Given a context passage, generate a question from the passage such that its answer is shortest continous span from the passage.

Input: Consider Input: The motion of an object can be represented by a position-time graph like Graph 1 in the Figure 1.1. In this type of graph, the y-axis represents position relative to the starting point, and the x-axis represents time. A position-time graph shows how far an object has traveled from its starting position at any given time since it started moving. Q: In the Figure 1.1, what distance has the object traveled from the starting point by the time 5 seconds have elapsed? A: The object has traveled a distance of 50 meters. In a position-time graph, the velocity of the moving object is represented by the slope, or steepness, of the graph line. If the graph line is horizontal, like the line after time = 5 seconds in Graph 2 in the Figure 1.2, then the slope is zero and so is the velocity. The position of the object is not changing. The steeper the line is, the greater the slope of the line is and the faster the objects motion is changing. Its easy to calculate the average velocity of a moving object from a position-time graph. Average velocity equals the change in position (represented by d) divided by the corresponding change in time (represented by t): velocity = d t For example, in Graph 2 in the Figure 1.2, the average velocity between 0 seconds and 5 seconds is: d t 25 m 0 m = 5 s0 s 25 m = 5s = 5 m/s velocity =

Output: the slope of a position-time graph can be used to find the moving objects


Input: Consider Input: If you are a high school senior graduating and looking to enter college in 2006, you will take the new exam. The biggest change to the SAT will be the introduction of a new writing section. The writing section will consist of two parts: an essay and a multiple-choice section. Students will be given 25 minutes to respond to a prompt and construct a well-organized essay that effectively deals with the task. The essay question may require students to complete a statement, to react to a quote, or to agree or disagree with a point of view. In any case, a good essay will support the chosen position with specific reasons and examples from literature, history, art, science, current affairs, or even a student's own experiences. Essays will be scored based on the procedures for the current SAT II: Writing Test. Essays will be graded by two independent readers On a scale of 1~6, and their two scores will be combined to form an essay subscore that ranges from 2 to 12. Should the readers' scores vary by more than 2 points, a third reader will score the essay; The readers will be high school teachers and college professors who teach composition. To ensure that essays will be scored in a timely manner, they will be scanned and made available to readers on the Internet for grading purpose. The writing section will also include multiple-choice grammar and usage questions. Some of these questions will call upon students to improve given sentences and paragraphs. Others will present students with sentences and require them to identify mistakes in diction , grammar, sentence construction, subject-verb agreement, proper word usage. The highest possible score on the new writing section will be 800. Scores on the essay and multiple-choice section will be combined to produce a single score. A writing subscore will also be assigned. The highest possible scores on the Critical Reading and Math sections will remain 800 each, making 2,400 a perfect score on the new SAT.

Output: Which parts are included in the writing section of SAT according to the passage?


Input: Consider Input: A study was performed to determine the utility of the 8-point recognition of stroke in the emergency room (ROSIER) instrument as a diagnostic tool in a large Irish emergency department. Fifty patients had ROSIER scores completed by doctors. Diagnoses achieved using the score were compared with discharge diagnoses. Relations between ROSIER score, impairment and length of stay were assessed. Forty-seven patients (94%) had a ROSIER Score > or =1 indicating a stroke, 44 (94%) of these had stroke confirmed on investigation. Two patients with stroke were missed and three were wrongly identified. Positive predictive value for the ROSIER was 94%. ROSIER correlated with Scandinavian neurological stroke score. (r = -0.414, p = 0.003) and was associated with increasing length of stay in survivors (p = 0.16, one-way ANOVA. F = 3.116, df = 6). The ROSIER is a suitable and useful adjunct in the assessment of stroke patients in Ireland.


Output: ROSIER scale is used for which disorder?