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.

Q: Article: During a recent phone interview with a mom who had just moved to Colorado, the conversation turned to disaster planning." I am standing here looking out of the window at the smoke from wildfires," she told me, "and have absolutely no idea what we will do if the wind shifts our way." Fortunately, the fire was put out, saving her home. Making a disaster plan isn't something anyone does for fun. But being caught without one in a time of need is worse. Emergency management officials say too few families have a disaster plan ,even in areas that have been hit hard by hurricanes or flooding. I have prepared food, water, flashlights, candles, a battery-powered radio and firewood since our family was hit years ago by a hurricane that blocked off streets and knocked out our power for more than a week. Still we lack the medications, emergency contacts, and emergency-meeting and pet-care plans we should also have .Officials in my state of Oregon have warned us that one of us is really ready for the major disaster which is very likely to hit here---- a big earthquake. Working parents need to coordinate their disaster plans with their children's schools or child-care centers. Many parents in the 2003 New York blackout weren't able to get home to their children because public traffic was stopped and lights were out. After that, many parents made detailed plans with child-care providers about where to meet in emergencies, an whom to contact if unable to reach each other. Good emergency planning and training helped teachers at a child-care center in the World Trade Center successfully move children to a safe place during the 2001 terrorist attacks. Do you have an emergency plan for your home? If not, you know what to do.
Answer: Medicine

A: Which of the following things has the writer NOT prepared for disasters?
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Q: Article: In high school, "cool" is the rule, so teenagers will do anything to avoid possibly embarrassing situations. But not Samantha Elton, 15. She seeks them out. And if she can make a fool of herself as in the process, well, that's even better. For the past two years, Elton, has been a practitioner of improvisation, doing things that others would be embarrassed to consider. Elton is a member of High School Jesters, a group that teaches improvisation techniques to students. The group was founded two years ago by Nicholas Kopatich, himself a keen improviser. "I was sitting in my dorm room and some friends were having chats about comedy and improvisation," Kopatich recalls. They asked for lessons after Kopatich told them he had improvisation experience. The small group turned out to be pretty good at it, so they did a show for the dorm. And things snowballed. While even her mother marvels at Elton's ability to get up in front of audience without a script to fall back on, the teen enjoys such opportunities. Performing improvisation comes with a certain freedom that theater doesn't provide. "What I like about it the most is that I don't have to be a certain character or a certain way, and because of that I can't get anything wrong," Elton says, "I get to write the story while I'm doing it." Monica Elton, Samantha's mom, thinks the workshops are a valuable outlet that a lot of students may not get in their schools. High school kids don't usually like to act silly or look uncool, she says, but improvisation teaches them that it's OK to have flaws. "I like to think we give kids positively that allows them to gain confidence," says Brent Mukai, a High School Jesters instructor. The great thing about improvisation is that it is an art form that is open to anyone. But there's more to it than getting up in front of audience and telling jokes or acting silly. "You don't need to be the most amazing actress to be an improviser," Samantha Elton says, "It's really a place where I can show people my creativity. I can paint pictures for people and entertain others." It's really free.
Answer: Performers develop the story as they are playing.

A: What do we know about improvisation?
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Q: Article: The South Korean Ministry of education is investing $ 2.4 billion into making the country's school system completely digital. The plan is to get rid of textbooks and replace them with digital learning materials stored in a central database, which students would get into with PCs. Though some digital education programs have been tried in the U.S. and other countries, few can match the South Korean plan. While it will certainly be interesting to spread out, a completely paperless school system will surely stand for other countries to follow. Perhaps the digital learning revolution will have its start in Seoul. The digital developments have improved our personal lives. It was a matter of time before they would finally have an effect on other fields. It's an exciting time in education--whether you're a CEO setting plans for growth, an IT expert making new technology decisions or an educator giving lively courses. All of us are connected by the movement of a more digital campus. Today's generation has integrated web-based technology into their daily lives. Expectations are forming: lively content-anytime, anywhere and on any equipment. And those expectations aren't just for fun--they're spreading into the educational space as well. Expanding our digital footprint isn't just an excitement-it's a necessity. And CEOs and IT experts aren't the only ones feeling the pressure to improve--educators are as well. More and more studies report a change from teaching to learning--moving away from giving lectures of facts to encouraging skills of self-study, analysis and learning paths ; from courses built using a single textbook to numbers of available publisher materials ; and from dull content to lively digital advantages that connect the learners, providing real-time response. Students aren't the only ones benefiting from this change. Educators can now easily build lively online courses while increasing student outcomes.
Answer: To introduce digital education's role and value.

A:
Why does the author take the South Korean's decision for example?
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