In this task, you're given an article and an answer. Your task is to generate the fill-in-the-blank question for this answer based on the given article. The blanks are always at the end of the question, and can be filled with more than one word or phrase.

Input: Consider Input: Article: A home computer not only helps children master the old ways of learning, but also opens up possibilities that simply aren't available in traditional education. Some software, for example, allows kids to make decisions and see the results in different situations. The World Wide Web encourages young minds to move easily from link to link, topic to topic. The best software draws children into learning by making them curious--what if I click on this picture, drag this over here, visit that website? Knowing how to use a computer also encourages a child's confidence. Kids figure out quickly that computers are powerful, and mastering the machine makes them feel grown-up. In turn, feeling confident on a computer often translates to academic confidence. Researchers have found that attitudes toward writing, for example, improve when students write on a computer. Perhaps most importantly, computers can enrich family life. Forget the idea that computer kids are separated. Children like to use the computer with adults and other kids, asking questions and comparing results. "The Internet is a unique opportunity to bring resources home, "notes Susan Haugland, PhD, Cape Girardeau, Mo. , author of Computer and Young Children:A World of Discovery. Although the benefits of computers are real, they have disadvantages, too. Kids can lose their way, wasting hours on mindless software of violent games. Just as parents have always helped children make good choices about everything from friends to food, books to TV, now we must make sure they get the best out of computers.
Answer: the advantages of children' using computers

Output: The passage is mainly talking about _ .

Input: Consider Input: Article: My oldest child, Emma, just returned to campus after a long holiday break to finish up her last period of college. These days, friends and family have begun flooding me with one question: What is she going to do after graduation? The job market is, after all, awfully tough. Just this month the Federal Reserve Bank published a study showing that "recent graduates are increasingly working in low-paid jobs or working part-time." The bright spot, according to the study, is for students who majored in STEM-- science, technology, engineering and mathematics -- areas in which recent graduates "have tended to do relatively well". But Emma is a student of the humanities at a small college. She's an American Studies major with a focus on the politics and culture of food. For quite a while, I think her field of study is so fashionable right now that I'm not the least bit worried she will find a good job. Yet the more I've thought about it, the more I've decided to be honest. "I'm not sure what Emma is going to do," I now say. "But she's gotten a great education and has really found her interest. -- and I know those things will serve her well over the course of her life." Nowadays, more and more universities and colleges are being measured by the salaries of their recent graduates. In this climate, encouraging your kid to study the humanities, seems, at best, unwise or, at worst, unconcerned with earning a living. But a college is not a vocational school. And promoting STEM subjects should not be society's only answer to helping the next generation grow in a competitive world. From the beginning, we never urged Emma to pick a college or a major with an eye on its expected return on money, as more and more families are doing. To Emma, what really matters will be something that we may not be able to measure for quite a long time: Emma's contribution to the world and how happy she is in it.
Answer: are worried about the job market

Output: The author's friends and family _ .

Input: Consider Input: Article: There is some unwelcome news for students preparing for exams and officers putting in long hours-----you don't need the break as much as you may think that makes you feel less tired. Scientists have long assumed that willpower is a limited resource, which is why you feel the need to have a rest, have a snack and come back to a task when you're feeling better. They argued that the only way to restore willpower was by rest, food or entertainment. But psychologists have challenged this theory, saying weak willpower is all in your head. They found that people's beliefs in willpower determine how long and how well they'll be able to work on a tough mental exercise. "If you think of willpower as something that's limited, you're more likely to be tired when you perform a difficult task," said Prof.Veronika Job. "'But if you think of willpower as something that is not easily used up, you can go on and on." The researchers designed four experiments to test students'-beliefs in willpower. After a tiring task, those, who believed or were led to believe that willpower is a limited resource, performed worse on standard concentration tests than those who thought of willpower as something they had more control over. They also found that leading up to final exam week, students who believed the limited resource theory ate junk food 24 percent more often than those who believed they had more control in resisting temptation . Mr. Job said. "The theory that willpower is a limited resource is interesting, but it has had unintended consequences. Students who may already have trouble studying are being told that their power of concentration is limited, and they need to take frequent breaks. But a belief in willpower as a non-limited resource makes people stronger in their ability to work through challenges.'" The findings could help people who are" battling temptation. Willpower isn't driven by a biologically based process as much as we used to think. The belief in it is what influences your behavior.
Answer: people do need a break to restore their willpower
Output: The theory that willpower is limited supports that _ .