Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: At what time did Atta end his call with Marwan Al Shehhi?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: What was a slight issue that affected the terrorists on the day?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: How was Atta's and Omari's trip through airport security different?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: How was the weather on Tuesday, September 11, 2001?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: How long was Atta's final conversation with Marwan al Shehhi?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: What flight was Mohmad Atta on when chosen by CAPPS system?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: Where did Atta and Oari travel from, and where did they travel to?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: Who was Atta's final conversation with ?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: how long was the phone call Between Atta and Marwan al Shehhi?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: Who did Atta talk to in Boston and for how long?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: With who and for how  long was Mohamed Atta's last phone call?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: who had their final conversation?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: What were the security rules for CAPPS prescreening system on September 11, 2001?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: What could have hindered Atta's plans?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: At what time did Atta take a phone call from Marwan al Shehhi?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: How did President Bush start his day on September 11, 2001?


Input:
Paragraph- Sent 1: Tuesday, September 11, 2001, dawned temperate and nearly cloudless in the eastern United States.
Sent 2: Millions of men and women readied themselves for work.
Sent 3: Some made their way to the Twin Towers, the signature structures of the World Trade Center complex in New York City.
Sent 4: Others went to Arlington, Virginia, to the Pentagon.
Sent 5: Across the Potomac River, the United States Congress was back in session.
Sent 6: At the other end of Pennsylvania Avenue, people began to line up for a White House tour.
Sent 7: In Sarasota, Florida, President George W. Bush went for an early morning run.
Sent 8: For those heading to an airport, weather conditions could not have been better for a safe and pleasant journey.
Sent 9: Among the travelers were Mohamed Atta and Abdul Aziz al Omari, who arrived at the airport in Portland, Maine.
Sent 10: Boston: American 11 and United 175.
Sent 11: Atta and Omari boarded a 6:00 A.M. flight from Portland to Boston's Logan International Airport.
Sent 12: When he checked in for his flight to Boston, Atta was selected by a computerized prescreening system known as CAPPS (Computer Assisted Passenger Prescreening System), created to identify passengers who should be subject to special security measures.
Sent 13: Under security rules in place at the time, the only consequence of Atta's selection by CAPPS was that his checked bags were held off the plane until it was confirmed that he had boarded the aircraft.
Sent 14: This did not hinder Atta's plans.
Sent 15: Atta and Omari arrived in Boston at 6:45.
Sent 16: Seven minutes later, Atta apparently took a call from Marwan al Shehhi, a longtime colleague who was at another terminal at Logan Airport.
Sent 17: They spoke for three minutes.
Sent 18: It would be their final conversation.

Output: from the time Atta and Omari boarded their flight in Portland, how longdid it take them to reach Boston?


Input:
Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.
Sent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.
Sent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.
Sent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.
Sent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.
Sent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.

Output: How can a teacher discover the best way to give a strong foundation for complete living?


Input:
Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.
Sent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.
Sent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.
Sent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.
Sent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.
Sent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.

Output: How do the aim of education and the actual practice differ?


Input:
Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.
Sent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.
Sent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.
Sent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.
Sent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.
Sent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.

Output: In what ways are gaining experience important to the educator and the child?


Input:
Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.
Sent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.
Sent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.
Sent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.
Sent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.
Sent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.

Output: Why is the free child being chiefly concerned with gaining experience so important for later building?


Input:
Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.
Sent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.
Sent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.
Sent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.
Sent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.
Sent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.

Output: How does watching the child help the educator find their special part of the whole work?


Input:
Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.
Sent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.
Sent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.
Sent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.
Sent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.
Sent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.

Output: Tell what is the accepted aim of education versus the actual practice of it.?


Input:
Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.
Sent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.
Sent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.
Sent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.
Sent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.
Sent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.

Output: The young child and the teacher both highly value what?


Input:
Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.
Sent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.
Sent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.
Sent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.
Sent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.
Sent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.

Output: What is the accepted aim of the educational profession versus what we too often act as if we care for?


Input:
Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.
Sent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.
Sent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.
Sent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.
Sent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.
Sent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.

Output: What clues are we given that this is a form of new thinking of education?


Input:
Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.
Sent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.
Sent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.
Sent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.
Sent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.
Sent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.

Output: If the teacher of young children is to live up to our educational profession, what must she teach?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: Gravity pulled dust and gas particles together to form?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: How would the universe look without gravity when it was young?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: What force causes pencils to roll off your desk and fall to the floor?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: What did role did gravity play in the creation of the universe?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: How would the universe look without gravity?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: What are some things that gravity does?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: What does gravity do on Earth?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: What did gravity form?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: What has gravity formed in our universe?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: What force formed all of the objects in the solar system?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: How was the universe made?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: Did the universe always have a sun?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: What does gravity do to the universe?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: What force causes your pencil to fall to the floor and also formed every object in the universe?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: What created the Sun and moon?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: Without gravity the universe would be nothing more than?


