Question: Read the following context and answer the question. Context: One student started packing up at the beginning of a lab exercise. I asked him where he was going. He said "I'm going to fail this class anyway, so I have other things to do." It was true that he wasn't doing well, and we had addressed this previously, but his attitude was completely defeatist. He had given up. So, there, in the middle of class, before he could get away, I said "Well, yeah. You will certainly fail if you don't even try. I thought you were graduating at the end of this semester." "I'm supposed to, but I won't, because I'm going to fail physics. All I need is a D." (He was right; his major didn't require knowing any physics but they put it in the curriculum as a kind of gatekeeper course. Most students took physics much earlier in their studies than he did.) "If you have already decided to fail, I can't stop you; you're an adult. But you can make an appointment with me anytime. You already know that. You can email me. It's my job to help you understand, but you have to come to me. You are an adult. It would be very inappropriate of me to follow you around, inviting you to office hours. And you must do the homework and the labs." He stayed for the lab. I notified his counselor about what was going on, and she called him in and said the same things that I said. Next class he moved from the seat at the edge of my peripheral vision, to the middle, started working his ass off, and he passed. For a while I thought he was closing in on a C, but he got his D and graduated. And I didn't give him anymore of a grading break than I give any of my students. Question: Where did the student move after talking to the teacher Answer:
OPTIONS:
- not enough information
- to the middle of the class
- to the side of the class
- to the back row
Answer: to the middle of the class

input with options: Read the following context and answer the question. Context: I thought I might get some good ideas if I went down to the hospital. I always have stayed away from hospitals. People died or were born. But now I thought I might get some idea if I went down to where it was all happening, the being born and the dying. Mostly the dying. It was the dying that interested me. I sat on a bench in a sort of waiting room. I wanted to call it a green room; it wasn't a place where the patients would wait to be called by the doctor; it was a place where the relatives would wait while the patient was in their room. It had a coffee bar, and comfortable couches, with trendy, muted colors on the walls and floor. Everything was clean and modern without being cold, a homogenized balancing act designed to keep everyone calm during their stressful time. It was a green room; patients were "guests"; their families were "guests" as well. Here was where the families would sit and be feted while they waited to be called out to perform, to smile and encourage or to don faces of appropriate mournfulness. The old ones would put on smiles, the young ones would look sad. I think I went there because it seemed to me that it was the place richest in emotional impact. It reeked of spent emotions, and the emotions were made all the stronger, here in the green room, by the efforts at suppression--the muted walls and gourmet coffees and scones, the overstuffed loveseats and couches, as if those in grief should not be permitted to sit on benches or folding chairs. It absolutely reeked of hush and hidden feeling. It was worse than a church. It was worse than a highschool hallway. It was more universal, more basic, something even the children could comprehend. Question: Why did the author go to the hospital? Answer:
OPTIONS:
- To get ideas
- To examine the relatives of the patients
- To examine the patients
- not enough information
output: To get ideas

Q: Read the following context and answer the question. Context: April 1, 2006 Walter died today. Found out this morning over breakfast. Suicide. Walter. I'm still trying to wrap my mind around it. Suicide. Walter wasn't suicidal. I know that, know it for a fact. But he is dead. Why? I am not foolish enough to suspect "foul play" as they say in the mystery stories. No one cares enough about a community college art teacher to murder him. But suicide? Something is wrong here. Very wrong. April 2, 2006 I didn't realize until this morning that yesterday was April Fools day. Some kind of sick joke? But that's not like Walter either. He was a little crazy, but not that kind of crazy. Still I keep half expecting to pick up my voice and hear his voice yell, "Gotcha!" But it is no joke. I know he is dead. (Later) Got a package today. From Walter. Scary considering what I wrote about expecting him to call. I can't express the chill I got when I saw his name on the label. A message from the dead. Surely it's not a good Omen. It's a painting. Or at least I think it is. The package is the right shape, and knowing Walter it seems likely, but...I haven't yet worked up the courage to open it yet. I'm afraid of what I might find. April 3, 2006 Went to the funeral today. Walter's wife, Martha, was in hysterics. Can't say I blame her. It was awkward being there seeing someone in the most vulnerable possible condition. I didn't know her that well. Walter and I rarely interacted outside of work, so I have very little knowledge of his personal life. Sylvia went up to her and hugged her even though she'd never met her before in her life. It must be something with women to be able to make that kind of spontaneous connection. I just shook her hand, and told her I was sorry. I don't make a habit of crying in public, but seeing her so shaken up brought tears to the edges of my eyes, and I did nothing to wipe them away. After five years of friendship it's the least Walter deserves of me. One other thing. The package. It's still sitting there in my study. Mocking me. That's how it feels anyway. Should... Question: How did Walter die? Answer:

OPTIONS:
- not enough information
- suicide
- he did not really die, it was a joke
- foul play

A:
suicide