You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (", "). E.g. "1, 2" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (", ").

Q: Paragraph- Sent 1: Moore's second hypothesis is that America's foreign policy may contribute to the belief that violence is an appropriate means to solve conflicts, a hypothesis which is shared by many sociologists and psychologists.
Sent 2: Children who grow up in war-torn regions are known for having similar views -- war is perceived as a normal part of existence, violence as a natural way to solve disputes.
Sent 3: In a weaker sense, the same message is projected to American children, who grow up being told that it is not acceptable to be violent to one another, but who simultaneously have to endure corporal punishment and media messages about how "the enemies of freedom" are punished.
Sent 4: Moore's film was made before the dead bodies of Qusay and Uday Hussein were paraded on national TV.
Sent 5: Americans were gloating over this demented corpse show: "They squealed like little piggies too, so you'll have to make do with 'oink, oink, squeeeeeeeallll' for their last words.
Sent 6: That goes for your grandson Mustafa too, by the way.
Sent 7: Still think fucking with the U.S. was a good idea, Sammy?"Sent 8: Mustafa was 14 years when he was killed.
Sent 9: Americans cheer the killing of children, yet wonder why their own children grow up to be more violent than those in other nations.
Sent 10: It is paradoxical notions like this one which Moore's film seeks to address.
Question: What is Moore second hypothesis.

A: 1.
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Q: Paragraph- Sent 1: When Hope, the eagle that towered, could see No cliff beyond him in the sky, His pinions were bent droopingly-- And homeward turned his softened eye.
Sent 2: 'Twas sunset: When the sun will part There comes a sullenness of heart To him who still would look upon The glory of the summer sun.
Sent 3: That soul will hate the ev'ning mist So often lovely, and will list To the sound of the coming darkness (known To those whose spirits hearken) as one Who, in a dream of night, _would_ fly, But _cannot_, from a danger nigh.
Sent 4: What tho' the moon--tho' the white moon Shed all the splendor of her noon, _Her_ smile is chilly--and _her_ beam, In that time of dreariness, will seem (So like you gather in your breath) A portrait taken after death.
Sent 5: And boyhood is a summer sun Whose waning is the dreariest one-- For all we live to know is known, And all we seek to keep hath flown-- Let life, then, as the day-flower, fall With the noon-day beauty--which is all.
Sent 6: I reached my home--my home no more-- For all had flown who made it so.
Sent 7: I passed from out its mossy door, And, tho' my tread was soft and low, A voice came from the threshold stone Of one whom I had earlier known-- O, I defy thee, Hell, to show On beds of fire that burn below, An humbler heart--a deeper woe.
Question: What is the season of the passage?.

A: 2.
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Q: Paragraph- Sent 1: Phillips Andover Academy, one of the most elite and selective boarding high schools in the country, failed again to elect a girl to its top student position -- the school presidency.
Sent 2: Since the school went co-ed in 1973, only three girls have held this office.
Sent 3: In a letter that launched a fiery debate across its campus, senior girls implored their peers to look hard at the school's "staggering gender imbalance" in student leadership.
Sent 4: Headmaster John Palfrey responded by telling The New York Times, "Girls have not had equal access to top leadership positions."Sent 5: Yet, access for girls is rarely the problem when it comes to pursuing leadership.
Sent 6: Feeling authorized to take leadership roles is the problem.
Sent 7: It starts early.
Sent 8: From childhood to adolescence, girls face mixed messages about displaying power and authority.
Sent 9: The girls at Andover and elsewhere are socialized to be likeable, to please others, to not tout their own successes and to speak softly like proper girls.
Sent 10: As a result, they face powerful psychological barriers to attaining leadership roles.
Sent 11: The impact of what I call the "curse of the good girl" effect first appears in friendships, when young girls take pains to avoid direct conflict with peers.
Sent 12: "I want to tell her how I feel," a typical girl would say in my research interviews, "but what if she hates me or turns other people against me?"Sent 13: These girls often resorted to gossip and other forms of indirect communication, or they internalize their feelings in unhealthy ways.
Sent 14: Over time, pretending not to be angry with a friend when you are, or turning to a text messages instead of having an honest conversation, becomes a formative habit of communication.
Sent 15: Meanwhile, the muscles that girls need to assert their strongest feelings and opinions atrophy.
Sent 16: By the time girls join sports teams and school organizations, many have imported these social habits into student leadership contexts.
Question: What do the author call the problem that involves girls resorting to gossip instead of confronting problems?.

A:
11, 13, 14.
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