Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: Does Square barricade his family after being caught in the melee leaving the Senate?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: What does the square do when it gets home safely?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: How does A Square's brother know to warn A to stay inside tonight?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: What does Senator Chromatiste want?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: What does the Great Southern Republic consider as an enemy? And why?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: Who is the leader of the movement which seeks legalization of the right of Flatlanders to color their sides as they see fit?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: In a two-dimensional world called Flatland, Square struggles to instruct his son in what?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: Why is the Great Southern Republic of Flatland hesitant to relax the laws?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: The Chromatists movement seeks legalization of the rights of what inhabitants to color their sides?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: Does A Hexagon's father survive?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: WHO soldiers killed Senator Chromatistes?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: what is the another name of two-dimensional world?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: Does A Square ever finish teaching the lesson on sight recognition?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: Who warned A Square against meeting his new client?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: who get home safely?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: What did the President do to spark the riot?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: Why does A Square barricade his family for the night?


Input:
Paragraph- Sent 1: { { Plot } } In a two-dimensional world called Flatland populated by living squares , triangles , lines , circles and other two-dimensional shapes , it is three days until the celebration of the year 3000 .
Sent 2: A Square , attorney at law , struggles to instruct his son , A Hexagon , in the art of sight recognition .
Sent 3: The lesson is interrupted by A Square 's brother B , a clerk to President Circle , warning A to stay home during a meeting at the Senate of the Great Southern Republic of Flatland .
Sent 4: The Senate session has been called to discuss the increasing hostilities between the government and the Chromatist movement , led by Senator Chromatistes , an irregular dodecagon .
Sent 5: The movement seeks legalization of the right of Flatlanders to color their sides as they see fit .
Sent 6: Traditionally taboo , laws against it had been relaxed ; this emboldened the Chromatists to demand legalization .
Sent 7: The Great Southern Republic distinguishes itself from its enemy , the Northern Kingdom , by its stances on Chromatism and Irregulars along with a democratic government .
Sent 8: Relaxing the laws has already been perceived as weakness by the Northern Kingdom who are massing on the borders .
Sent 9: Against his brother s warning , A Square meets his new client , the first female charged as a Chromatist ; on his way home he is caught in the melee leaving the Senate .
Sent 10: President Circle s soldiers killed Senator Chromatistes and his supporters , sparking a riot across the city .
Sent 11: A Square just gets home safely , then barricades his family against the chaos for the night .

Output: A is warned to stay home when the Senate will be meeting & discussing what?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: What gives us clues to past life on Earth?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: We wouldnt know about species that did not survive if not for what?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: What can fossils tell us about ancient plants and animals?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: What tells us that life on Earth has changed over time?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: Do fossils provide evidence of changes in climates over time?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: What can fossils provide evidence of?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: How can the environment of places change over time?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: What do fossils do?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: What information do fossils provide in regards to evolution?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: What information do fossils provide on ancient climates?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: What types of climates can fossils tell us about?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: What do fossils provide a window to?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: What purpose did fossils provide?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: What tells us if ancient climates were warm or cold?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: What can fossils tell us about the climate of the past?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: Are most of the plants and animals that have lived on Earth still alive?


Input:
Paragraph- Sent 1: Many plants and animal species have lived on Earth.
Sent 2: Most are no longer alive.
Sent 3: Only a tiny number of species still live on Earth.
Sent 4: If not for fossils, we would know little about species that did not survive.
Sent 5: Fossils provide evidence.
Sent 6: They give us clues to past life on Earth.
Sent 7: They tell us that life on Earth has changed over time.
Sent 8: Fossils in younger rock Fossils can also tell us about how plants and animals lived in the past.
Sent 9: Was it land or marine?
Sent 10: Was the water shallow or deep?
Sent 11: Fossils can even provide clues to ancient climates.
Sent 12: They can tell us if it was warm or cold.
Sent 13: Maybe it was cold or hot?
Sent 14: Some places that are now cold were once warm.
Sent 15: Some places that are now hot and dry were once wet and cool.
Sent 16: Fossils provide a window into the past.

Output: What can fossils tell us?


