Question: Read the following context and answer the question. Context: Today, many academics feel stuck between a rock and a hard place. They're under huge pressure to write and publish but an ever-growing mountain of teaching and admin is stopping them doing just that. Our research finds that whilst nobody is immune to these pressures, some academics cope better than others and that's because over the years, they've developed personal "systems" to help them write. We recently carried out in-depth interviews with 23 scholars across the UK, Europe and the US. We deliberately chose a diverse group so as to not make any assumptions based on age, seniority, or research background. Academic experience ranged from six months to 27 years and subject fields ranged from social sciences, economics, business, and arts. We did this as part of our user research to inform the development of Prolifiko a digital coaching tool for writers. Whilst every academic had developed a writing productivity system personal to them, we found there were six common "habits" that the most prolific (and generally least stressed) academics tended to use. 1. They "time-block" their writing in advance Scheduling booking in time to write in advance was the single most common habit of our writers. It didn't appear to matter what type of time-blocking method a scholar chose to use or how lengthy a writing session was. Some blocked out long periods of time on sabbatical, whilst others preferred to block out short, regular times throughout the day or across a week. What seemed to matter far more was the act of planning, as this mentally prepared the individual for writing and so made the process easier and less stressful. "When I need to write I block out time. I'm lucky in that I can work from home I block out a couple of straight days to do the writing and I plan it in beforehand. I couldn't really write in any other way than blocking out that time." Question: How long had the academics surveyed been teaching? Answer:
OPTIONS:
- 100 years
- several years
- 10 minutes
- not enough information
Answer: several years

input with options: Read the following context and answer the question. Context: I was 35 weeks pregnant when I had my stroke. For weeks prior to the event I kept experiencing 'visual disturbances.' I felt when I was reading a newspaper or book a sense that my eyes were crossing. I'd feel aware right before it would occur and I would rush to look in a mirror only to discover my eyes were not crossing. I informed my OB who blamed it on the blood vessels in my eyes enlarging due to pregnancy. Ummm ok. You know more than me. Later I was told by a surgeon what I was experiencing was 'textbook' for the passing of blood clots through my occipital area of the brain! The feeling would eventually subside. I awoke one morning feeling 'kind of fuzzy' headed. Like I had slept too hard. I sat with my husband at the kitchen table for our morning coffee and newspaper and for no reason I could imagine I was unable to swallow my coffee and it dribbled out the left side of my mouth. My husband asked me what was going on and I apparently told him, I was 'stroking' out. He got up from the table assuming I was OK and went off to take his morning shower. While in the shower it occurred to him something might not be right. He came back to the table where I was struggling to lift myself from the chair. I put my hands on the table to lift my body and my left hand kept sliding off the edge. He finally got behind me and tried to lift me under my arms and I crumbled to the floor. He then called my OB and told him he thought I'd had a stroke. My OB immediately expressed his doubt but my husband was advised to call an ambulance to get me to the ER. I never really experienced pain from the stroke. Question: How long were they sitting at the breakfast table? Answer:
OPTIONS:
- 10 minutes
- 2 hours
- all day
- not enough information
output: 10 minutes

Q: Read the following context and answer the question. Context: SEOUL South Korean Foreign Minister Kang, Kyung-wha said on Wednesday that the U.S. and South Korea jointly made the decision to suspend combined military exercises scheduled for August, but would not confirm if her government was given advanced notice before U.S. President Trump announced his intention to cancel the drills, after he met with North Korean leader Kim Jong Un in Singapore on June 12. "We have made it clear that this is a goodwill gesture to strengthen the dialogue momentum at this point, but they are not irreversible. They could quickly come back should we see the dialogue momentum losing speed or North Korea not living up to its denuclearization commitment," said Foreign Minister Kang. During a press briefing in Seoul, the foreign minister said she was in in close communication with U.S. Secretary of State Mike Pompeo about the drills directly following the Singapore summit. And while the announcement canceling the exercises came suddenly, Kang said, South Korea was also considering this option to keep diplomatic momentum moving forward following the U.S.-North Korea summit where Kim reaffirmed his commitment to the "complete denuclearization" of North Korea. The now cancelled Ulchi Freedom Guardian exercises normally held in August usually bring in 3,000 more American troops from abroad and involve 50,000 South Korean troops. No decision has yet been made whether the other large-scale joint exercise held in the spring would be suspended as well. At the Singapore summit Trump said he would cancel the "war games" that he said were both enormously expensive and "provocative," as an act of good faith and in response to North Korea's commitment to denuclearization, its continued suspension of nuclear and missile teats, and the recent closing of its nuclear testing site. North Korea has long called for the end of these joint military exercises that it says are offensive "rehearsals for war." In the past U.S. officials refused to suspend the joint drills, that they defended as defensive in nature... Question: When did President Trump announce his plans to suspend military exercises? Answer:

OPTIONS:
- Before he met with Kim Jong Un in August
- After he met with Kim Jong Un on June 12th
- not enough information
- After the Foreign Minister announce its denuclearization commitment

A: After he met with Kim Jong Un on June 12th

Q: Read the following context and answer the question. Context: If you visited the Getty Center in July or early August, you may have encountered a group of high school students wearing white lab coats with "Teen Lab" splattered across the back. You might have spotted them testing kinetic sculptures made from recycled materials, sketching in front of artworks in the galleries, or taking Polaroid self-portraits inspired by David Hockney's photocollages. Online, you may have seen the playful social media stories they created to share their experiments with artistic and scientific processes. The teens were participants in the Getty Teen Lab, a four-week paid internship for high school students. Supported by a generous grant from the Vera R. Campbell Foundation, Teen Lab was the first of several teen-focused initiatives that the J. Paul Getty Museum is launching in 2017 and 2018. The Getty's Education Department developed Teen Lab in response to several seemingly disconnected questions that many art museums are grappling with today: How can we engage diverse youth in meaningful ways? How can museums help meet the rising demand for K-12 curriculum that integrates Science, Technology, Engineering, Arts, and Math (STEAM)? Can art museums themselves be sites for STEAM learning? To address these questions, we looked at other teen programs and discovered that the most successful models are those that give teens agency and a voice in the museum.(1) For example, many museums have teen councils that program events for their peers or offer opportunities for students to collaborate on projects with artists.(2) The Getty wanted to build on these models by empowering teens to be active creators of educational content. In keeping with this goal, we designed the program using the project-based learning approach, which develops skills and knowledge by inviting students to explore solutions to authentic, real-world problems. Question: The teens think that the program was what? Answer:

OPTIONS:
- not enough information
- Difficult.
- Fun.
- Painful.

A:
Fun.