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In this task, you're given an article and an answer. Your task is to generate the question for the answer based on the given article.
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Article: As any parent with an iPhone or an iPod Touch knows, mobile apps can be an engaging and entertaining experience for kids. Now, a new study of PBS Kids suggests that the experience can be an educational one as well. The study, which was administered by PBS under a grant from the Department of Education, first tested the vocabulary level of a group of 90 Title 1 school children, aged 3 to 7. Then, the children were each given two weeks with an iPod Touch loaded with the Martha Speaks Dog Party app created by PBS Kids. The study monitored how the children used the iPod, during what hours, and in what context. On average, the study found that kids played with the iPod Touch for a total of 5 hours across the two weeks, with half that time spent playing the Martha Speaks app. At the end of the two week trial, the children were given another vocabulary test, which revealed an increase in vocabulary acquisition by as much as 31 per cent. The study findings are particularly useful as smart phones and mobile devices have become increasingly popular among families and parents are faced with a proliferation of mobile apps designed for kids. According to a recent Nielsen study, smart phone usage is 12% higher in households with children than other households. "Mobile apps can be a great learning tool in the hands of children," said Lesli Rotenberg, SVP, Children's Media, PBS. "This research is important in helping to better understand and guide the development of new apps that improve the value of children's screen time with significant educational outcomes." So what does it all mean? At best, it provides more evidence that mobile devices and apps do indeed have educational value and could be an important part of the child-learning process for many years to come.
Answer: It's too early for kids to use smart phones
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What would be the best title of the text?

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Article: Who knows why kids do anything? When it comes to cyberbullying , they are often motivated by anger or frustration . Sometimes they do it for entertainment or because they are bored and have too much time on their hands and too many tech toys available to them. Many do it for laughs or to get a reaction. Some do it by accident, without thinking before they do something. The power-hungry do it to make others suffer. And some think they are righting wrong and standing up for others. Because their motives differ, the solutions and responses to each type of cyberbullying incident has to differ, too. There is no "one size fits all" when cyberbullying is concerned. However, education can help considerably in preventing and dealing with the consequences of cyberbullying. If we can help kids understand how much bullying hurts, and how in many cases words can hurt, fewer may cooperate with the cyberbullies. They will think twice before forwarding a hurtful e-mail, or visiting a cyberbullying "vote for the fat girl" site, or allowing others to take videos or cell phone pictures of personal moments. And, in addition to not lending their efforts to continue the cyberbullying, we also need to teach our children not to stand silently by while others are being hurt. Martin Luther King, Jr. once said that in the end we will remember not the words of our enemies, but the silence of our friends. Kids will feel more comfortable to break the silence if given an anonymous method of reporting cyberbullying web-sites. School administration, community groups and even school policing staff can receive these anonymous tips and take action quickly. If our children do not allow the cyberbullies to use them to embarrass or hurt others and realize that silence, when others are being hurt, is not acceptable, cyberbullying will quickly stop. It's a tall task, but a noble goal. And in the end, our children will be safer online and offline. We will have helped create a generation of good cybercitizens, controlling the technology instead of being controlled by it.
Answer: Standing up for others.
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Which of the following is NOT an action of cyber-bullying?

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Article: At the Presbyterian Church in downtown Harare, Zimbabwe, 15-year-old Lovemore and other children crowd around tables in a small room, answering questions in their workbooks. Their uniforms are clean and worn with pride, and in many ways it would be difficult to distinguish this classroom from any other. These children, like Lovemore, live at the Mbare bus station, a crowded, dirty and dangerous place for anyone, especially at night. Lovemore said that he started to face problems once his mother died and his father stopped paying school fees. When Lovemore's father remarried, Lovemore was forced onto the street, no longer welcome at home. After meeting a worker from the Presbyterian Children's Club (PCC), Lovemore felt encouraged to take advantage of the opportunity to get an education. Since joining the program, he is always at the top of his class. He spends his mornings at the PCC, where he receives his only meals for the day. At night, he sleeps on the ground at the bus station. The few clothes he owns are hidden in secret places around town so that no one will steal them. At the end of each day, Lovemore and his classmates take their books with them to study at night in the market square. "We read by the street lights, but sometimes the guards drive us away." Each year, the top three students are given a chance to go to formal school. Those who successfully complete their grade-seven exams will be given a PCC scholarship to attend a boarding school , proving there is hope for forgotten children like Lovemore. Started in 1996, the program provides free education, basic meals, health care and clothing to more than 70 children. "There are people who care here, and other kids like me," Lovemore said. "It feels like this is my family."
Answer: Opportunities for street children
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What would be the best title for the passage?