Input:
Paragraph- Sent 1: For the past 20 years, attorney Richard M. Smith has helped senior citizens with their legal needs, free of charge.
Sent 2: But Smith, like many volunteers, doesn't want any accolades.
Sent 3: "I'm no saint," the 80-year-old Tallahasseean said.
Sent 4: "I'm just a country lawyer."Sent 5: His assistant, attorney Twyla Sketchley, sat behind his shoulder and silently mouthed, "He is a saint."Sent 6: Every month, Smith visits the Smith Williams Center in the Bond community and the Wakulla County Senior Citizens Council building in Crawfordville to advise seniors on wills, power of attorney and other legal matters.
Sent 7: Smith practiced law for a living until 1982.
Sent 8: Since then, he's been semi-retired, devoting himself to helping fellow seniors who are needy.
Sent 9: "I'm getting unable to do much physically, but my brain hasn't quit," said Smith, who walks with a cane.
Sent 10: "And I'd rather people ask a foolish question now than have them make a dumb mistake later."Sent 11: Smith and Sketchley helped Beatrice Jackson at the Smith Williams Center on Wednesday.
Sent 12: Jackson, who said she was "over 60," needed help with estate planning.
Sent 13: "He's not through with me yet ... but he's done a real good job," said Jackson, a retired state worker.
Sent 14: Over the years, Smith said, he's helped clients with not only wills but also adoptions, divorces and even animal control cases.
Sent 15: "Someone's cat was bit by a dog, as I recall," he said.
Sent 16: Smith coordinates his volunteer lawyering through Legal Services of North Florida, a nonprofit organization serving low-income families and individuals.
Sent 17: "He's such a fine, fine person," said executive director Kris Knab.
Sent 18: Without him, "there would be a huge (number) of people who would go without assistance.

Output: Do people say positive things about Smith?


Input:
Paragraph- Sent 1: For the past 20 years, attorney Richard M. Smith has helped senior citizens with their legal needs, free of charge.
Sent 2: But Smith, like many volunteers, doesn't want any accolades.
Sent 3: "I'm no saint," the 80-year-old Tallahasseean said.
Sent 4: "I'm just a country lawyer."Sent 5: His assistant, attorney Twyla Sketchley, sat behind his shoulder and silently mouthed, "He is a saint."Sent 6: Every month, Smith visits the Smith Williams Center in the Bond community and the Wakulla County Senior Citizens Council building in Crawfordville to advise seniors on wills, power of attorney and other legal matters.
Sent 7: Smith practiced law for a living until 1982.
Sent 8: Since then, he's been semi-retired, devoting himself to helping fellow seniors who are needy.
Sent 9: "I'm getting unable to do much physically, but my brain hasn't quit," said Smith, who walks with a cane.
Sent 10: "And I'd rather people ask a foolish question now than have them make a dumb mistake later."Sent 11: Smith and Sketchley helped Beatrice Jackson at the Smith Williams Center on Wednesday.
Sent 12: Jackson, who said she was "over 60," needed help with estate planning.
Sent 13: "He's not through with me yet ... but he's done a real good job," said Jackson, a retired state worker.
Sent 14: Over the years, Smith said, he's helped clients with not only wills but also adoptions, divorces and even animal control cases.
Sent 15: "Someone's cat was bit by a dog, as I recall," he said.
Sent 16: Smith coordinates his volunteer lawyering through Legal Services of North Florida, a nonprofit organization serving low-income families and individuals.
Sent 17: "He's such a fine, fine person," said executive director Kris Knab.
Sent 18: Without him, "there would be a huge (number) of people who would go without assistance.

Output: Who assisted Smith with Beatrice Jackson's estate planning?


Input:
Paragraph- Sent 1: For the past 20 years, attorney Richard M. Smith has helped senior citizens with their legal needs, free of charge.
Sent 2: But Smith, like many volunteers, doesn't want any accolades.
Sent 3: "I'm no saint," the 80-year-old Tallahasseean said.
Sent 4: "I'm just a country lawyer."Sent 5: His assistant, attorney Twyla Sketchley, sat behind his shoulder and silently mouthed, "He is a saint."Sent 6: Every month, Smith visits the Smith Williams Center in the Bond community and the Wakulla County Senior Citizens Council building in Crawfordville to advise seniors on wills, power of attorney and other legal matters.
Sent 7: Smith practiced law for a living until 1982.
Sent 8: Since then, he's been semi-retired, devoting himself to helping fellow seniors who are needy.
Sent 9: "I'm getting unable to do much physically, but my brain hasn't quit," said Smith, who walks with a cane.
Sent 10: "And I'd rather people ask a foolish question now than have them make a dumb mistake later."Sent 11: Smith and Sketchley helped Beatrice Jackson at the Smith Williams Center on Wednesday.
Sent 12: Jackson, who said she was "over 60," needed help with estate planning.
Sent 13: "He's not through with me yet ... but he's done a real good job," said Jackson, a retired state worker.
Sent 14: Over the years, Smith said, he's helped clients with not only wills but also adoptions, divorces and even animal control cases.
Sent 15: "Someone's cat was bit by a dog, as I recall," he said.
Sent 16: Smith coordinates his volunteer lawyering through Legal Services of North Florida, a nonprofit organization serving low-income families and individuals.
Sent 17: "He's such a fine, fine person," said executive director Kris Knab.
Sent 18: Without him, "there would be a huge (number) of people who would go without assistance.