Input:
Paragraph- Sent 1: How would the universe look without gravity?
Sent 2: It would have no planets and no stars.
Sent 3: Thats how it looked when it was young.
Sent 4: When the universe was young, there was only gas and dust.
Sent 5: From this gas and dust, everything we now see was made.
Sent 6: How were stars and planets created from just gas and dust?
Sent 7: The answer is gravity.
Sent 8: The same gravity that holds you down on Earth.
Sent 9: The same force that causes your pencil to roll off your desk.
Sent 10: The same force that causes it to fall to the floor.
Sent 11: The invisible force of gravity caused dust and gas particles to be pulled together.
Sent 12: This force is what formed all the objects in our solar system.
Sent 13: This force formed the smallest moons.
Sent 14: It also formed our Sun.
Sent 15: This force caused more than just our solar system to form.
Sent 16: It caused all the other solar systems to form.
Sent 17: It caused the formation of all the galaxies of the universe.

Output: Did gravity cause more than one solar system to form?


Input:
Paragraph- Sent 1: When single father Thurman Williams needed help filling out papers in a custody suit recently, he didn't look to his lawyer for help.
Sent 2: He walked to a computerized kiosk at the Lamoreaux Justice Center in Orange and started tapping the keys.
Sent 3: As part of a legal experiment, litigants without lawyers across California are using computerized video kiosks to prepare common court filings and seek basic legal advice.
Sent 4: The kiosk used by Williams is part of a statewide effort to cope with a flood of litigants who cannot afford or refuse to hire lawyers.
Sent 5: Court officials statewide fear the number of self-represented litigants has reached crisis levels and threatens to clog court calendars.
Sent 6: Like Williams, more than 6,000 Orange County litigants have initiated court actions on I-CAN!
Sent 7: kiosks or accessed the programs on the Internet, using home computers.
Sent 8: Similar programs are operating in Sacramento, San Diego and Ventura.
Sent 9: A recent study of the kiosks' first 18 months of operation concluded it is too soon to tell if the system will relieve pressure on court calendars.
Sent 10: But the report, by UC Irvine's School of Social Ecology, said users were overwhelmingly positive about the free legal assistance.
Sent 11: "It's made life a lot easier for me," Williams said.
Sent 12: "It's helped keep me from going to the poorhouse."Sent 13: The 29-year-old Orange resident was directed to a kiosk in the Lamoreaux Justice Center by court staff.
Sent 14: After putting on headphones and following the directions of a videotaped instructor, Williams filled out a quarter-inch stack of paternity and custody documents.
Sent 15: The exercise took 20 minutes; it would have cost him about $800 if he had relied on a lawyer, he said.
Sent 16: "It was a lot easier than I thought."Sent 17: Whether they can't afford a lawyer or just want to save money, more Californians are going to court without a lawyer.
Sent 18: "I'm just amazed at the numbers," said Commissioner Salvador Sarmiento, who hears between 40 and 90 child-support cases a day in Lamoreaux Justice Center.

Output: How old is Williams?


Input:
Paragraph- Sent 1: When single father Thurman Williams needed help filling out papers in a custody suit recently, he didn't look to his lawyer for help.
Sent 2: He walked to a computerized kiosk at the Lamoreaux Justice Center in Orange and started tapping the keys.
Sent 3: As part of a legal experiment, litigants without lawyers across California are using computerized video kiosks to prepare common court filings and seek basic legal advice.
Sent 4: The kiosk used by Williams is part of a statewide effort to cope with a flood of litigants who cannot afford or refuse to hire lawyers.
Sent 5: Court officials statewide fear the number of self-represented litigants has reached crisis levels and threatens to clog court calendars.
Sent 6: Like Williams, more than 6,000 Orange County litigants have initiated court actions on I-CAN!
Sent 7: kiosks or accessed the programs on the Internet, using home computers.
Sent 8: Similar programs are operating in Sacramento, San Diego and Ventura.
Sent 9: A recent study of the kiosks' first 18 months of operation concluded it is too soon to tell if the system will relieve pressure on court calendars.
Sent 10: But the report, by UC Irvine's School of Social Ecology, said users were overwhelmingly positive about the free legal assistance.
Sent 11: "It's made life a lot easier for me," Williams said.
Sent 12: "It's helped keep me from going to the poorhouse."Sent 13: The 29-year-old Orange resident was directed to a kiosk in the Lamoreaux Justice Center by court staff.
Sent 14: After putting on headphones and following the directions of a videotaped instructor, Williams filled out a quarter-inch stack of paternity and custody documents.
Sent 15: The exercise took 20 minutes; it would have cost him about $800 if he had relied on a lawyer, he said.
Sent 16: "It was a lot easier than I thought."Sent 17: Whether they can't afford a lawyer or just want to save money, more Californians are going to court without a lawyer.
Sent 18: "I'm just amazed at the numbers," said Commissioner Salvador Sarmiento, who hears between 40 and 90 child-support cases a day in Lamoreaux Justice Center.

