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: In short, the United States has to help defeat an ideology, not just a group of people, and we must do so under difficult circumstances.
Sent 2: How can the United States and its friends help moderate Muslims combat the extremist ideas?
Sent 3: Recommendation: The U.S. government must define what the message is, what it stands for.
Sent 4: We should offer an example of moral leadership in the world, committed to treat people humanely, abide by the rule of law, and be generous and caring to our neighbors.
Sent 5: America and Muslim friends can agree on respect for human dignity and opportunity.
Sent 6: To Muslim parents, terrorists like Bin Ladin have nothing to offer their children but visions of violence and death.
Sent 7: America and its friends have a crucial advantage-we can offer these parents a vision that might give their children a better future.
Sent 8: If we heed the views of thoughtful leaders in the Arab and Muslim world, a moderate consensus can be found.
Sent 9: That vision of the future should stress life over death: individual educational and economic opportunity.
Sent 10: This vision includes widespread political participation and contempt for indiscriminate violence.
Sent 11: It includes respect for the rule of law, openness in discussing differences, and tolerance for opposing points of view.
Sent 12: Recommendation: Where Muslim governments, even those who are friends, do not respect these principles, the United States must stand for a better future.
Sent 13: One of the lessons of the long Cold War was that short-term gains in cooperating with the most repressive and brutal governments were too often outweighed by long-term setbacks for America's stature and interests.
Sent 14: American foreign policy is part of the message.
Sent 15: America's policy choices have consequences.
Sent 16: Right or wrong, it is simply a fact that American policy regarding the Israeli-Palestinian conflict and American actions in Iraq are dominant staples of popular commentary across the Arab and Muslim world.
Sent 17: That does not mean U.S. choices have been wrong.
Sent 18: It means those choices must be integrated with America's message of opportunity to the Arab and Muslim world.

SOLUTION: which parents can be offered a vision that might give their children a better future?

PROBLEM: Paragraph- Sent 1: Some plants rely on seeds getting stuck in animal fur.
Sent 2: Once stuck, the seeds are carried off to another location.
Sent 3: Eventually, the seeds fall off.
Sent 4: Hoping the wind will blow is also risky for a plant.
Sent 5: What if the wind does not blow?
Sent 6: What if the blowing pollen does not land on another flower?
Sent 7: The wind could even blow the pollen over the ocean where it is wasted.
Sent 8: Do all plants have flowers?
Sent 9: No, plants do not all have flowers.
Sent 10: For example, the mosses and ferns are both types of plants.
Sent 11: However, they never produce flowers.
Sent 12: They don't produce seeds, either.
Sent 13: They do, however, make tiny spores to reproduce.
Sent 14: Some plants do not depend on the birds and the bees.
Sent 15: They don't even produce seeds.
Sent 16: Instead they produce spores.
Sent 17: Examples of plants that have spores are ferns and mosses.

SOLUTION: How do plant seeds move when the wind doesn't blow?

PROBLEM: Paragraph- Sent 1: Juzo Murasaki arrives at a work construction area to take on his new job as a construction worker .
Sent 2: To his quiet dismay , his supervising boss turns out to be Toru Akai , who with his gang had made Juzo 's middle school life a living hell .
Sent 3: Akai , however , does n't recognize Juzo .
Sent 4: Juzo 's more disconcerted when he discovers that Akai lives with his wife , Nozomi Akai and their toddler son above Juzo 's new apartment .
Sent 5: As Juzo emotionally struggles to handle these unexpected developments , a mysterious and seemingly malicious hooded figure appears .
Sent 6: It calls itself Number 13 .
Sent 7: As Juzo attempts to control increasing number of flashbacks and a spiral fall into psychological darkness , Akai constantly picks on Juzo and other work colleagues including Seki Hajime , a former middle school student who becomes Juzo 's casual friend in spite of Juzo 's anti-social tendencies , at work .
Sent 8: Meanwhile Akai 's wife , Nozomi , attempts to make friends with Juzo and entrusting the care of her toddler son to Juzo .
Sent 9: She proudly shows Juzo her husband 's school photos .
Sent 10: In one class photo , Juzo 's space is marked with an X to show he was absent .
Sent 11: Juzo suffers a severe flashback to explain his absence that day : in their school 's science room , Akai and his friends have thrown acid at Juzo 's face .
Sent 12: Seki becomes suspicious about Juzo 's increasingly odd behavior and goes to inform Arai at the work site , but Arai dismisses him without giving him a chance to speak .
Sent 13: During this incident , Seki does n't realize he 's being watched by Number 13 , but as soon as he does , Number 13 kills him .

SOLUTION:
Who is the toddler's father?