Output: What year did Richard Smith start helping senior citizens with their legal needs?


Input:
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.

Output: What is the appropriate time that the passage takes place?


Input:
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.

Output: Who is the protagonist?


Input:
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.

Output: What is the name of the eagle?


Input:
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.

Output: what is the significance of the boyhood in this passage?


Input:
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.

Output: what makes  you think of old memories?


Input:
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.

Output: What is the season of the passage?


Input:
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.

Output: Does this talk about a hopeful future or reminisce of the past?


Input:
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.

Output: What emotions does this passage evoke?


Input:
Paragraph- Sent 1: Mary, Queen of Scots: The baby was Mary Stuart, who at the age of nine months was crowned Queen of Scots at the Chapel Royal, Stirling.
Sent 2: When the news reached London, Henry VIII saw his chance to subdue Scotland again and negotiated a marriage between the infant Mary and his son Edward.
Sent 3: The Scots refused, and Henry sent an army rampaging through Scotland on a campaign known as the "Rough Wooing.
Sent 4: " The English king ordered his general to "burn Edinburgh town so there may remain forever a perpetual memory of the vengeance of God lightened upon the Scots.
Sent 5: " But more was at stake than simply Scotland's independence: there was now a religious schism within Britain.
Sent 6: In order to divorce Catherine of Aragon and marry Anne Boleyn, Henry VIII had broken with Rome and brought the English church under his own control.
Sent 7: England was thus now a Protestant country, caught between Catholic France and the Scots with their new Catholic queen.
Sent 8: The Scots themselves were divided, many embracing Protestantism in the spirit of the Reformation while others remained staunchly Catholic.
Sent 9: However, fear of the rampaging English army led the Scots again to seek help from their old allies in France, and the young queen married the Dauphin François, son of the French king.
Sent 10: François II became king of France in 1559 but died soon after.
Sent 11: In 1561 the 18-year-old Mary returned to a Scotland in the grip of the Reformation, as Protestant leaders had taken control of the Scottish parliament and abolished the authority of the pope.
Sent 12: Her Protestant cousin, Elizabeth Tudor, was on the English throne, but Elizabeth — the "Virgin Queen" — had no heir.
Sent 13: Mary was next in line for the English crown, and Elizabeth was suspicious of her intentions.
Sent 14: The six years of Mary's reign were turbulent ones.
Sent 15: She clashed early on with Edinburgh's famous Protestant reformer, John Knox, who held sway in St. Giles but later adopted an uneasy policy of religious tolerance.
Sent 16: In 1565 she married her young cousin Henry, Lord Darnley, much to the chagrin of Elizabeth (Darnley was a grandson of Margaret Tudor and thus also had a claim to the English throne).
Sent 17: On 19 June 1566, in the royal apartments in Edinburgh Castle, Mary gave birth to a son, Prince James.
Sent 18: Within a year, however, Darnley was murdered, and Mary immediately immersed herself in controversy by marrying the Earl of Bothwell, the chief suspect.

Output: For what reason did Mary Stuart return to Scotland at age 18?


Input:
Paragraph- Sent 1: Mary, Queen of Scots: The baby was Mary Stuart, who at the age of nine months was crowned Queen of Scots at the Chapel Royal, Stirling.
Sent 2: When the news reached London, Henry VIII saw his chance to subdue Scotland again and negotiated a marriage between the infant Mary and his son Edward.
Sent 3: The Scots refused, and Henry sent an army rampaging through Scotland on a campaign known as the "Rough Wooing.
Sent 4: " The English king ordered his general to "burn Edinburgh town so there may remain forever a perpetual memory of the vengeance of God lightened upon the Scots.
Sent 5: " But more was at stake than simply Scotland's independence: there was now a religious schism within Britain.
Sent 6: In order to divorce Catherine of Aragon and marry Anne Boleyn, Henry VIII had broken with Rome and brought the English church under his own control.
Sent 7: England was thus now a Protestant country, caught between Catholic France and the Scots with their new Catholic queen.
Sent 8: The Scots themselves were divided, many embracing Protestantism in the spirit of the Reformation while others remained staunchly Catholic.
Sent 9: However, fear of the rampaging English army led the Scots again to seek help from their old allies in France, and the young queen married the Dauphin François, son of the French king.
Sent 10: François II became king of France in 1559 but died soon after.
Sent 11: In 1561 the 18-year-old Mary returned to a Scotland in the grip of the Reformation, as Protestant leaders had taken control of the Scottish parliament and abolished the authority of the pope.
Sent 12: Her Protestant cousin, Elizabeth Tudor, was on the English throne, but Elizabeth — the "Virgin Queen" — had no heir.
Sent 13: Mary was next in line for the English crown, and Elizabeth was suspicious of her intentions.
Sent 14: The six years of Mary's reign were turbulent ones.
Sent 15: She clashed early on with Edinburgh's famous Protestant reformer, John Knox, who held sway in St. Giles but later adopted an uneasy policy of religious tolerance.
Sent 16: In 1565 she married her young cousin Henry, Lord Darnley, much to the chagrin of Elizabeth (Darnley was a grandson of Margaret Tudor and thus also had a claim to the English throne).
Sent 17: On 19 June 1566, in the royal apartments in Edinburgh Castle, Mary gave birth to a son, Prince James.
Sent 18: Within a year, however, Darnley was murdered, and Mary immediately immersed herself in controversy by marrying the Earl of Bothwell, the chief suspect.