Output: Why did Thurman Williams walk to a computerized kiosk at the Lamoreaux Justice Center in Orange and just start tapping keys, as oppose to finding a lawyer?


Input:
Paragraph- Sent 1: When single father Thurman Williams needed help filling out papers in a custody suit recently, he didn't look to his lawyer for help.
Sent 2: He walked to a computerized kiosk at the Lamoreaux Justice Center in Orange and started tapping the keys.
Sent 3: As part of a legal experiment, litigants without lawyers across California are using computerized video kiosks to prepare common court filings and seek basic legal advice.
Sent 4: The kiosk used by Williams is part of a statewide effort to cope with a flood of litigants who cannot afford or refuse to hire lawyers.
Sent 5: Court officials statewide fear the number of self-represented litigants has reached crisis levels and threatens to clog court calendars.
Sent 6: Like Williams, more than 6,000 Orange County litigants have initiated court actions on I-CAN!
Sent 7: kiosks or accessed the programs on the Internet, using home computers.
Sent 8: Similar programs are operating in Sacramento, San Diego and Ventura.
Sent 9: A recent study of the kiosks' first 18 months of operation concluded it is too soon to tell if the system will relieve pressure on court calendars.
Sent 10: But the report, by UC Irvine's School of Social Ecology, said users were overwhelmingly positive about the free legal assistance.
Sent 11: "It's made life a lot easier for me," Williams said.
Sent 12: "It's helped keep me from going to the poorhouse."Sent 13: The 29-year-old Orange resident was directed to a kiosk in the Lamoreaux Justice Center by court staff.
Sent 14: After putting on headphones and following the directions of a videotaped instructor, Williams filled out a quarter-inch stack of paternity and custody documents.
Sent 15: The exercise took 20 minutes; it would have cost him about $800 if he had relied on a lawyer, he said.
Sent 16: "It was a lot easier than I thought."Sent 17: Whether they can't afford a lawyer or just want to save money, more Californians are going to court without a lawyer.
Sent 18: "I'm just amazed at the numbers," said Commissioner Salvador Sarmiento, who hears between 40 and 90 child-support cases a day in Lamoreaux Justice Center.

Output: Who made this remark: "It's helped keep me from going to the poorhouse."?


Input:
Paragraph- Sent 1: When single father Thurman Williams needed help filling out papers in a custody suit recently, he didn't look to his lawyer for help.
Sent 2: He walked to a computerized kiosk at the Lamoreaux Justice Center in Orange and started tapping the keys.
Sent 3: As part of a legal experiment, litigants without lawyers across California are using computerized video kiosks to prepare common court filings and seek basic legal advice.
Sent 4: The kiosk used by Williams is part of a statewide effort to cope with a flood of litigants who cannot afford or refuse to hire lawyers.
Sent 5: Court officials statewide fear the number of self-represented litigants has reached crisis levels and threatens to clog court calendars.
Sent 6: Like Williams, more than 6,000 Orange County litigants have initiated court actions on I-CAN!
Sent 7: kiosks or accessed the programs on the Internet, using home computers.
Sent 8: Similar programs are operating in Sacramento, San Diego and Ventura.
Sent 9: A recent study of the kiosks' first 18 months of operation concluded it is too soon to tell if the system will relieve pressure on court calendars.
Sent 10: But the report, by UC Irvine's School of Social Ecology, said users were overwhelmingly positive about the free legal assistance.
Sent 11: "It's made life a lot easier for me," Williams said.
Sent 12: "It's helped keep me from going to the poorhouse."Sent 13: The 29-year-old Orange resident was directed to a kiosk in the Lamoreaux Justice Center by court staff.
Sent 14: After putting on headphones and following the directions of a videotaped instructor, Williams filled out a quarter-inch stack of paternity and custody documents.
Sent 15: The exercise took 20 minutes; it would have cost him about $800 if he had relied on a lawyer, he said.
Sent 16: "It was a lot easier than I thought."Sent 17: Whether they can't afford a lawyer or just want to save money, more Californians are going to court without a lawyer.
Sent 18: "I'm just amazed at the numbers," said Commissioner Salvador Sarmiento, who hears between 40 and 90 child-support cases a day in Lamoreaux Justice Center.

Output: Who walked to a computerized kiosk at the Lamoreaux Justice Center in Orange?


