I lost my baby boy at 31 weeks of pregnancy in February 2013. My heart shattered into a million pieces that weekend in February. I knew that I wanted the chance to bring home another live, healthy baby in my arms. I had some medical issues that would concern doctors during a uncomplicated pregnancy and would put me at high risk if, and that at the time was a big if I was able to get pregnant, and could I make it past the second trimester. I had doctors who supported my decision to try again, but my body wasn't co operating. 2015. I got pregnant, straight on the medication I needed, lots of blood tests. Got a horrible sinking feeling something went wrong at the 6 week stage, bleeding at 8 weeks. At 9weeks of pregnancy, got a scan and no heartbeat was found. I choose the d&c operation, I couldn't deal with seeing the miscarriage blood for days. I tried to convince myself to give up, move on. Wasn't an easy thing to do, but the depression and sadness wasn't fair to my 6 year old son. He needed his mummy who was always sad, in his mind. About 6 months later, I was having a scan. This time, I had a strong heart beat on screen. The pregnancy was extremely high risk, consultant led, daily injections, scans every 2 weeks from 18 weeks. No guarantees of a good outcome. Planned c section at 38 weeks. Healthy baby girl. I was lucky, I got the chance to have my happy ever after. Was it worth the heartache and infertility caused by stress - yes Was it worth the terrifying 34 weeks of pregnancy- yes Do I miss and wish the baby boy I lost at 31 weeks was here - every day For me, being bloody minded and stubborn worked out for me. According to the above context, answer the following question. Who didn't deserve to see the writer be sad and depressed

OPTIONS:
- the writer's husband
- the writer's 6 year old son
- not enough information
- the writer's parents

Answer: the writer's 6 year old son

Problem: OPTIONS:
- they want students to grow through having multiple majors
- not enough information
- they want students to grow by having them volunteer more
- they want to offer students a chance to grown through learning and contributing to society through their work
Q: "Teachers like to agree with each other, when we talk about learning. It's hard to change that, when the model we have wanted to make work has nonetheless been failing for 40 years." Professor Brian Boyd No area has remained up there in the contentiousness charts in Scotland as the notion of business and education working together to do something better for our young people. Most schools do not 'partner' with colleges or universities. Instead, they are production facilities for undergraduates and college entrants. Fewer are set up to systematically provide apprenticeship opportunities as well as learning. At NoTosh, we've been working on a few, nascent projects to change the attitudes of schools from being these production facilities into something more of a life support - what metrics of success might we use if schools judged their success on the results of their alumni, five, ten or twenty years down the line, much like universities do? City of Glasgow College have partnered with Newlands Junior College (NJC) to make the experience of a day in college more than what, in other circumstances, is too often perceived as a day off from school. The Junior College is called this, and not a school, for that very reason, to mark it out as a stepping stone between school and full-blown college. NoTosh helped last August to provoke the team around their thoughts of what 'unschool' might look like. The College was backed and founded by Jim McColl, one of Scotland's top business people. In the future, suggests, McColl, might be be possible to take funding of learning out of its pre-existing silos, particularly for this group of students, about 60 in every city at these ages, who just need a different approach to the traditional comprehensive approach? A crossover funding model that helps learning happen in both 'school' or Junior College and college or university might be interesting. In fact, some of the world's top universities are thinking of such models for their own students: Stanford's 2025 project talks about the... According to the above context, answer the following question. Why is Stanford trying to work on an Open Loop program?
Answer: they want to offer students a chance to grown through learning and contributing to society through their work

input with options: The sound of the clacking grew unbearable, so we turned the volume down. "Mute it." We muted it. "Turn it up; we might miss something." It's a silent movie. We won't miss anything. The sound of clacking gradually fills the room as my brother reluctantly turns up the volume. I can tell he's pressing hard on the button, jamming his thumb down in defiance or muted anger. He doesn't like for anyone to tell him what to do with the remote. But my grandmother wants the volume up, so we turn it up. We're all sitting along the edges of the tiny living room, staring at the fuzzy black-and-white images as they hazily walk across the television screen. I can hear a siren outside, barely discernable and then gone entirely. "Who's that?" my brother asks, evidently past his momentary and barely-noticeable indignation over the remote. "Uncle Arehl, and maybe his sister, Edna," my grandmother says, leaning in closer. "I think it's Edna," she says, in the tone of a doctor diagnosing a disease, as if the verdict was somehow relevant to someone who has only the vaguest idea who Arehl's sister is, or was. Uncle Arehl (I don't know precisely whose uncle he is, or for what the two initials of his name once stood) saunters slowly across a dry, patchy lawn, and the camera follows him. For some reason I'm more interested in the lawn--if it can be called that--than in the people on it. The sun in the movie is blazing, and everyone filmed looks only briefly at the camera before averting their faces once again to look at the stubbly grass. The camera pans once again and I can see an incredibly rutted path leading from the porch to the fence at the edge of the yard, broken pieces of concrete amid deep tire tracks fossilized in sun-baked mud. The fence is low, wire like a chain-link, but lower, with metal stakes holding it up instead of tubes. According to the above context, answer the following question. What did the lawn look like?
OPTIONS:
- Lush
- Nice
- not enough information
- Dry and patchy.
output:
Dry and patchy.