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

Ex Input:
Throughout its history, chronic myeloid leukemia (CML) has set precedents for cancer research and therapy. These range from the identification of the first specific chromosomal abnormality associated with cancer to the development of imatinib as a specific, targeted therapy for the disease. The successful development of imatinib as a therapeutic agent for CML can be attributed directly to decades of scientific discoveries. These discoveries determined that the BCR-ABL tyrosine kinase is the critical pathogenetic event in CML and an ideal target for therapy. This was confirmed in clinical trials of imatinib, with imatinib significantly improving the long-term survival of patients with CML. Continuing in this tradition of scientific discoveries leading to improved therapies, the understanding of resistance to imatinib has rapidly led to strategies to circumvent resistance. Continued studies of hematologic malignancies will allow this paradigm of targeting molecular pathogenetic events to be applied to many additional hematologic cancers.

Ex Output:
What tyrosine kinase, involved in a Philadelphia- chromosome positive chronic myelogenous leukemia, is the target of Imatinib (Gleevec)?


Ex Input:
Nowadays they are giving homework even during the holidays and I hate that very much. But I think there is a reason for it. Homework is given so that we can remember whatever we have learnt. Regular drilling and repetition make perfect. But teachers have started to give too much homework. Anything in excess is bad. Jane What's the use of just homework without allowing children to get an insight into the subject? It just makes them bookworms but nothing else. Homework such as writing some things 5 times at home will just make them memorize things but not put them into use. I regret to say that teachers find it easy to bundle the children with homework rather than making them get interested to understand what they learn. The same trend continues even in college. I find that most of the so-called high scorers are unable to answer simple things in an interview. Sally It is OK to give homework. But it should be given less. We are spending most of our time in school and at least we must be free in our home. If you give homework, we will be very tired and we wouldn't be able to pay attention to extra-curricular activities, which in turn may affect our physical and mental health. So please give less homework to us. Johnson It is part of our work to give students homework. There will be some punishments if we won't do our work. So I have to do that though I know such a teacher is not liked by students.

Ex Output:
Who thinks homework should help students learn something practical?


Ex Input:
A change in an objects motionsuch as Xander speeding up on his scooteris called acceleration. Acceleration occurs whenever an object is acted upon by an unbalanced force. The greater the net force acting on the object, the greater its acceleration will be, but the mass of the object also affects its acceleration. The smaller its mass is, the greater its acceleration for a given amount of force. Newtons second law of motion summarizes these relationships. According to this law, the acceleration of an object equals the net force acting on it divided by its mass. This can be represented by the equation: Acceleration = Net force Mass or a = F m This equation for acceleration can be used to calculate the acceleration of an object that is acted on by a net force. For example, Xander and his scooter have a total mass of 50 kilograms. Assume that the net force acting on Xander and the scooter is 25 Newtons. What is his acceleration? Substitute the relevant values into the equation for acceleration: F = 25 N = 0.5 N a= m 50 kg kg The Newton is the SI unit for force. It is defined as the force needed to cause a 1-kilogram mass to accelerate at 1 m/s2 . Therefore, force can also be expressed in the unit kg m/s2 . This way of expressing force can be substituted for Newtons in Xanders acceleration so the answer is expressed in the SI unit for acceleration, which is m/s2 : 2 0.5 kgm/s a = 0.5kgN = = 0.5 m/s2 kg Q: Why are there no kilograms in the final answer to this problem? A: The kilogram units in the numerator and denominator of the fraction cancel out. As a result, the answer is expressed in the correct SI units for acceleration. Its often easier to measure the mass and acceleration of an object than the net force acting on it. Mass can be measured with a balance, and average acceleration can be calculated from velocity and time. However, net force may be a combination of many unseen forces, such as gravity, friction with surfaces, and air resistance. Therefore, it may be more useful to know how to calculate the net force acting on an object from its mass and acceleration. The equation for acceleration above can be rewritten to solve for net force as: Net Force = Mass Acceleration, or F=ma Look at Xander in the Figure 1.1. Hes riding his scooter down a ramp. Assume that his acceleration is 0.8 m/s2 . How much force does it take for him to accelerate at this rate? Substitute the relevant values into the equation for force to find the answer: F = m a = 50 kg 0.8 m/s2 = 40 kg m/s2 , or 40 N Q: If Xander and his scooter actually had a mass of 40 kg instead of 50 kg, how much force would it take for him to accelerate at 0.8 m/s2 ?

Ex Output:

for a given net force, an object will accelerate less if it has a greater