Output: Besides Elizabeth, who else did Mary Stuart clash with?


Input:
Paragraph- Sent 1: Mary, Queen of Scots: The baby was Mary Stuart, who at the age of nine months was crowned Queen of Scots at the Chapel Royal, Stirling.
Sent 2: When the news reached London, Henry VIII saw his chance to subdue Scotland again and negotiated a marriage between the infant Mary and his son Edward.
Sent 3: The Scots refused, and Henry sent an army rampaging through Scotland on a campaign known as the "Rough Wooing.
Sent 4: " The English king ordered his general to "burn Edinburgh town so there may remain forever a perpetual memory of the vengeance of God lightened upon the Scots.
Sent 5: " But more was at stake than simply Scotland's independence: there was now a religious schism within Britain.
Sent 6: In order to divorce Catherine of Aragon and marry Anne Boleyn, Henry VIII had broken with Rome and brought the English church under his own control.
Sent 7: England was thus now a Protestant country, caught between Catholic France and the Scots with their new Catholic queen.
Sent 8: The Scots themselves were divided, many embracing Protestantism in the spirit of the Reformation while others remained staunchly Catholic.
Sent 9: However, fear of the rampaging English army led the Scots again to seek help from their old allies in France, and the young queen married the Dauphin François, son of the French king.
Sent 10: François II became king of France in 1559 but died soon after.
Sent 11: In 1561 the 18-year-old Mary returned to a Scotland in the grip of the Reformation, as Protestant leaders had taken control of the Scottish parliament and abolished the authority of the pope.
Sent 12: Her Protestant cousin, Elizabeth Tudor, was on the English throne, but Elizabeth — the "Virgin Queen" — had no heir.
Sent 13: Mary was next in line for the English crown, and Elizabeth was suspicious of her intentions.
Sent 14: The six years of Mary's reign were turbulent ones.
Sent 15: She clashed early on with Edinburgh's famous Protestant reformer, John Knox, who held sway in St. Giles but later adopted an uneasy policy of religious tolerance.
Sent 16: In 1565 she married her young cousin Henry, Lord Darnley, much to the chagrin of Elizabeth (Darnley was a grandson of Margaret Tudor and thus also had a claim to the English throne).
Sent 17: On 19 June 1566, in the royal apartments in Edinburgh Castle, Mary gave birth to a son, Prince James.
Sent 18: Within a year, however, Darnley was murdered, and Mary immediately immersed herself in controversy by marrying the Earl of Bothwell, the chief suspect.

Output: What made England become a Protestant country?


Input:
Paragraph- Sent 1: Mary, Queen of Scots: The baby was Mary Stuart, who at the age of nine months was crowned Queen of Scots at the Chapel Royal, Stirling.
Sent 2: When the news reached London, Henry VIII saw his chance to subdue Scotland again and negotiated a marriage between the infant Mary and his son Edward.
Sent 3: The Scots refused, and Henry sent an army rampaging through Scotland on a campaign known as the "Rough Wooing.
Sent 4: " The English king ordered his general to "burn Edinburgh town so there may remain forever a perpetual memory of the vengeance of God lightened upon the Scots.
Sent 5: " But more was at stake than simply Scotland's independence: there was now a religious schism within Britain.
Sent 6: In order to divorce Catherine of Aragon and marry Anne Boleyn, Henry VIII had broken with Rome and brought the English church under his own control.
Sent 7: England was thus now a Protestant country, caught between Catholic France and the Scots with their new Catholic queen.
Sent 8: The Scots themselves were divided, many embracing Protestantism in the spirit of the Reformation while others remained staunchly Catholic.
Sent 9: However, fear of the rampaging English army led the Scots again to seek help from their old allies in France, and the young queen married the Dauphin François, son of the French king.
Sent 10: François II became king of France in 1559 but died soon after.
Sent 11: In 1561 the 18-year-old Mary returned to a Scotland in the grip of the Reformation, as Protestant leaders had taken control of the Scottish parliament and abolished the authority of the pope.
Sent 12: Her Protestant cousin, Elizabeth Tudor, was on the English throne, but Elizabeth — the "Virgin Queen" — had no heir.
Sent 13: Mary was next in line for the English crown, and Elizabeth was suspicious of her intentions.
Sent 14: The six years of Mary's reign were turbulent ones.
Sent 15: She clashed early on with Edinburgh's famous Protestant reformer, John Knox, who held sway in St. Giles but later adopted an uneasy policy of religious tolerance.
Sent 16: In 1565 she married her young cousin Henry, Lord Darnley, much to the chagrin of Elizabeth (Darnley was a grandson of Margaret Tudor and thus also had a claim to the English throne).
Sent 17: On 19 June 1566, in the royal apartments in Edinburgh Castle, Mary gave birth to a son, Prince James.
Sent 18: Within a year, however, Darnley was murdered, and Mary immediately immersed herself in controversy by marrying the Earl of Bothwell, the chief suspect.

