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.

Input: Consider Input: Article: "How should I give my children pocket money?" is one of the most common questions asked by parents. "Should kids receive pocket money when they get high marks at school, or lose pocket money if they don't help with the housework?" are also common questions. Giving pocket money is an excellent way to develop children's independence. Children should receive pocket money as their small share of the family wealth, and they should share in doing the housework as well. Here are some ideas to help you use pocket money to develop your children's independence. Give pocket money regularly. Like adults, children should have a payday every week or two. Link pocket money with ages and needs. Provide spending guidelines; don't be afraid to let them know what you expect them to buy, and what not to. A child in preschool and lower primary school is sure to spend money on candies and other such things. But older children can be expected to buy their own lunches or bus tickets. Teach kids to set their goals. Encouraging children to save money for big things like bikes can help them learn about planning ahead. When given wisely, pocket money is an excellent way to develop children's independence. But at some time, perhaps when a child turns fifteen, it needs to be reduced or eliminated in order to encourage the child to get a part-time job and begin to earn his own pocket money.
Answer: Positive.

Output: What is the author's attitude towards giving children pocket money?

Input: Consider Input: Article: Who knows why kids do anything? When it comes to cyberbullying , they are often motivated by anger or frustration . Sometimes they do it for entertainment or because they are bored and have too much time on their hands and too many tech toys available to them. Many do it for laughs or to get a reaction. Some do it by accident, without thinking before they do something. The power-hungry do it to make others suffer. And some think they are righting wrong and standing up for others. Because their motives differ, the solutions and responses to each type of cyberbullying incident has to differ, too. There is no "one size fits all" when cyberbullying is concerned. However, education can help considerably in preventing and dealing with the consequences of cyberbullying. If we can help kids understand how much bullying hurts, and how in many cases words can hurt, fewer may cooperate with the cyberbullies. They will think twice before forwarding a hurtful e-mail, or visiting a cyberbullying "vote for the fat girl" site, or allowing others to take videos or cell phone pictures of personal moments. And, in addition to not lending their efforts to continue the cyberbullying, we also need to teach our children not to stand silently by while others are being hurt. Martin Luther King, Jr. once said that in the end we will remember not the words of our enemies, but the silence of our friends. Kids will feel more comfortable to break the silence if given an anonymous method of reporting cyberbullying web-sites. School administration, community groups and even school policing staff can receive these anonymous tips and take action quickly. If our children do not allow the cyberbullies to use them to embarrass or hurt others and realize that silence, when others are being hurt, is not acceptable, cyberbullying will quickly stop. It's a tall task, but a noble goal. And in the end, our children will be safer online and offline. We will have helped create a generation of good cybercitizens, controlling the technology instead of being controlled by it.
Answer: Standing up for others.

Output: Which of the following is NOT an action of cyber-bullying?

Input: Consider Input: Article: The crowd at the airport flowed forward. The passengers had been waiting for a couple of hours for an airline employee to open the door leading to the plane outside. No one was in a good mood. An old man got trapped in the middle of the rush. He fell down without being able to break his fall. His head hit the concrete floor. Blood poured from his forehead. He appeared to be unconscious. Everyone rushed past him, except Dana. She called for help. A minute later, a young airline employee showed up. Hardly looking at the old man, she told Dana to get aboard her plane. She said the old man would be okay, and walked away. Dana screamed for help. An airport supervisor appeared. He told Dana to get on the plane. Dana said that she was not moving until an ambulance arrived. The supervisor said her plane would leave without her. Dana said that she didn't care. An ambulance and two attendants finally arrived. The attendants said that the man would be okay, but he would need stitches . They put him into the ambulance and drove off. On her way out to the plane, which was still refueling, Dana saw the employee who had ignored the old man at first. The employee said, "You're lucky. The plane didn't leave without you." "The plane?" Dana asked. "Who cares about the plane? How could you be so cold? That was an old man; he could have been your grandfather! How would you like it if everyone just stepped over your grandfather and went on their way?"
Answer: She knows how to do first aid to an old man.
Output: What does the story mainly tell us about Dana?