TASK DEFINITION: You need to read the given passage and construct a question about the information present in the passage. The question should be answerable from the passage. Most importantly, only those questions are allowed whose answers cannot be determined from a single sentence. Do not generate questions that require only a single sentence to answer. Instead, try to combine two sentences and create a question from that combination. Do not create open-ended questions, i.e., the answers to them cannot be found precisely from the information provided in the passage.
PROBLEM: Paragraph- Sent 1: A flood occurs when a river overflows its banks.
Sent 2: This might happen because of heavy rains.
Sent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.
Sent 4: It then slows down and drops its sediment.
Sent 5: If a river floods often, a floodplain develops.
Sent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.
Sent 7: Thats why floodplains are usually good places for growing plants.
Sent 8: They are very flat areas and they have very rich soils.
Sent 9: The Nile River valley is a great example of a floodplain.
Sent 10: Each year, the Nile River rises over its banks.
Sent 11: This floodwater carries a lot of sediment.
Sent 12: This sediment has been eroded off areas of land from upstream.
Sent 13: This sediment is dropped as the water slows down after spreading across the land.
Sent 14: What is left behind is a very rich soil.
Sent 15: Thats why crops can be raised in the middle of a sandy desert.
Sent 16: Natural Levees A flooding river often forms natural levees along its banks.
Sent 17: A levee is a raised strip of sediments deposited close to the waters edge.

SOLUTION: Floodplains are good areas for growing plants because they have what?

PROBLEM: Paragraph- Sent 1: In early March, the administration postponed action on proposals for increasing aid to the Northern Alliance and the Uzbeks.
Sent 2: Rice noted at the time that a more wide-ranging examination of policy toward Afghanistan was needed first.
Sent 3: She wanted the review very soon.
Sent 4: Rice and others recalled the President saying, "I'm tired of swatting at flies."Sent 5: The President reportedly also said,"I'm tired of playing defense.
Sent 6: I want to play offense.
Sent 7: I want to take the fight to the terrorists."Sent 8: President Bush explained to us that he had become impatient.
Sent 9: He apparently had heard proposals for rolling back al Qaeda but felt that catching terrorists one by one or even cell by cell was not an approach likely to succeed in the long run.
Sent 10: At the same time, he said, he understood that policy had to be developed slowly so that diplomacy and financial and military measures could mesh with one another.
Sent 11: Hadley convened an informal Deputies Committee meeting on March 7, when some of the deputies had not yet been confirmed.
Sent 12: For the first time, Clarke's various proposals-for aid to the Northern Alliance and the Uzbeks and for Predator missions-went before the group that, in the Bush NSC, would do most of the policy work.
Sent 13: Though they made no decisions on these specific proposals, Hadley apparently concluded that there should be a presidential national security policy directive (NSPD) on terrorism.
Sent 14: Clarke would later express irritation about the deputies' insistence that a strategy for coping with al Qaeda be framed within the context of a regional policy.
Sent 15: He doubted that the benefits would compensate for the time lost.
Sent 16: The administration had in fact proceeded with Principals Committee meetings on topics including Iraq and Sudan without prior contextual review, and Clarke favored moving ahead similarly with a narrow counterterrorism agenda.
Sent 17: But the President's senior advisers saw the al Qaeda problem as part of a puzzle that could not be assembled without filling in the pieces for Afghanistan and Pakistan.
Sent 18: Rice deferred a Principals Committee meeting on al Qaeda until the deputies had developed a new policy for their consideration.

SOLUTION: Which regions were the president and his administration focused on in regards to combating terrorism?

PROBLEM: Paragraph- Sent 1: Littlefoot 's grandfather one night tells the children a story about '' The Lone Dinosaur '' , a legendary longneck who once protected the Great Valley from the most ferocious sharptooth ever to live .
Sent 2: A fight ensued , which led to the Sharptooth 's death .
Sent 3: However , the sharptooth left '' The Lone Dinosaur '' with a scar slashed across his right eye .
Sent 4: Soon after the battle , a huge monolith that resembled a proud sauropod , having life-sized Sharptooth teeth arranged around his neck , came out of the ground during an earthquake .
Sent 5: The dinosaurs called it '' Saurus Rock '' .
Sent 6: The legend also states that if anyone damages the monolith , bad luck would descend upon the valley .
Sent 7: A few days later when the kids are playing , Littlefoot accidentally falls off a cliff .
Sent 8: Just before he hits the ground , a gruff Diplodocus rescues him .
Sent 9: This longneck introduces himself only as '' Doc '' and gives no knowledge of his history .
Sent 10: Littlefoot is intrigued by this newcomer , who is scarred across one eye and displays prior knowledge of the Great Valley 's topography .
Sent 11: For the preceding reasons , Littlefoot assumes that Doc is the Lone Dinosaur .
Sent 12: He tells his friends this , narrating an apparently extemporaneous legend to support his assumption .
Sent 13: Inspired , Cera 's infant nieces , the twins Dinah and Dana , go to Saurus Rock without anyone noticing .
Sent 14: Later when the friends are playing , they notice that Dinah and Dana are missing .
Sent 15: Recalling their talk of the day before , they go to Saurus Rock to find them .

SOLUTION:
Who goes missing at the end of the story?