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

Ex Input:
We're always looking for well-written reviews of books, music, movies, television shows, websites, video games and other products. When writing a review, concentrate on exactly what you liked or didn't like. Give examples of strengths and weaknesses, be descriptive and provide background information on an author, director, actor or musician, if possible. Find professional reviews in magazines or newspapers and see how reviewers deal with their topic, but be sure to express your own voice in your review. Grammar Hint for Reviews: When describing a book, movie, album or anything else, use the present tense. Book Reviews Discuss an author's technique, strengths and weaknesses instead of focusing on the plot. Does the story flow? Is there a strong sense of character and place? Did you stay up until dawn to finish it? Is it good reading for teenagers? What influence did it have on you and why? If you've read other books by the same author, discuss how this book compares. Movie Reviews Think of the major Oscar categories and consider the performances, music, lighting and setting, etc. Do these work together? Did some hold up while others didn't? If the movie is based on a book, discuss whether one is better than the other and why. If the movie is a remake, compare the film to its original. Remember that a well-written movie review should discuss strengths and weaknesses. Some readers may not have seen a movie yet, so don't give away an exciting scene or the ending! College Reviews Begin by providing an overview of the college, including location, size and a description of the campus and/or dorm life. Think about all aspects of your college visit. What academic, athletic and after-class programs are available? What are the students like? What makes the college different from others? Every school has strengths and weaknesses. Be objective. Consider what the school has to offer and who might enjoy or benefit the most from attending there.

Ex Output:
Which aspects should be included in all three reviews?


Ex Input:
When the order was restored, Murad Pasha marched against Abbas I who was in Tabriz in 1610. Although the two armies met in Accay, north of Tabriz, no engagement or action took place. Due to the problems in the logistics, supply chain and the approaching winter Murad Pasha withdrew his forces to Diyarbakr. While being engaged in diplomatic correspondence with Abbas I for peace and preparing his army for another campaign at the same time he died on 5 August 1611 when he was older than 90. Nasuh Pasha was appointed as the new grand vizier and the commander of the eastern armies. He sued for peace, too, and accepted the proposal of the Safevid side in 1611. The Treaty of Nasuh Pasha was signed on 20 November 1612. The agreement secured the 1555 borders envisaged by the Peace of Amasya. Shah Abbas however, committed himself to send 200 bales of raw silk annually.

Ex Output:
Which happened first, Murad marching against Abbas or the signing of the Treaty of Nasuh Pasha?


Ex Input:
Willis-Ekbom disease/restless legs syndrome (WED/RLS) seems to be a frequent cause of intractable chronic insomnia (ICI) but is under-recognized in children/adolescents with neurodevelopmental conditions (NDCs), as many patients do not have the ability to express the underlying "urge-to-move". In light of this, we aim to develop a protocol for behavioral observations supporting the diagnosis of WED/RLS. We investigated 26 pediatric patients (age 1-16 years, median 8) with NDCs, ICI and evidence of familial WED/RLS employing (1) "emplotted narratives" for description of the various "urge-to-move" presentations and (2) self-description and "behavioral observations" during a "suggested clinical immobilization test" (SCIT). Parental narratives reflected typical WED/RLS-related "urge-to-move" symptoms during day-, bed-, and nighttime in all patients. Fifteen out of 26 patients could describe the "urge-to-move" during the SCIT. Ten out of 26 patients, unable to describe their symptoms due to cognitive disabilities, showed patterns of "relieving-movements" upon observation. Sensory processing abnormalities were reported in all patients, with tactile sensitivities (26/26) (including shifted pain threshold) as the most common sensory domain. "Emplotted narratives" and structured "behavioral observations" support recognition of familial WED/RLS associated movement patterns and provide a useful tool for the diagnosis of WED/RLS in children with NDCs in a clinical office setting.

Ex Output:

Willis-Ekbom disease is also known as?