
Q2:
1. Was Luke nervous?
2. Did Luke feel anxious about daycare?
3.
Q3:
1. What was Luke nervous about?
2. What was the source of Luke's anxiety?
3.
Q4:
1. Who dropped Luke off?
2. Who transported Luke to daycare?
3.
Q5:
1. Where did Luke sit down?
2. In what location did Luke take a seat?
3.


Instruction:
Cladistics (from Greek , "klados", i.e., "branch") is an approach to biological classification in which organisms are categorized based on shared derived characteristics that can be traced to a group's most recent common ancestor and are not present in more distant ancestors. Therefore, members of a group are assumed to share a common history and are considered to be closely related.

The techniques and nomenclature of cladistics have been applied to other disciplines. (See phylogenetic nomenclature.)

The original methods used in cladistic analysis and the school of taxonomy derived from the work of the German entomologist Willi Hennig, who referred to it as phylogenetic systematics (also the title of his 1966 book); the terms "cladistics" and "clade" were popularized by other researchers. Cladistics in the original sense refers to a particular set of methods used in phylogenetic analysis, although it is now sometimes used to refer to the whole field.

What is now called the cladistic method appeared as early as 1901 with a work by Peter Chalmers Mitchell for birds and subsequently by Robert John Tillyard (for insects) in 1921, and W. Zimmermann (for plants) in 1943. The term "clade" was introduced in 1958 by Julian Huxley after having been coined by Lucien Cuénot in 1940, "cladogenesis" in 1958, "cladistic" by Cain and Harrison in 1960, "cladist" (for an adherent of Hennig's school) by Mayr in 1965, and "cladistics" in 1966. Hennig referred to his own approach as "phylogenetic systematics". From the time of his original formulation until the end of the 1970s, cladistics competed as an analytical and philosophical approach to phylogenetic inference with phenetics and so-called evolutionary taxonomy. Phenetics was championed at this time by the numerical taxonomists Peter Sneath and Robert Sokal and the evolutionary taxonomist Ernst Mayr. QUESTIONS:

Output:
Q1:
1. What is the article about?
2. What subject does the article focus on?
3.
Q2:
1. What country is the word Cladistics from?
2. What language is at the base of the term cladistics?
3.
Q3:
1. What is cladistics?
2. How can cladistics be defined?
3.
Q4:
1. How long ago did Cladistics come about?
2. When did cladistics start to appear as a field?
3.
Q5:
1. Who invented the cladistic method?
2. Who was one of the first to come out with the cladistic method?
3.
Q6:
1. How did Peter Chalmers Mitchell first introduce cladistics?
2. What work by Peter Chalmers Mitchell did cladistics first appear in?
3.
Q7:
1. Did cladistics appear in the work of people other than Peter Chalmers Mitchell?
2. Did anybody besides Peter Chalmers Mitchell write about cladistics?
3.
Q8:
1. Who was the next person to write about cladistics after Peter Chalmers Mitchell?
2. Who followed Peter Chalmers Mitchell in writing on cladistics?
3.
Q9:
1. How many years separated Peter Chalmers Mitchell's work on cladistics and that of Robert John Tillyard?
2. How many years after Peter Chalmers Mitchell did Robert John Tillyard write about Cladistics?
3.
Q10:
1. What was the focus of Robert John Tillyard's work?
2. What did Roberty John Tillyard mostly work on?
3.
Q11:
1. Who was the next person to write about cladistics after Robert John Tillyard?
2. Who followed Robert John Tillyard in writing on cladistics?
3.
Q12:
1. What was the focus of W. Zimmerman's work?
2. What did W. Zimmerman mostly work on?
3.
Q13:
1. When was W. Zimmerman active?
2. In what year did W. Zimmerman publish?
3.
Q14:
1. How are organisms classified under cladistics?
2. What classification does cladistics give of organisms?
3.
Q15:
1. Who came up with "clade"?
2. Who was the first to use the term "clade"?
3.


