Read the following context and choose the correct option to answer the question. Context: President Donald Trump made a fresh appeal Friday for support to arm some teachers to help stem mass shootings targeting schools. Trump's pitch came during a speech before a friendly conservative crowd at the annual Conservative Political Action Conference (CPAC) meeting near Washington. Trump spent much of the past week dealing with the aftermath of the tragic high school shooting in Parkland, Florida. Although a new experience for Trump, it is a situation many of his predecessors are all too familiar with. Former Presidents Bill Clinton, George W. Bush and Barack Obama all faced similar tragedies while in office. They also dealt with political pressures in the aftermath demanding action. Trump is also beginning to see why presidents are often frustrated when they try to bridge what pollsters and political pundits often refer to as the great divide over guns in the United States. In the aftermath of the massacre at Columbine High School in Colorado in 1999, President Clinton sought to calm the nation. "We must do more to reach out to our children and teach them to express their anger and to resolve their conflicts with words, not weapons," he said. In 2007, it was left to President Bush to lead the grieving at Virginia Tech after a gunman killed 32 people before committing suicide. "May God bless and keep the souls of the lost, and may his love touch all of those who suffer in grief," he said at an on campus memorial service. And in 2012, an emotional President Obama wiped away a tear as he addressed the nation in the wake of the massacre of grade-school students in Newtown, Connecticut. "We've endured too many of these tragedies in the last few years. The majority of those who died today were children, beautiful little kids between the ages of five and 10 years old," he said. Trump has expressed sympathy for the victims and families in the shooting at Marjory Stoneman Douglas High School in Parkland, Florida. But he has also been forceful in pushing for solutions, including the controversial idea of... Question: What happened at Virginia Tech in 2007? Options: - a gunman shot up the campus - a gunman killed 32 people - a gunman committed suicide - not enough information
a gunman killed 32 people

(Question)
Read the following context and choose the correct option to answer the question. Context: I saw one last night on an episode of Designated Survivor. To qualify this, I'm not normally bothered by product placements. Sometimes they can even add to the scene. But this one was bad, really bad. Agent is busy hunting for baddies. Finishes questioning one naughty person who climbs in his Ford F150 and speeds off. So far, so good - it is the sort of vehicle a country-living billionaire bad-guy would drive. The agent then pulls out her phone and Move to close up of phone screen showing Ford app already loaded (and screen unlocked!). Agent slowly moves finger to app. Does something. Pause as app does fancy graphics. Cut to car interior. Shot of dash, showing Ford logo on steering wheel. It's bright blue - are they not normally grey or more subtle? Pause for a second Zoom in on dash. Dash light up. Car starts. Show pretty dash lights for a second or so. Cut to agent Agent walks to car, gets in drives off. Lingering shot of rear of car. It was just so clumsy. Massive halt to the flow of the scene to show it. In most films you never see anyone starting cars, putting on seatbelts or similar unless this is part of the plot because it's unnecessary and not interesting to watch. I sort of expected the remote start function to have some sort of relevance later but no, it was totally ignored. Added to that: There was no password or security on her phone - and this is an agent investigating super secret stuff. If you don't show her unlocking the phone, why show her lovingly prodding the app? They are as relevant. She unlocked and started the car while she was 2030 paces away, on the grounds of a suspect ranch. Someone could easily have jumped in the car. Not very security conscious. Question: How long did it take the agent to walk to her car? Options: - not enough information - 2 hours - a minute - overnight
(Answer)
a minute

Read the following context and choose the correct option to answer the question. Context: Today, many academics feel stuck between a rock and a hard place. They're under huge pressure to write and publish but an ever-growing mountain of teaching and admin is stopping them doing just that. Our research finds that whilst nobody is immune to these pressures, some academics cope better than others and that's because over the years, they've developed personal "systems" to help them write. We recently carried out in-depth interviews with 23 scholars across the UK, Europe and the US. We deliberately chose a diverse group so as to not make any assumptions based on age, seniority, or research background. Academic experience ranged from six months to 27 years and subject fields ranged from social sciences, economics, business, and arts. We did this as part of our user research to inform the development of Prolifiko a digital coaching tool for writers. Whilst every academic had developed a writing productivity system personal to them, we found there were six common "habits" that the most prolific (and generally least stressed) academics tended to use. 1. They "time-block" their writing in advance Scheduling booking in time to write in advance was the single most common habit of our writers. It didn't appear to matter what type of time-blocking method a scholar chose to use or how lengthy a writing session was. Some blocked out long periods of time on sabbatical, whilst others preferred to block out short, regular times throughout the day or across a week. What seemed to matter far more was the act of planning, as this mentally prepared the individual for writing and so made the process easier and less stressful. "When I need to write I block out time. I'm lucky in that I can work from home I block out a couple of straight days to do the writing and I plan it in beforehand. I couldn't really write in any other way than blocking out that time." Question: Why are academics stuck between a rock and a hard place? Options: - There's pressure to write, publish, and teach - Students are paying attention - not enough information - They plan too well and get everything done too quickly.
There's pressure to write, publish, and teach