Output: Explain the religious schism in both England and Scotland.?


Input:
Paragraph- Sent 1: Mary, Queen of Scots: The baby was Mary Stuart, who at the age of nine months was crowned Queen of Scots at the Chapel Royal, Stirling.
Sent 2: When the news reached London, Henry VIII saw his chance to subdue Scotland again and negotiated a marriage between the infant Mary and his son Edward.
Sent 3: The Scots refused, and Henry sent an army rampaging through Scotland on a campaign known as the "Rough Wooing.
Sent 4: " The English king ordered his general to "burn Edinburgh town so there may remain forever a perpetual memory of the vengeance of God lightened upon the Scots.
Sent 5: " But more was at stake than simply Scotland's independence: there was now a religious schism within Britain.
Sent 6: In order to divorce Catherine of Aragon and marry Anne Boleyn, Henry VIII had broken with Rome and brought the English church under his own control.
Sent 7: England was thus now a Protestant country, caught between Catholic France and the Scots with their new Catholic queen.
Sent 8: The Scots themselves were divided, many embracing Protestantism in the spirit of the Reformation while others remained staunchly Catholic.
Sent 9: However, fear of the rampaging English army led the Scots again to seek help from their old allies in France, and the young queen married the Dauphin François, son of the French king.
Sent 10: François II became king of France in 1559 but died soon after.
Sent 11: In 1561 the 18-year-old Mary returned to a Scotland in the grip of the Reformation, as Protestant leaders had taken control of the Scottish parliament and abolished the authority of the pope.
Sent 12: Her Protestant cousin, Elizabeth Tudor, was on the English throne, but Elizabeth — the "Virgin Queen" — had no heir.
Sent 13: Mary was next in line for the English crown, and Elizabeth was suspicious of her intentions.
Sent 14: The six years of Mary's reign were turbulent ones.
Sent 15: She clashed early on with Edinburgh's famous Protestant reformer, John Knox, who held sway in St. Giles but later adopted an uneasy policy of religious tolerance.
Sent 16: In 1565 she married her young cousin Henry, Lord Darnley, much to the chagrin of Elizabeth (Darnley was a grandson of Margaret Tudor and thus also had a claim to the English throne).
Sent 17: On 19 June 1566, in the royal apartments in Edinburgh Castle, Mary gave birth to a son, Prince James.
Sent 18: Within a year, however, Darnley was murdered, and Mary immediately immersed herself in controversy by marrying the Earl of Bothwell, the chief suspect.

Output: What is the first name of the man who became king of France in 1559, but died soon after?