Instruction: Amy was looking for a gift for her little daughter. Suddenly she stopped before a store of dolls. "Girls like dolls," she thought as she was walking into it. Looking around, she saw a grandma doll - one with gray hair and a pair of glasses. In her mind appeared Joyce, her mother. When Amy was a little girl, she got her first doll from Joyce for her birthday. Then the second, the third...A doll a year from Joyce never arrived late. "Why always a doll?" This question had been in Amy's mind until one day her father gave the answer, Little Joyce dreamed to have a doll. Her parents promised one for her fifth birthday. Sadly, they both died in a traffic accident before it arrived. The never-received gift was the most _ in her eyes. Her mother's story being recalled , Amy got an idea. It was Joyce's 60th birthday. A package was delivered to her, with a card that read: Dear Joyce, I forget to send you the package that you should have received on May 20, 1956, your fifth birthday. The gift inside has aged, but I felt that you might still wish to have it. Angel of Joy Joyce opened the package and saw a lovely grandma doll. She held the doll that she had waited for so many years, with tears running down her face. The doll, given by "Angel of Joy", made her the happiest "child" in the world. QUESTIONS:

Output:
Q1:
1. Who was off to find a present?
2. Who was trying to locate a nice gift?
3.
Q2:
1. Whose daughter was going to receive a present?
2. Whose child was set to get a gift?
3.
Q3:
1. What kind of present was Amy thinking of getting?
2. What sort of gift did Amy consider purchasing?
3.
Q4:
1. Does Amy's mother appear in the story?
2. Does the story mention Amy's female parent?
3.
Q5:
1. What was the name of Amy's mother?
2. What was Amy's mom called?
3.
Q6:
1. When Joyce turned 5 was she told she would receive something?
2. Was Joyce supposed to get something specific at the age of 5?
3.
Q7:
1. What was Joyce supposed to receive for her 5th birthday?
2. What was Joyce's intended 5th birthday present?
3.
Q8:
1. Who was going to give Joyce a doll?
2. From whom was Joyce supposed to receive the doll?
3.
Q9:
1. Did Joyce get her doll?
2. Did Joyce's doll ever arrive?
3.
Q10:
1. Why didn't Joyce get her doll?
2. What prevented Joyce form receiving her doll?
3.
Q11:
1. Did Joyce's parents die of natural causes?
2. Did natural causes bring about the deaths of Joyce's parents?
3.
Q12:
1. How did Joyce's parents die?
2. What was the cause of death of Joyce's parents?
3.


Instruction:
Chapter XXIX.

"O, Time and Death! with certain pace, Though still unequal, hurrying on, O'erturning, in your awful race, The cot, the palace, and the throne!"

Sands.

Maud had little leisure for reflection. The yells and shrieks were followed by the cries of combatants, and the crack of the rifle. Nick hurried her along at a rate so rapid that she had not breath to question or remonstrate, until she found herself at the door of a small store-room, in which her mother was accustomed to keep articles of domestic economy that required but little space. Into this room Nick thrust her, and then she heard the key turn on her egress. For a single moment, Wyandotté stood hesitating whether he should endeavour to get Mrs. Willoughby and her other daughter into the same place of security; then, judging of the futility of the attempt, by the approach of the sounds within, among which he heard the full, manly voice of Robert Willoughby, calling on the garrison to be firm, he raised an answering yell to those of the Mohawks, the war-whoop of his tribe, and plunged into the fray with the desperation of one who ran a muck, and with the delight of a demon.

In order to understand the cause of this sudden change, it will be necessary to return a little, in the order of time. While Willoughby was with his mother and sisters, Mike had charge of the gate. The rest of the garrison was either at the loops, or was stationed on the roofs. As the darkness increased, Joel mustered sufficient courage to crawl through the hole, and actually reached the gate. Without him, it was found impossible to spring his mine, and he had been prevailed on to risk this much, on condition it should not be asked of him to do such violence to his feelings as to enter the court of a house in which he had seen so many happy days.  QUESTIONS:

Output:
Q1:
1. What was Maud free to do?
2. What was there place in Maud's schedule to do?
3.
Q2:
1. Why did Maud have such little time?
2. What was the reason that Maud didn't have time for much?
3.
Q3:
1. Was Maud with anyone?
2. Was there anybody in Maud's company?
3.
Q4:
1. Who was with Maud?
2. Who was Maud in the company of?
3.
Q5:
1. What did Nick do?
2. What was Nick up to?
3.
Q6:
1. Where did Nick rush off to with Maud?
2. Where did Nick hurry Maud?
3.
Q7:
1. Why did Nick take Maud to a store-room?
2. What was Nick's reason for taking Maud to a store room?
3.
Q8:
1. Was there anyone around besides Nick and Maud?
2. Was anybody in the company of Maud and Nick?
3.
Q9:
1. Who was with Nick and Maud?
2. Who was in Maud and Nick's company?
3.
Q10:
1.
2.
3.
Q11:
1. Did Wyandotté say anything?
2. Did Wyandotté speak?
3.
Q12:
1. Was everyone able to escape?
2. Did everybody get away?
3.
Q13:
1. Where were the remaining members of the garrison?
2. What was the location of the rest of the garrison?
3.
Q14:
1. Was someone manning the gate?
2. Did the gate fall under anybody's purview?
3.