Input:
Paragraph- Sent 1: New Horizons: Exhausted after the Civil War, Spain remained on the sidelines during World War II and began to recover economically under the oppressive, law-and-order regime of Franco.
Sent 2: There had been a foretaste of elite foreign tourism in the 1920s, but it was the late 1950s when the rest of Europe began sun-seeking pilgrimages to Spain.
Sent 3: Tourism exploded into an annual southern migration, transforming the Spanish economy, landscape, and society.
Sent 4: Eager to capitalize, the country poured its soul into mass tourism, which triggered a rash of indiscriminate building on the southern and eastern coastlines, with scant regard for tradition or aesthetics.
Sent 5: But after so many years closed off from the rest of Europe, of equal significance was the injection of foreign influences into Franco's once hermetically sealed Spain.
Sent 6: Mallorca and Menorca in particular saw explosive growth in tourism; by the 1970s, the Balearics were one of Europe's most popular holiday destinations.
Sent 7: Franco named as his successor the grandson of Alfonso XIII, who was enthroned as King Juan Carlos I when the dictator died in 1975.
Sent 8: To the dismay of Franco diehards, the king brilliantly managed the transition to democracy, then stood back to allow it full rein, even intervening during a brief attempt at a military coup.
Sent 9: After many years of repression, new freedoms and autonomy were granted to Spanish regions, including the Balearics, and their languages and cultures enjoyed a long-desired renaissance.
Sent 10: More a part of Europe than ever before, Spain joined the European Community (now European Union) in 1986, giving further boost to a booming economy.
Sent 11: The tourist industry continued to expand, and though it became one of the top two income earners in Spain, a realization that unrestricted mass tourism was leading to damaging long-term consequences also began to grow.
Sent 12: By the late 1990s, a new emphasis on quality and, especially in the Balearics, on safeguarding the environment had finally taken root—too late for many environmentalists, but hopefully still in time to preserve much of the natural beauty and unique character of the Las Islas Baleares.

Output: What major event made the country of Spain so eager to capitalize on mass tourism?


Input:
Paragraph- Sent 1: New Horizons: Exhausted after the Civil War, Spain remained on the sidelines during World War II and began to recover economically under the oppressive, law-and-order regime of Franco.
Sent 2: There had been a foretaste of elite foreign tourism in the 1920s, but it was the late 1950s when the rest of Europe began sun-seeking pilgrimages to Spain.
Sent 3: Tourism exploded into an annual southern migration, transforming the Spanish economy, landscape, and society.
Sent 4: Eager to capitalize, the country poured its soul into mass tourism, which triggered a rash of indiscriminate building on the southern and eastern coastlines, with scant regard for tradition or aesthetics.
Sent 5: But after so many years closed off from the rest of Europe, of equal significance was the injection of foreign influences into Franco's once hermetically sealed Spain.
Sent 6: Mallorca and Menorca in particular saw explosive growth in tourism; by the 1970s, the Balearics were one of Europe's most popular holiday destinations.
Sent 7: Franco named as his successor the grandson of Alfonso XIII, who was enthroned as King Juan Carlos I when the dictator died in 1975.
Sent 8: To the dismay of Franco diehards, the king brilliantly managed the transition to democracy, then stood back to allow it full rein, even intervening during a brief attempt at a military coup.
Sent 9: After many years of repression, new freedoms and autonomy were granted to Spanish regions, including the Balearics, and their languages and cultures enjoyed a long-desired renaissance.
Sent 10: More a part of Europe than ever before, Spain joined the European Community (now European Union) in 1986, giving further boost to a booming economy.
Sent 11: The tourist industry continued to expand, and though it became one of the top two income earners in Spain, a realization that unrestricted mass tourism was leading to damaging long-term consequences also began to grow.
Sent 12: By the late 1990s, a new emphasis on quality and, especially in the Balearics, on safeguarding the environment had finally taken root—too late for many environmentalists, but hopefully still in time to preserve much of the natural beauty and unique character of the Las Islas Baleares.

Output: When did Spain begin to expand tourism and what was the impact on Spain?