Input:
Paragraph- Sent 1: Mary, Queen of Scots: The baby was Mary Stuart, who at the age of nine months was crowned Queen of Scots at the Chapel Royal, Stirling.
Sent 2: When the news reached London, Henry VIII saw his chance to subdue Scotland again and negotiated a marriage between the infant Mary and his son Edward.
Sent 3: The Scots refused, and Henry sent an army rampaging through Scotland on a campaign known as the "Rough Wooing.
Sent 4: " The English king ordered his general to "burn Edinburgh town so there may remain forever a perpetual memory of the vengeance of God lightened upon the Scots.
Sent 5: " But more was at stake than simply Scotland's independence: there was now a religious schism within Britain.
Sent 6: In order to divorce Catherine of Aragon and marry Anne Boleyn, Henry VIII had broken with Rome and brought the English church under his own control.
Sent 7: England was thus now a Protestant country, caught between Catholic France and the Scots with their new Catholic queen.
Sent 8: The Scots themselves were divided, many embracing Protestantism in the spirit of the Reformation while others remained staunchly Catholic.
Sent 9: However, fear of the rampaging English army led the Scots again to seek help from their old allies in France, and the young queen married the Dauphin François, son of the French king.
Sent 10: François II became king of France in 1559 but died soon after.
Sent 11: In 1561 the 18-year-old Mary returned to a Scotland in the grip of the Reformation, as Protestant leaders had taken control of the Scottish parliament and abolished the authority of the pope.
Sent 12: Her Protestant cousin, Elizabeth Tudor, was on the English throne, but Elizabeth — the "Virgin Queen" — had no heir.
Sent 13: Mary was next in line for the English crown, and Elizabeth was suspicious of her intentions.
Sent 14: The six years of Mary's reign were turbulent ones.
Sent 15: She clashed early on with Edinburgh's famous Protestant reformer, John Knox, who held sway in St. Giles but later adopted an uneasy policy of religious tolerance.
Sent 16: In 1565 she married her young cousin Henry, Lord Darnley, much to the chagrin of Elizabeth (Darnley was a grandson of Margaret Tudor and thus also had a claim to the English throne).
Sent 17: On 19 June 1566, in the royal apartments in Edinburgh Castle, Mary gave birth to a son, Prince James.
Sent 18: Within a year, however, Darnley was murdered, and Mary immediately immersed herself in controversy by marrying the Earl of Bothwell, the chief suspect.

Output: Which English king ordered his general to "burn Edinburgh town" to enstill the memory of the vengeance of God?


Input:
Paragraph- Sent 1: Mary, Queen of Scots: The baby was Mary Stuart, who at the age of nine months was crowned Queen of Scots at the Chapel Royal, Stirling.
Sent 2: When the news reached London, Henry VIII saw his chance to subdue Scotland again and negotiated a marriage between the infant Mary and his son Edward.
Sent 3: The Scots refused, and Henry sent an army rampaging through Scotland on a campaign known as the "Rough Wooing.
Sent 4: " The English king ordered his general to "burn Edinburgh town so there may remain forever a perpetual memory of the vengeance of God lightened upon the Scots.
Sent 5: " But more was at stake than simply Scotland's independence: there was now a religious schism within Britain.
Sent 6: In order to divorce Catherine of Aragon and marry Anne Boleyn, Henry VIII had broken with Rome and brought the English church under his own control.
Sent 7: England was thus now a Protestant country, caught between Catholic France and the Scots with their new Catholic queen.
Sent 8: The Scots themselves were divided, many embracing Protestantism in the spirit of the Reformation while others remained staunchly Catholic.
Sent 9: However, fear of the rampaging English army led the Scots again to seek help from their old allies in France, and the young queen married the Dauphin François, son of the French king.
Sent 10: François II became king of France in 1559 but died soon after.
Sent 11: In 1561 the 18-year-old Mary returned to a Scotland in the grip of the Reformation, as Protestant leaders had taken control of the Scottish parliament and abolished the authority of the pope.
Sent 12: Her Protestant cousin, Elizabeth Tudor, was on the English throne, but Elizabeth — the "Virgin Queen" — had no heir.
Sent 13: Mary was next in line for the English crown, and Elizabeth was suspicious of her intentions.
Sent 14: The six years of Mary's reign were turbulent ones.
Sent 15: She clashed early on with Edinburgh's famous Protestant reformer, John Knox, who held sway in St. Giles but later adopted an uneasy policy of religious tolerance.
Sent 16: In 1565 she married her young cousin Henry, Lord Darnley, much to the chagrin of Elizabeth (Darnley was a grandson of Margaret Tudor and thus also had a claim to the English throne).
Sent 17: On 19 June 1566, in the royal apartments in Edinburgh Castle, Mary gave birth to a son, Prince James.
Sent 18: Within a year, however, Darnley was murdered, and Mary immediately immersed herself in controversy by marrying the Earl of Bothwell, the chief suspect.

Output: How many years passed between when Mary returned to a Scotland in the grip of the Reformation and Prince James' birth?


