You need to read the given passage and construct a question about the information present in the passage. The question should be answerable from the passage. Most importantly, only those questions are allowed whose answers cannot be determined from a single sentence. Do not generate questions that require only a single sentence to answer. Instead, try to combine two sentences and create a question from that combination. Do not create open-ended questions, i.e., the answers to them cannot be found precisely from the information provided in the passage.

Q: Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

A: What does Lucy do with the dog they are pet-sitting?
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Q: Paragraph- Sent 1: Our only sources for what intelligence officials thought at the time are what they said in informal briefings.
Sent 2: Soon after the Cole attack and for the remainder of the Clinton administration, analysts stopped distributing written reports about who was responsible.
Sent 3: The topic was obviously sensitive, and both Ambassador Bodine in Yemen and CIA analysts in Washington presumed that the government did not want reports circulating around the agencies that might become public, impeding law enforcement actions or backing the President into a corner.
Sent 4: Instead the White House and other principals relied on informal updates as more evidence came in.
Sent 5: Though Clarke worried that the CIA might be equivocating in assigning responsibility to al Qaeda, he wrote Berger on November 7 that the analysts had described their case by saying that "it has web feet, flies, and quacks."Sent 6: On November 10, CIA analysts briefed the Small Group of principals on their preliminary findings that the attack was carried out by a cell of Yemeni residents with some ties to the transnational mujahideen network.
Sent 7: According to the briefing, these residents likely had some support from al Qaeda.
Sent 8: But the information on outside sponsorship, support, and direction of the operation was inconclusive.
Sent 9: The next day, Berger and Clarke told President Clinton that while the investigation was continuing, it was becoming increasingly clear that al Qaeda had planned and directed the bombing.
Sent 10: In mid-November, as the evidence of al Qaeda involvement mounted, Berger asked General Shelton to reevaluate military plans to act quickly against Bin Ladin.
Sent 11: General Shelton tasked General Tommy Franks, the new commander of CENTCOM, to look again at the options.
Sent 12: Shelton wanted to demonstrate that the military was imaginative and knowledgeable enough to move on an array of options, and to show the complexity of the operations.
Sent 13: He briefed Berger on the "Infinite Resolve" strike options developed since 1998, which the Joint Staff and CENTCOM had refined during the summer into a list of 13 possibilities or combinations.
Sent 14: CENTCOM added a new "phased campaign"concept for wider-ranging strikes, including attacks against the Taliban.
Sent 15: For the first time, these strikes envisioned an air campaign against Afghanistan of indefinite duration.
Sent 16: Military planners did not include contingency planning for an invasion of Afghanistan.
Sent 17: The concept was briefed to Deputy National Security Advisor Donald Kerrick on December 20, and to other officials.
Sent 18: On November 25, Berger and Clarke wrote President Clinton that although the FBI and CIA investigations had not reached a formal conclusion, they believed the investigations would soon conclude that the attack had been carried out by a large cell whose senior members belonged to al Qaeda.

A: What new concept did CENTCOM add and what plan did the military planners not include?
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Q: Paragraph- Sent 1: Alexander earned the epithet "the Great" due to his unparalleled success as a military commander.
Sent 2: He never lost a battle, despite typically being outnumbered.
Sent 3: This was due to use of terrain, phalanx and cavalry tactics, bold strategy, and the fierce loyalty of his troops.
Sent 4: The Macedonian phalanx, armed with the sarissa, a spear 6 metres (20 ft) long, had been developed and perfected by Philip II through rigorous training, and Alexander used its speed and maneuverability to great effect against larger but more disparate Persian forces.
Sent 5: Alexander also recognized the potential for disunity among his diverse army, which employed various languages and weapons.
Sent 6: He overcame this by being personally involved in battle, in the manner of a Macedonian king.
Sent 7: In his first battle in Asia, at Granicus, Alexander used only a small part of his forces, perhaps 13,000 infantry with 5,000 cavalry, against a much larger Persian force of 40,000.
Sent 8: Alexander placed the phalanx at the center and cavalry and archers on the wings, so that his line matched the length of the Persian cavalry line, about 3 km (1.86 mi).
Sent 9: By contrast, the Persian infantry was stationed behind its cavalry.
Sent 10: This ensured that Alexander would not be outflanked, while his phalanx, armed with long pikes, had a considerable advantage over the Persian's scimitars and javelins.
Sent 11: Macedonian losses were negligible compared to those of the Persians.
Sent 12: At Issus in 333 BC, his first confrontation with Darius, he used the same deployment, and again the central phalanx pushed through.
Sent 13: Alexander personally led the charge in the center, routing the opposing army.
Sent 14: At the decisive encounter with Darius at Gaugamela, Darius equipped his chariots with scythes on the wheels to break up the phalanx and equipped his cavalry with pikes.
Sent 15: Alexander arranged a double phalanx, with the center advancing at an angle, parting when the chariots bore down and then reforming.
Sent 16: The advance was successful and broke Darius' center, causing the latter to flee once again.
Sent 17: When faced with opponents who used unfamiliar fighting techniques, such as in Central Asia and India, Alexander adapted his forces to his opponents' style.
Sent 18: Thus, in Bactria and Sogdiana, Alexander successfully used his javelin throwers and archers to prevent outflanking movements, while massing his cavalry at the center.

A:
How did Alexander overcome the potential disunity amon his diverse army?
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