You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (", "). E.g. "1, 2" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (", ").

Example Input: Paragraph- Sent 1: In the second place, you should obtain specific and detailed command of general ideas.
Sent 2: Not of out-of-the-way ideas.
Sent 3: But of the great basic ideas that are the common possession of all mankind.
Sent 4: For through these basic ideas is the most natural and profitable approach to the study of synonyms.
Sent 5: Each of them is represented by a generic word.
Sent 6: So elementary are idea and word alike that a person cannot have the one in mind without having the other ready and a-quiver on his tongue.
Sent 7: Every person is master of both.
Sent 8: But it is unsafe to predicate the person's acquaintance with the shades and phases of the idea, or with the corresponding discriminations in language.
Sent 9: He may not know them at all, he may know them partially, he may know them through and through.
Sent 10: Let us suppose him ignorant of them but determined to learn.
Sent 11: His progress, both in the thought and in the language, will be from the general to the specific.
Sent 12: His acquaintance with the idea in the large he will gradually extend to an acquaintance with it in detail, and his command of the broad term for it he will little by little supplement with definite terms for its phases.
Sent 13: An illustration will make this clear.
Question: How is knowledge formed?.
Example Output: 2.

Example Input: Paragraph- Sent 1: Convicted murderer Seth Baxter awakens chained to a table beneath a pendulum blade .
Sent 2: A videotape informs him that crushing his hands between the presses will release him ; he does so , but the blade still swings down and violently cuts him in half , while someone watches through a hole in the wall .
Sent 3: The scene cuts to Agent Peter Strahm , who kills Jeff Denlon in self-defense and is sealed in the sickroom .
Sent 4: He finds a hidden passage with a tape recorder that warns him to stay in the sickroom , but ignores it .
Sent 5: He is attacked by a pig-masked figure in the passage and awakens with his head sealed in a box slowly filling with water , which he survives by performing a tracheotomy using a pen .
Sent 6: Outside the plant , Detective Mark Hoffman delivers Corbett Denlon to the police and claims they are the only survivors , and is shocked when Strahm is brought out alive as well .
Sent 7: Jill Tuck is met by John Kramer 's attorney , who is administering his will .
Sent 8: She is left a box and a videotape , in which John stresses the importance of the box 's contents .
Sent 9: She opens it with a key hung around her neck and then leaves without disclosing its contents .
Sent 10: In a memorial service held for David Tapp , Steven Sing , Allison Kerry , Eric Matthews , and Daniel Rigg , the five officers killed in action , Hoffman is promoted to detective lieutenant .
Sent 11: He is informed of the death of Agent Lindsey Perez while taking Strahm 's phone and goes to the hospital to meet Strahm , who says that Hoffman 's name was Perez 's last words .
Question: Who went to the hospital to find out Perez's last words?.
Example Output: 10, 11.

Example Input: Paragraph- Sent 1: Phillips Andover Academy, one of the most elite and selective boarding high schools in the country, failed again to elect a girl to its top student position -- the school presidency.
Sent 2: Since the school went co-ed in 1973, only three girls have held this office.
Sent 3: In a letter that launched a fiery debate across its campus, senior girls implored their peers to look hard at the school's "staggering gender imbalance" in student leadership.
Sent 4: Headmaster John Palfrey responded by telling The New York Times, "Girls have not had equal access to top leadership positions."Sent 5: Yet, access for girls is rarely the problem when it comes to pursuing leadership.
Sent 6: Feeling authorized to take leadership roles is the problem.
Sent 7: It starts early.
Sent 8: From childhood to adolescence, girls face mixed messages about displaying power and authority.
Sent 9: The girls at Andover and elsewhere are socialized to be likeable, to please others, to not tout their own successes and to speak softly like proper girls.
Sent 10: As a result, they face powerful psychological barriers to attaining leadership roles.
Sent 11: The impact of what I call the "curse of the good girl" effect first appears in friendships, when young girls take pains to avoid direct conflict with peers.
Sent 12: "I want to tell her how I feel," a typical girl would say in my research interviews, "but what if she hates me or turns other people against me?"Sent 13: These girls often resorted to gossip and other forms of indirect communication, or they internalize their feelings in unhealthy ways.
Sent 14: Over time, pretending not to be angry with a friend when you are, or turning to a text messages instead of having an honest conversation, becomes a formative habit of communication.
Sent 15: Meanwhile, the muscles that girls need to assert their strongest feelings and opinions atrophy.
Sent 16: By the time girls join sports teams and school organizations, many have imported these social habits into student leadership contexts.
Question: Who was the headmaster of Phillips Andover Academy?.
Example Output:
4.