Input:
Paragraph- Sent 1: Mary, Queen of Scots: The baby was Mary Stuart, who at the age of nine months was crowned Queen of Scots at the Chapel Royal, Stirling.
Sent 2: When the news reached London, Henry VIII saw his chance to subdue Scotland again and negotiated a marriage between the infant Mary and his son Edward.
Sent 3: The Scots refused, and Henry sent an army rampaging through Scotland on a campaign known as the "Rough Wooing.
Sent 4: " The English king ordered his general to "burn Edinburgh town so there may remain forever a perpetual memory of the vengeance of God lightened upon the Scots.
Sent 5: " But more was at stake than simply Scotland's independence: there was now a religious schism within Britain.
Sent 6: In order to divorce Catherine of Aragon and marry Anne Boleyn, Henry VIII had broken with Rome and brought the English church under his own control.
Sent 7: England was thus now a Protestant country, caught between Catholic France and the Scots with their new Catholic queen.
Sent 8: The Scots themselves were divided, many embracing Protestantism in the spirit of the Reformation while others remained staunchly Catholic.
Sent 9: However, fear of the rampaging English army led the Scots again to seek help from their old allies in France, and the young queen married the Dauphin François, son of the French king.
Sent 10: François II became king of France in 1559 but died soon after.
Sent 11: In 1561 the 18-year-old Mary returned to a Scotland in the grip of the Reformation, as Protestant leaders had taken control of the Scottish parliament and abolished the authority of the pope.
Sent 12: Her Protestant cousin, Elizabeth Tudor, was on the English throne, but Elizabeth — the "Virgin Queen" — had no heir.
Sent 13: Mary was next in line for the English crown, and Elizabeth was suspicious of her intentions.
Sent 14: The six years of Mary's reign were turbulent ones.
Sent 15: She clashed early on with Edinburgh's famous Protestant reformer, John Knox, who held sway in St. Giles but later adopted an uneasy policy of religious tolerance.
Sent 16: In 1565 she married her young cousin Henry, Lord Darnley, much to the chagrin of Elizabeth (Darnley was a grandson of Margaret Tudor and thus also had a claim to the English throne).
Sent 17: On 19 June 1566, in the royal apartments in Edinburgh Castle, Mary gave birth to a son, Prince James.
Sent 18: Within a year, however, Darnley was murdered, and Mary immediately immersed herself in controversy by marrying the Earl of Bothwell, the chief suspect.

Output: Who was cousin to Elizabeth Tudor?


Input:
Paragraph- Sent 1: Mary, Queen of Scots: The baby was Mary Stuart, who at the age of nine months was crowned Queen of Scots at the Chapel Royal, Stirling.
Sent 2: When the news reached London, Henry VIII saw his chance to subdue Scotland again and negotiated a marriage between the infant Mary and his son Edward.
Sent 3: The Scots refused, and Henry sent an army rampaging through Scotland on a campaign known as the "Rough Wooing.
Sent 4: " The English king ordered his general to "burn Edinburgh town so there may remain forever a perpetual memory of the vengeance of God lightened upon the Scots.
Sent 5: " But more was at stake than simply Scotland's independence: there was now a religious schism within Britain.
Sent 6: In order to divorce Catherine of Aragon and marry Anne Boleyn, Henry VIII had broken with Rome and brought the English church under his own control.
Sent 7: England was thus now a Protestant country, caught between Catholic France and the Scots with their new Catholic queen.
Sent 8: The Scots themselves were divided, many embracing Protestantism in the spirit of the Reformation while others remained staunchly Catholic.
Sent 9: However, fear of the rampaging English army led the Scots again to seek help from their old allies in France, and the young queen married the Dauphin François, son of the French king.
Sent 10: François II became king of France in 1559 but died soon after.
Sent 11: In 1561 the 18-year-old Mary returned to a Scotland in the grip of the Reformation, as Protestant leaders had taken control of the Scottish parliament and abolished the authority of the pope.
Sent 12: Her Protestant cousin, Elizabeth Tudor, was on the English throne, but Elizabeth — the "Virgin Queen" — had no heir.
Sent 13: Mary was next in line for the English crown, and Elizabeth was suspicious of her intentions.
Sent 14: The six years of Mary's reign were turbulent ones.
Sent 15: She clashed early on with Edinburgh's famous Protestant reformer, John Knox, who held sway in St. Giles but later adopted an uneasy policy of religious tolerance.
Sent 16: In 1565 she married her young cousin Henry, Lord Darnley, much to the chagrin of Elizabeth (Darnley was a grandson of Margaret Tudor and thus also had a claim to the English throne).
Sent 17: On 19 June 1566, in the royal apartments in Edinburgh Castle, Mary gave birth to a son, Prince James.
Sent 18: Within a year, however, Darnley was murdered, and Mary immediately immersed herself in controversy by marrying the Earl of Bothwell, the chief suspect.

Output: What reason did the Virgin Queen have to suspect Mary, Queen of Scots?


