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.

Article: I hated dinner parties. But I decided to give them another shot because I'm in London. And my friend Mallery invited me. And because dinner parties in London are very different from those back in New York. There, 'I'm having a dinner party' means: 'I'm booking a table for 12 at a restaurant you can't afford and we'll be sharing the checque evenly, no matter what you eat.' Worse, in Manhattan there is always someone who leaves before the bill arrives. They'll throw down cash, half of what they owe, and then people like me, who don't drink, end up paying even more. But if I try to use the same trick, the hostess will shout: "Where are you going?" And it's not like I can say I have somewhere to go: everyone knows I have nowhere to go. But in London, dinner parties are in people's homes. Not only that, the guests are an interesting mix. The last time I went to one, the guests were from France, India, Denmark and Nigeria; it was like a gathering at the United Nations in New York. The mix is less striking. It's like a gathering at Bloomingdale's, a well-known department store. For New Yorkers, talking about other parts of the world means Brooklyn and Queens in New York. But at Mallery's, when I said that I had been to Myanmar recently, people knew where it was. In New York people would think it was a usual new club
Answer: More interesting.
What does the author think of the parties in London?

Article: The City of Christchurch, New Zealand was struck by a 7.1magnitude earthquake on the early morning of Saturday, September 4, 2010. No tsunami alert was reported. The country's army troops were on standby to assist victims and disaster recovery operation. New Zealand's Prime Minister John Key, flew to the affected area to inspect and assess the situation of the damaged city. The Prime Minister said that the full assessment of the damages would possibly take months to know the severity of damages. Based from his assessment on what he saw in the area, it could cost at least 2 billion New Zealand dollars or US$1.4 billion for reconstruction. "An absolute miracle that no one died," Prime Minister John Key said. Two were seriously injured from this quake and thousands of local residents were awakened after being shaken at 4:35 a.m. of that Saturday. There were people trapped inside the damaged buildings but fortunately none were reported dead from the rubble of the damaged buildings. "We're all feeling scared--we've just had some significant aftershocks," a survivor told TV One News. "Tonight we're just people in the face of a massive natural disaster, trying to help each other and we're grateful we haven't lost a life." GNS Science reported 29 aftershocks within the 14 hours after the quake, with strength from magnitude 3.7 to 5.4. _ . The country experiences more than 14,000 earthquakes a year--but only about 150 are felt by people. "Many buildings here were built with earthquake protection measure. However, in most cities in developing countries, people build how they want to and there're no building controls to force them to build to a higher standard that's safe," Andrew Charleson, an architecture professor at Victoria University of Wellington told CNN.
Answer: 0.
How many people were killed in the New Zealand earthquake on September 4, 2010?

Article: Critical thinking is an important skill that can increase students' ability to learn in any situation. This can be applied to traditional education, or directly in a career related role. Many teachers find it such a valuable skill that they give their students a critical thinking question every day. Developing this ability can mean the difference between "just passing a course" and "understanding the material well enough" so that what students learn from _ will follow them throughout their life. Some characteristics of a critical thinker that teachers should encourage are; -asking questions as a reaction to something read or discussed; -determining the "deeper meaning" of a particular passage or topic; -providing input and opinions to topics as a direct result of analysis and research; -reasoning in an effort to develop an argument of your own opinion. It is important for a student to understand more than definition . One way to truly understand an idea is to have hands-on practice, and to apply concepts learned in a textbook. Such "mini-examples" will interest a student and improve their understanding of a topic. This is how life-long skills can be developed. Teachers that use critical thinking practices in the classroom can "go above and beyond" by asking questions that promote a greater comprehension of the material. Instructors should be able to challenge students and create an environment where they are analyzing material and gaining a better understanding. This will make the classroom move in a direction for learning. It can also help students to stay interested in the course material, as they always have a new concept to consider. At the same time, students benefit greatly from developing critical thinking skills. When learned early on, these skills can be used throughout their college education. Students can understand how to consider a topic, analyze it, and discuss it from different points of view. These are skills that will benefit them when they are part of the workforce as well.
Answer: Teachers.
Who are the intended readers of the passage?