Input:
Paragraph- Sent 1: New Horizons: Exhausted after the Civil War, Spain remained on the sidelines during World War II and began to recover economically under the oppressive, law-and-order regime of Franco.
Sent 2: There had been a foretaste of elite foreign tourism in the 1920s, but it was the late 1950s when the rest of Europe began sun-seeking pilgrimages to Spain.
Sent 3: Tourism exploded into an annual southern migration, transforming the Spanish economy, landscape, and society.
Sent 4: Eager to capitalize, the country poured its soul into mass tourism, which triggered a rash of indiscriminate building on the southern and eastern coastlines, with scant regard for tradition or aesthetics.
Sent 5: But after so many years closed off from the rest of Europe, of equal significance was the injection of foreign influences into Franco's once hermetically sealed Spain.
Sent 6: Mallorca and Menorca in particular saw explosive growth in tourism; by the 1970s, the Balearics were one of Europe's most popular holiday destinations.
Sent 7: Franco named as his successor the grandson of Alfonso XIII, who was enthroned as King Juan Carlos I when the dictator died in 1975.
Sent 8: To the dismay of Franco diehards, the king brilliantly managed the transition to democracy, then stood back to allow it full rein, even intervening during a brief attempt at a military coup.
Sent 9: After many years of repression, new freedoms and autonomy were granted to Spanish regions, including the Balearics, and their languages and cultures enjoyed a long-desired renaissance.
Sent 10: More a part of Europe than ever before, Spain joined the European Community (now European Union) in 1986, giving further boost to a booming economy.
Sent 11: The tourist industry continued to expand, and though it became one of the top two income earners in Spain, a realization that unrestricted mass tourism was leading to damaging long-term consequences also began to grow.
Sent 12: By the late 1990s, a new emphasis on quality and, especially in the Balearics, on safeguarding the environment had finally taken root—too late for many environmentalists, but hopefully still in time to preserve much of the natural beauty and unique character of the Las Islas Baleares.

Output: Which king brought democracy to Spain and was democracy successful?


Input:
Paragraph- Sent 1: New Horizons: Exhausted after the Civil War, Spain remained on the sidelines during World War II and began to recover economically under the oppressive, law-and-order regime of Franco.
Sent 2: There had been a foretaste of elite foreign tourism in the 1920s, but it was the late 1950s when the rest of Europe began sun-seeking pilgrimages to Spain.
Sent 3: Tourism exploded into an annual southern migration, transforming the Spanish economy, landscape, and society.
Sent 4: Eager to capitalize, the country poured its soul into mass tourism, which triggered a rash of indiscriminate building on the southern and eastern coastlines, with scant regard for tradition or aesthetics.
Sent 5: But after so many years closed off from the rest of Europe, of equal significance was the injection of foreign influences into Franco's once hermetically sealed Spain.
Sent 6: Mallorca and Menorca in particular saw explosive growth in tourism; by the 1970s, the Balearics were one of Europe's most popular holiday destinations.
Sent 7: Franco named as his successor the grandson of Alfonso XIII, who was enthroned as King Juan Carlos I when the dictator died in 1975.
Sent 8: To the dismay of Franco diehards, the king brilliantly managed the transition to democracy, then stood back to allow it full rein, even intervening during a brief attempt at a military coup.
Sent 9: After many years of repression, new freedoms and autonomy were granted to Spanish regions, including the Balearics, and their languages and cultures enjoyed a long-desired renaissance.
Sent 10: More a part of Europe than ever before, Spain joined the European Community (now European Union) in 1986, giving further boost to a booming economy.
Sent 11: The tourist industry continued to expand, and though it became one of the top two income earners in Spain, a realization that unrestricted mass tourism was leading to damaging long-term consequences also began to grow.
Sent 12: By the late 1990s, a new emphasis on quality and, especially in the Balearics, on safeguarding the environment had finally taken root—too late for many environmentalists, but hopefully still in time to preserve much of the natural beauty and unique character of the Las Islas Baleares.

Output: Why was there not very high tourism in Spain during Franco's regime and what happened that allow tourism to increase?


Input:
Paragraph- Sent 1: New Horizons: Exhausted after the Civil War, Spain remained on the sidelines during World War II and began to recover economically under the oppressive, law-and-order regime of Franco.
Sent 2: There had been a foretaste of elite foreign tourism in the 1920s, but it was the late 1950s when the rest of Europe began sun-seeking pilgrimages to Spain.
Sent 3: Tourism exploded into an annual southern migration, transforming the Spanish economy, landscape, and society.
Sent 4: Eager to capitalize, the country poured its soul into mass tourism, which triggered a rash of indiscriminate building on the southern and eastern coastlines, with scant regard for tradition or aesthetics.
Sent 5: But after so many years closed off from the rest of Europe, of equal significance was the injection of foreign influences into Franco's once hermetically sealed Spain.
Sent 6: Mallorca and Menorca in particular saw explosive growth in tourism; by the 1970s, the Balearics were one of Europe's most popular holiday destinations.
Sent 7: Franco named as his successor the grandson of Alfonso XIII, who was enthroned as King Juan Carlos I when the dictator died in 1975.
Sent 8: To the dismay of Franco diehards, the king brilliantly managed the transition to democracy, then stood back to allow it full rein, even intervening during a brief attempt at a military coup.
Sent 9: After many years of repression, new freedoms and autonomy were granted to Spanish regions, including the Balearics, and their languages and cultures enjoyed a long-desired renaissance.
Sent 10: More a part of Europe than ever before, Spain joined the European Community (now European Union) in 1986, giving further boost to a booming economy.
Sent 11: The tourist industry continued to expand, and though it became one of the top two income earners in Spain, a realization that unrestricted mass tourism was leading to damaging long-term consequences also began to grow.
Sent 12: By the late 1990s, a new emphasis on quality and, especially in the Balearics, on safeguarding the environment had finally taken root—too late for many environmentalists, but hopefully still in time to preserve much of the natural beauty and unique character of the Las Islas Baleares.

