Write a question from the passage such that it identifies a character (a person or a thing) in the passage.
One example is below.
Q: I really struggle to feel bad for people who actively choose to be miserable and manipulative. I'm dorky and like to use little proverbs all the time. One of my favorites is this: "you can lead a horse to water, but you can't make him drink." At the end of the day, if someone has a problem, they can never resolve it if they don't truly wish to. You can give someone all the resources in the world, but you can't force them to utilize them. When I was 16, I dated a horrible guy. He was abusive verbally, emotionally, and sexually. He was an incredibly troubled young man and refused to seek help for his severe mental health issues. I eventually came to understand that he reveled in his misery. It was his identity. He acted like he wanted a cure and I'd set him up with resources, but he refused every single one. He may have struggled with serious mental illnesses, but being miserable perversely made him happy and he loved to use his struggles to justify his inexcusable behavior. He wanted to drag as many people into his fiery pit of anguish as possible. I later suffered from severe depression myself, and I never once used it as an excuse to hurt other people. My ex wasn't struggling with his mental health in terms of deliberating and carefully harming others. He was simply exhibiting a personality trait, one he chose to cultivate and it wasn't my problem. I ended up cutting him off completely in spite of all the threats. I will never feel bad for the awful plight he refuses to help himself out of. I have no patience for that type of person. Know what we call them? Toxic. Poison. A waste of time.
A: Who was abusive to the author?
Rationale: The question is based on the following sentences in the passage - 'When I was 16, I dated a horrible guy. He was abusive verbally, emotionally, and sexually.'. The sentence clearly explains that the author's boyfriend was abusive to her.
Q: While I was in training, my class was 2 months out from graduation. We were in class, reviewing skills such as antenna theory, radios and map reading. Our instructor walks in and pulls a candidate, we'll leave nameless, aside. He walks him out of the classroom. I never really thought anything of it as instructors would often pull guys aside for reviews, specific instructions or taskings. I don't know how much time passed but the candidate walked back in. He gathered his things and left the room. Guys asked if everything was cool but he didn't say a word.
The instructor came in and sat on the desk at the front of the room. We asked if everything was alright, and he told us that the day prior, the The candidate's wife had gone into labor however there were complications with the baby but the complications were unknown. He was reporting to the commander to let him know whether he wanted to stay in training or leave because the military does not consider a spouse's pregnancy to be an emergency even though the complication should be. If he were to leave he would have to drop from the TACP pipeline with a possibility of either starting it over from the beginning of quitting all together.
The instructor shook his head and I could honestly see it was a difficult task for him to tell the candidate. It's rare to see an instructor be emotional but it was something that brought reality into the room for us. The candidate was given 24 hours to call the hospital, talk to his wife, learn more of the situation and make a decision. He ended up staying in the pipeline and graduated. His child was born with minor complications but is healthy to this day.
It may not be an exact teacher to a student scenario, but it hits pretty damn close to those of us who went through military training.
A:
Who had to make a decision?