Input:
Paragraph- Sent 1: Mary, Queen of Scots: The baby was Mary Stuart, who at the age of nine months was crowned Queen of Scots at the Chapel Royal, Stirling.
Sent 2: When the news reached London, Henry VIII saw his chance to subdue Scotland again and negotiated a marriage between the infant Mary and his son Edward.
Sent 3: The Scots refused, and Henry sent an army rampaging through Scotland on a campaign known as the "Rough Wooing.
Sent 4: " The English king ordered his general to "burn Edinburgh town so there may remain forever a perpetual memory of the vengeance of God lightened upon the Scots.
Sent 5: " But more was at stake than simply Scotland's independence: there was now a religious schism within Britain.
Sent 6: In order to divorce Catherine of Aragon and marry Anne Boleyn, Henry VIII had broken with Rome and brought the English church under his own control.
Sent 7: England was thus now a Protestant country, caught between Catholic France and the Scots with their new Catholic queen.
Sent 8: The Scots themselves were divided, many embracing Protestantism in the spirit of the Reformation while others remained staunchly Catholic.
Sent 9: However, fear of the rampaging English army led the Scots again to seek help from their old allies in France, and the young queen married the Dauphin François, son of the French king.
Sent 10: François II became king of France in 1559 but died soon after.
Sent 11: In 1561 the 18-year-old Mary returned to a Scotland in the grip of the Reformation, as Protestant leaders had taken control of the Scottish parliament and abolished the authority of the pope.
Sent 12: Her Protestant cousin, Elizabeth Tudor, was on the English throne, but Elizabeth — the "Virgin Queen" — had no heir.
Sent 13: Mary was next in line for the English crown, and Elizabeth was suspicious of her intentions.
Sent 14: The six years of Mary's reign were turbulent ones.
Sent 15: She clashed early on with Edinburgh's famous Protestant reformer, John Knox, who held sway in St. Giles but later adopted an uneasy policy of religious tolerance.
Sent 16: In 1565 she married her young cousin Henry, Lord Darnley, much to the chagrin of Elizabeth (Darnley was a grandson of Margaret Tudor and thus also had a claim to the English throne).
Sent 17: On 19 June 1566, in the royal apartments in Edinburgh Castle, Mary gave birth to a son, Prince James.
Sent 18: Within a year, however, Darnley was murdered, and Mary immediately immersed herself in controversy by marrying the Earl of Bothwell, the chief suspect.

Output: For what reason did King Henry VIII start the "Rough Wooing" ?


Input:
Paragraph- Sent 1: Mary, Queen of Scots: The baby was Mary Stuart, who at the age of nine months was crowned Queen of Scots at the Chapel Royal, Stirling.
Sent 2: When the news reached London, Henry VIII saw his chance to subdue Scotland again and negotiated a marriage between the infant Mary and his son Edward.
Sent 3: The Scots refused, and Henry sent an army rampaging through Scotland on a campaign known as the "Rough Wooing.
Sent 4: " The English king ordered his general to "burn Edinburgh town so there may remain forever a perpetual memory of the vengeance of God lightened upon the Scots.
Sent 5: " But more was at stake than simply Scotland's independence: there was now a religious schism within Britain.
Sent 6: In order to divorce Catherine of Aragon and marry Anne Boleyn, Henry VIII had broken with Rome and brought the English church under his own control.
Sent 7: England was thus now a Protestant country, caught between Catholic France and the Scots with their new Catholic queen.
Sent 8: The Scots themselves were divided, many embracing Protestantism in the spirit of the Reformation while others remained staunchly Catholic.
Sent 9: However, fear of the rampaging English army led the Scots again to seek help from their old allies in France, and the young queen married the Dauphin François, son of the French king.
Sent 10: François II became king of France in 1559 but died soon after.
Sent 11: In 1561 the 18-year-old Mary returned to a Scotland in the grip of the Reformation, as Protestant leaders had taken control of the Scottish parliament and abolished the authority of the pope.
Sent 12: Her Protestant cousin, Elizabeth Tudor, was on the English throne, but Elizabeth — the "Virgin Queen" — had no heir.
Sent 13: Mary was next in line for the English crown, and Elizabeth was suspicious of her intentions.
Sent 14: The six years of Mary's reign were turbulent ones.
Sent 15: She clashed early on with Edinburgh's famous Protestant reformer, John Knox, who held sway in St. Giles but later adopted an uneasy policy of religious tolerance.
Sent 16: In 1565 she married her young cousin Henry, Lord Darnley, much to the chagrin of Elizabeth (Darnley was a grandson of Margaret Tudor and thus also had a claim to the English throne).
Sent 17: On 19 June 1566, in the royal apartments in Edinburgh Castle, Mary gave birth to a son, Prince James.
Sent 18: Within a year, however, Darnley was murdered, and Mary immediately immersed herself in controversy by marrying the Earl of Bothwell, the chief suspect.

Output: Who clashed with Edinburgh's famous Protestant reformer, John Knox?


Input:
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.

Output: What type of notion dose the film make seek?


Input:
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.

Output: How dose American kids view violence?


Input:
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.

Output: What did the American sound like at the corpse show?


Input:
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.

Output: How did Mustafa feel about Sammy fucking with the USA?