input: Please answer the following: Write a multi-choice question for the following article, with the given choices and answer: Article: Paul couldn't sleep last night. He woke up early and sat up, and then he lay down again. He felt terrible. "I must be sick," he thought. "but I must study for that test." He got up and looked for his history notebook. He finally found it under a pile of clothes on a chair. He went over his history notes, but he couldn't remember any of the facts in the notes. "What shall I do?" he thought. He felt terrible. Just then Paul's telephone rang. He put down his notebook and picked up the telephone. "Good morning," Jack's voice said, "You must be wrong about that test." "What do you mean?" Paul asked weakly. "We're not going to have the test today." Jack said. "I wrote down the date in my notebook. The test will be next Wednesday; it isn't today. How do you feel this morning?" "Fine," said Paul. "Just fine!" Suddenly he really felt fine. Options: A The telephone call B the coming test. C Jack's notebook D The fact that the test was not to be given that day. Answer: D The fact that the test was not to be given that day. Question:
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output: What made Paul feel fine at once?

Please answer this: Write a multi-choice question for the following article, with the given choices and answer: Article: Although American children still spend part of their days reading, they are spending less time doing it for pleasure than years ago, with large gaps in proficiency ,according to a recent report. "It raises an alarm," said Vicky Rideout, the lead author of the report. "We're witnessing a really large drop in reading among teenagers and the speed of that drop is getting faster and faster." The report found that the percentage of nine-year-old children reading for pleasure once or more per week had dropped from 81 percent in 1984 to 76 percent in 2013, based on government studies. About a third of 13-year-olds and almost half of 17-year-olds reported in one study that they read for pleasure less than twice a year. Of those who read or are read to, children often spend on average between 30 minutes and an hour daily with that activity, the report found. Older children and teenagers tend to read for pleasure for an equally long time each day. Rideout warned that there may be differences in how people come across texts and the included studies may not take into account stories read on line or on social media. The report also found that many young children are struggling with literacy . Only about one-third of fourth grade students are "proficient" in reading and another one-third scored below "basic" in reading skills. Despite the large percentage of children with below-basic reading skills, reading scores among young children have improved since the 1970s, according to one test that measures reading ability. The reading scores among 17-year-olds, however, reminded relatively unchanged since the 1790s. About 46 percent of white children are considered "proficient" in reading, compared with 18 percent of black children and 20 percent of Hispanic kids. Those gap remained relatively unchanged over the past 20 years, according to the report. "To go 20 years with no progress in that area is shameful", Rideout said. The report stresses some behaviors that have been tied to children being more frequent readers. Those... Options: A Uncaring. B Doubtful. C Positive. D Worried. Answer: D Worried. Question:
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Answer: What is the Vicky Rideout's attitude towards the report findings?

Problem: Write a multi-choice question for the following article, with the given choices and answer: Article: A twenty-nine-year-old kindergarten teacher from Maryland was named National Teacher of the Year in 2006. On June first she would begin a year as a national and international spokeswoman for education. Kimberly Oliver was the first National Teacher of the Year from her state. She taught five-year-old children at a public school in Maryland, near Washington, D.C. President Bush honored her and other top teachers at the White House. Kimberly Oliver said she wanted people to understand that the first several years of a child's life were the most important for learning. She said investing in children at a very young age would result in great gains later in school and in life. She called on parents to read to children from an early age so they would not fall behind in school. One of the activities at her school was an event called " Books and Supprer Night ". Families read together at the school and received free books to take home. Parents, children and teachers also ate dinner together. Broad Acres Elementary School was in a poor area. Many of the parents were immigrants with limited English. Kimberly Oliver helped improve learning environment at her school. She received money to buy electronic learning systems, tape players and books in English and Spanish and sent them home with students. Parents said she had shown them how to help their children at home. She was born and raised in Delaware. She held one degree in English and another in Elementary Education. Kimberly Oliver would follow in the footsteps of another teacher Jason Kamras from the Washington area as National Teacher of the Year. Jason Kamras, as honored for his work, teaching math to middle school students in the nation's capital. The National Teacher of the Year program began in 1952. A fourteen-member committee choose from among teachers honored as the best in their states. Options: A she taught five-year old children at a public school B the elementary school she taught in is in a poor area C she was helpful ahd had many special and good ideas in teaching children D she called on parents to read to children from an early age Answer: C she was helpful ahd had many special and good ideas in teaching children Question:

A: Kimberly Oliver had been named National Teacher of the Year mostly because _ .

input question: Write a multi-choice question for the following article, with the given choices and answer: Article: Starting college can be a difficult experience. You have to deal with new responsibilities and growing independence, a challenging course load and, of course, the social scene. When a roommate is thrown into the mix, it may feel like you're struggling with all that stuff while living in a small box with a stranger. But having a roommate doesn't need to be one more thing to worry about. When students go into their living situations with realistic expectations and a willingness to compromise, things can work out just fine. When you first meet your roommate, chances are you'll be on your best behaviour. You want to get along, since this is the person who's going to be sharing your living space for the next year. But try to think ahead to potential worst cases, too. For example, imagine it's 2 a.m. and you're working on a paper that should be finished in 8 hours. Your roommate comes in from a party and wants to continue the party in your room. At times like these, you won't be feeling good. That's why talking about problems that might come up ahead of time -- and respecting each other's wishes when the time comes -- is so important. Talk about the things that are really important to you, and make sure your roommate understands. Then encourage him or her to do the same. For example, does it make you angry when people take things without asking first? Let your roommate know your feelings about these types of things from the start, so that both of you have a feel for each other's likes, dislikes, and habits. Options: A you are glad to share the room with him or her B you will live with him or her in the same room for some time C you will ask him or her for help in the future D strangers are very difficult to deal with Answer: B you will live with him or her in the same room for some time Question:???
output answer:
You should try to be polite to your roommate because _ .