Output: When did tourism in Spain explode into an annual southern migration?


Input:
Paragraph- Sent 1: New Horizons: Exhausted after the Civil War, Spain remained on the sidelines during World War II and began to recover economically under the oppressive, law-and-order regime of Franco.
Sent 2: There had been a foretaste of elite foreign tourism in the 1920s, but it was the late 1950s when the rest of Europe began sun-seeking pilgrimages to Spain.
Sent 3: Tourism exploded into an annual southern migration, transforming the Spanish economy, landscape, and society.
Sent 4: Eager to capitalize, the country poured its soul into mass tourism, which triggered a rash of indiscriminate building on the southern and eastern coastlines, with scant regard for tradition or aesthetics.
Sent 5: But after so many years closed off from the rest of Europe, of equal significance was the injection of foreign influences into Franco's once hermetically sealed Spain.
Sent 6: Mallorca and Menorca in particular saw explosive growth in tourism; by the 1970s, the Balearics were one of Europe's most popular holiday destinations.
Sent 7: Franco named as his successor the grandson of Alfonso XIII, who was enthroned as King Juan Carlos I when the dictator died in 1975.
Sent 8: To the dismay of Franco diehards, the king brilliantly managed the transition to democracy, then stood back to allow it full rein, even intervening during a brief attempt at a military coup.
Sent 9: After many years of repression, new freedoms and autonomy were granted to Spanish regions, including the Balearics, and their languages and cultures enjoyed a long-desired renaissance.
Sent 10: More a part of Europe than ever before, Spain joined the European Community (now European Union) in 1986, giving further boost to a booming economy.
Sent 11: The tourist industry continued to expand, and though it became one of the top two income earners in Spain, a realization that unrestricted mass tourism was leading to damaging long-term consequences also began to grow.
Sent 12: By the late 1990s, a new emphasis on quality and, especially in the Balearics, on safeguarding the environment had finally taken root—too late for many environmentalists, but hopefully still in time to preserve much of the natural beauty and unique character of the Las Islas Baleares.

Output: Why was Spain so isolated and what event happened that allowed Mallorca and Menorca to see explosions in tourism?


Input:
Paragraph- Sent 1: New Horizons: Exhausted after the Civil War, Spain remained on the sidelines during World War II and began to recover economically under the oppressive, law-and-order regime of Franco.
Sent 2: There had been a foretaste of elite foreign tourism in the 1920s, but it was the late 1950s when the rest of Europe began sun-seeking pilgrimages to Spain.
Sent 3: Tourism exploded into an annual southern migration, transforming the Spanish economy, landscape, and society.
Sent 4: Eager to capitalize, the country poured its soul into mass tourism, which triggered a rash of indiscriminate building on the southern and eastern coastlines, with scant regard for tradition or aesthetics.
Sent 5: But after so many years closed off from the rest of Europe, of equal significance was the injection of foreign influences into Franco's once hermetically sealed Spain.
Sent 6: Mallorca and Menorca in particular saw explosive growth in tourism; by the 1970s, the Balearics were one of Europe's most popular holiday destinations.
Sent 7: Franco named as his successor the grandson of Alfonso XIII, who was enthroned as King Juan Carlos I when the dictator died in 1975.
Sent 8: To the dismay of Franco diehards, the king brilliantly managed the transition to democracy, then stood back to allow it full rein, even intervening during a brief attempt at a military coup.
Sent 9: After many years of repression, new freedoms and autonomy were granted to Spanish regions, including the Balearics, and their languages and cultures enjoyed a long-desired renaissance.
Sent 10: More a part of Europe than ever before, Spain joined the European Community (now European Union) in 1986, giving further boost to a booming economy.
Sent 11: The tourist industry continued to expand, and though it became one of the top two income earners in Spain, a realization that unrestricted mass tourism was leading to damaging long-term consequences also began to grow.
Sent 12: By the late 1990s, a new emphasis on quality and, especially in the Balearics, on safeguarding the environment had finally taken root—too late for many environmentalists, but hopefully still in time to preserve much of the natural beauty and unique character of the Las Islas Baleares.

Output: Why did a new emphasis on quality and on safeguarding the environment take root in Spain in the late 1990s?


Input:
Paragraph- Sent 1: New Horizons: Exhausted after the Civil War, Spain remained on the sidelines during World War II and began to recover economically under the oppressive, law-and-order regime of Franco.
Sent 2: There had been a foretaste of elite foreign tourism in the 1920s, but it was the late 1950s when the rest of Europe began sun-seeking pilgrimages to Spain.
Sent 3: Tourism exploded into an annual southern migration, transforming the Spanish economy, landscape, and society.
Sent 4: Eager to capitalize, the country poured its soul into mass tourism, which triggered a rash of indiscriminate building on the southern and eastern coastlines, with scant regard for tradition or aesthetics.
Sent 5: But after so many years closed off from the rest of Europe, of equal significance was the injection of foreign influences into Franco's once hermetically sealed Spain.
Sent 6: Mallorca and Menorca in particular saw explosive growth in tourism; by the 1970s, the Balearics were one of Europe's most popular holiday destinations.
Sent 7: Franco named as his successor the grandson of Alfonso XIII, who was enthroned as King Juan Carlos I when the dictator died in 1975.
Sent 8: To the dismay of Franco diehards, the king brilliantly managed the transition to democracy, then stood back to allow it full rein, even intervening during a brief attempt at a military coup.
Sent 9: After many years of repression, new freedoms and autonomy were granted to Spanish regions, including the Balearics, and their languages and cultures enjoyed a long-desired renaissance.
Sent 10: More a part of Europe than ever before, Spain joined the European Community (now European Union) in 1986, giving further boost to a booming economy.
Sent 11: The tourist industry continued to expand, and though it became one of the top two income earners in Spain, a realization that unrestricted mass tourism was leading to damaging long-term consequences also began to grow.
Sent 12: By the late 1990s, a new emphasis on quality and, especially in the Balearics, on safeguarding the environment had finally taken root—too late for many environmentalists, but hopefully still in time to preserve much of the natural beauty and unique character of the Las Islas Baleares.

Output: What year did Spain join the European Community (now European Union) and what effects did it have (1 positive and 1 negative)?


Input:
Paragraph- Sent 1: Although Bin Ladin, Atef, and KSM initially contemplated using established al Qaeda members to execute the planes operation, the late 1999 arrival in Kandahar of four aspiring jihadists from Germany suddenly presented a more attractive alternative.
Sent 2: The Hamburg group shared the anti-U.S. fervor of the other candidates for the operation, but added the enormous advantages of fluency in English and familiarity with life in the West, based on years that each member of the group had spent living in Germany.
Sent 3: Not surprisingly, Mohamed Atta, Ramzi Binalshibh, Marwan al Shehhi, and Ziad Jarrah would all become key players in the 9/11 conspiracy.
Sent 4: Mohamed Atta was born on September 1, 1968, in Kafr el Sheikh, Egypt, to a middle-class family headed by his father, an attorney.
Sent 5: After graduating from Cairo University with a degree in architectural engineering in 1990, Atta worked as an urban planner in Cairo for a couple of years.
Sent 6: In the fall of 1991, he asked a German family he had met in Cairo to help him continue his education in Germany.
Sent 7: They suggested he come to Hamburg and invited him to live with them there, at least initially.
Sent 8: After completing a course in German, Atta traveled to Germany for the first time in July 1992.
Sent 9: He resided briefly in Stuttgart and then, in the fall of 1992, moved to Hamburg to live with his host family.
Sent 10: After enrolling at the University of Hamburg, he promptly transferred into the city engineering and planning course at the Technical University of Hamburg-Harburg, where he would remain registered as a student until the fall of 1999.
Sent 11: He appears to have applied himself fairly seriously to his studies (at least in comparison to his jihadist friends) and actually received his degree shortly before traveling to Afghanistan.
Sent 12: In school, Atta came across as very intelligent and reasonably pleasant, with an excellent command of the German language.
Sent 13: When Atta arrived in Germany, he appeared religious, but not fanatically so.
Sent 14: This would change, especially as his tendency to assert leadership became increasingly pronounced.
Sent 15: According to Binalshibh, as early as 1995 Atta sought to organize a Muslim student association in Hamburg.
Sent 16: In the fall of 1997, he joined a working group at the Quds mosque in Hamburg, a group designed to bridge the gap between Muslims and Christians.
Sent 17: Atta proved a poor bridge, however, because of his abrasive and increasingly dogmatic personality.
Sent 18: But among those who shared his beliefs, Atta stood out as a decisionmaker.

Output: who is in the Hamburg group?


Input:
Paragraph- Sent 1: Although Bin Ladin, Atef, and KSM initially contemplated using established al Qaeda members to execute the planes operation, the late 1999 arrival in Kandahar of four aspiring jihadists from Germany suddenly presented a more attractive alternative.
Sent 2: The Hamburg group shared the anti-U.S. fervor of the other candidates for the operation, but added the enormous advantages of fluency in English and familiarity with life in the West, based on years that each member of the group had spent living in Germany.
Sent 3: Not surprisingly, Mohamed Atta, Ramzi Binalshibh, Marwan al Shehhi, and Ziad Jarrah would all become key players in the 9/11 conspiracy.
Sent 4: Mohamed Atta was born on September 1, 1968, in Kafr el Sheikh, Egypt, to a middle-class family headed by his father, an attorney.
Sent 5: After graduating from Cairo University with a degree in architectural engineering in 1990, Atta worked as an urban planner in Cairo for a couple of years.
Sent 6: In the fall of 1991, he asked a German family he had met in Cairo to help him continue his education in Germany.
Sent 7: They suggested he come to Hamburg and invited him to live with them there, at least initially.
Sent 8: After completing a course in German, Atta traveled to Germany for the first time in July 1992.
Sent 9: He resided briefly in Stuttgart and then, in the fall of 1992, moved to Hamburg to live with his host family.
Sent 10: After enrolling at the University of Hamburg, he promptly transferred into the city engineering and planning course at the Technical University of Hamburg-Harburg, where he would remain registered as a student until the fall of 1999.
Sent 11: He appears to have applied himself fairly seriously to his studies (at least in comparison to his jihadist friends) and actually received his degree shortly before traveling to Afghanistan.
Sent 12: In school, Atta came across as very intelligent and reasonably pleasant, with an excellent command of the German language.
Sent 13: When Atta arrived in Germany, he appeared religious, but not fanatically so.
Sent 14: This would change, especially as his tendency to assert leadership became increasingly pronounced.
Sent 15: According to Binalshibh, as early as 1995 Atta sought to organize a Muslim student association in Hamburg.
Sent 16: In the fall of 1997, he joined a working group at the Quds mosque in Hamburg, a group designed to bridge the gap between Muslims and Christians.
Sent 17: Atta proved a poor bridge, however, because of his abrasive and increasingly dogmatic personality.
Sent 18: But among those who shared his beliefs, Atta stood out as a decisionmaker.

Output: What took Atta to Germany and how long was he there?


Input:
Paragraph- Sent 1: Although Bin Ladin, Atef, and KSM initially contemplated using established al Qaeda members to execute the planes operation, the late 1999 arrival in Kandahar of four aspiring jihadists from Germany suddenly presented a more attractive alternative.
Sent 2: The Hamburg group shared the anti-U.S. fervor of the other candidates for the operation, but added the enormous advantages of fluency in English and familiarity with life in the West, based on years that each member of the group had spent living in Germany.
Sent 3: Not surprisingly, Mohamed Atta, Ramzi Binalshibh, Marwan al Shehhi, and Ziad Jarrah would all become key players in the 9/11 conspiracy.
Sent 4: Mohamed Atta was born on September 1, 1968, in Kafr el Sheikh, Egypt, to a middle-class family headed by his father, an attorney.
Sent 5: After graduating from Cairo University with a degree in architectural engineering in 1990, Atta worked as an urban planner in Cairo for a couple of years.
Sent 6: In the fall of 1991, he asked a German family he had met in Cairo to help him continue his education in Germany.
Sent 7: They suggested he come to Hamburg and invited him to live with them there, at least initially.
Sent 8: After completing a course in German, Atta traveled to Germany for the first time in July 1992.
Sent 9: He resided briefly in Stuttgart and then, in the fall of 1992, moved to Hamburg to live with his host family.
Sent 10: After enrolling at the University of Hamburg, he promptly transferred into the city engineering and planning course at the Technical University of Hamburg-Harburg, where he would remain registered as a student until the fall of 1999.
Sent 11: He appears to have applied himself fairly seriously to his studies (at least in comparison to his jihadist friends) and actually received his degree shortly before traveling to Afghanistan.
Sent 12: In school, Atta came across as very intelligent and reasonably pleasant, with an excellent command of the German language.
Sent 13: When Atta arrived in Germany, he appeared religious, but not fanatically so.
Sent 14: This would change, especially as his tendency to assert leadership became increasingly pronounced.
Sent 15: According to Binalshibh, as early as 1995 Atta sought to organize a Muslim student association in Hamburg.
Sent 16: In the fall of 1997, he joined a working group at the Quds mosque in Hamburg, a group designed to bridge the gap between Muslims and Christians.
Sent 17: Atta proved a poor bridge, however, because of his abrasive and increasingly dogmatic personality.
Sent 18: But among those who shared his beliefs, Atta stood out as a decisionmaker.

Output: Who were the four aspiring jihadists from Germany who arrived in Kandaharin late 1999?