Input:
Paragraph- Sent 1: About this time, Card, the lead Secret Service agent, the President's military aide, and the pilot were conferring on a possible destination for Air Force One.
Sent 2: The Secret Service agent felt strongly that the situation in Washington was too unstable for the President to return there, and Card agreed.
Sent 3: The President strongly wanted to return to Washington and only grudgingly agreed to go elsewhere.
Sent 4: The issue was still undecided when the President conferred with the Vice President at about the time Air Force One was taking off.
Sent 5: The Vice President recalled urging the President not to return to Washington.
Sent 6: Air Force One departed at about 9:54 without any fixed destination.
Sent 7: The objective was to get up in the air-as fast and as high as possible-and then decide where to go.
Sent 8: At 9:33, the tower supervisor at Reagan National Airport picked up a hotline to the Secret Service and told the Service's operations center that "an aircraft [is] coming at you and not talking with us."Sent 9: This was the first specific report to the Secret Service of a direct threat to the White House.
Sent 10: No move was made to evacuate the Vice President at this time.
Sent 11: As the officer who took the call explained, "[I was] about to push the alert button when the tower advised that the aircraft was turning south and approaching Reagan National Airport."Sent 12: American 77 began turning south, away from the White House, at 9:34.
Sent 13: It continued heading south for roughly a minute, before turning west and beginning to circle back.
Sent 14: This news prompted the Secret Service to order the immediate evacuation of the Vice President just before 9:36.
Sent 15: Agents propelled him out of his chair and told him he had to get to the bunker.
Sent 16: The Vice President entered the underground tunnel leading to the shelter at 9:37.
Sent 17: Once inside, Vice President Cheney and the agents paused in an area of the tunnel that had a secure phone, a bench, and television.
Sent 18: The Vice President asked to speak to the President, but it took time for the call to be connected.

Output: Who carried out attacks prior to al Qaeda's move to Afghanistan?


Input:
Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.
Sent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.
Sent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.
Sent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.
Sent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.
Sent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.
Sent 7: Sebastião's untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.
Sent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.
Sent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.
Sent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.
Sent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal's neighbor and long-time antagonist became its master.
Sent 12: Spanish rule dictated Portugal's inadvertent involvement in Spain's ongoing wars.
Sent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a "legitimate target" as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.
Sent 14: Nine years later Faro was torched.
Sent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.
Sent 16: Portugal's empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.
Sent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.
Sent 18: The Great Disaster Portugal's greatest misfortune struck on All Saint's Day, 1 November 1755.

Output: What created a power vacuum that was taken advantage of by Spain?


Input:
Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.
Sent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.
Sent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.
Sent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.
Sent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.
Sent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.
Sent 7: Sebastião's untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.
Sent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.
Sent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.
Sent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.
Sent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal's neighbor and long-time antagonist became its master.
Sent 12: Spanish rule dictated Portugal's inadvertent involvement in Spain's ongoing wars.
Sent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a "legitimate target" as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.
Sent 14: Nine years later Faro was torched.
Sent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.
Sent 16: Portugal's empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.
Sent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.
Sent 18: The Great Disaster Portugal's greatest misfortune struck on All Saint's Day, 1 November 1755.

Output: In what year was Faro burned?


Input:
Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.
Sent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.
Sent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.
Sent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.
Sent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.
Sent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.
Sent 7: Sebastião's untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.
Sent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.
Sent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.
Sent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.
Sent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal's neighbor and long-time antagonist became its master.
Sent 12: Spanish rule dictated Portugal's inadvertent involvement in Spain's ongoing wars.
Sent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a "legitimate target" as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.
Sent 14: Nine years later Faro was torched.
Sent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.
Sent 16: Portugal's empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.
Sent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.
Sent 18: The Great Disaster Portugal's greatest misfortune struck on All Saint's Day, 1 November 1755.

Output: What happened to Prince Henry?


Input:
Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.
Sent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.
Sent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.
Sent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.
Sent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.
Sent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.
Sent 7: Sebastião's untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.
Sent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.
Sent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.
Sent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.
Sent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal's neighbor and long-time antagonist became its master.
Sent 12: Spanish rule dictated Portugal's inadvertent involvement in Spain's ongoing wars.
Sent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a "legitimate target" as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.
Sent 14: Nine years later Faro was torched.
Sent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.
Sent 16: Portugal's empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.
Sent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.
Sent 18: The Great Disaster Portugal's greatest misfortune struck on All Saint's Day, 1 November 1755.

Output: Why was the Algarve considered a legitimate target when it was attacked by Francis Drake?


Input:
Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.
Sent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.
Sent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.
Sent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.
Sent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.
Sent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.
Sent 7: Sebastião's untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.
Sent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.
Sent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.
Sent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.
Sent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal's neighbor and long-time antagonist became its master.
Sent 12: Spanish rule dictated Portugal's inadvertent involvement in Spain's ongoing wars.
Sent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a "legitimate target" as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.
Sent 14: Nine years later Faro was torched.
Sent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.
Sent 16: Portugal's empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.
Sent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.
Sent 18: The Great Disaster Portugal's greatest misfortune struck on All Saint's Day, 1 November 1755.

Output: What policy played an important role in helping Portugal to have relatively few blood-soaked episodes in its colonial history?


Input:
Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.
Sent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.
Sent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.
Sent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.
Sent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.
Sent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.
Sent 7: Sebastião's untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.
Sent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.
Sent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.
Sent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.
Sent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal's neighbor and long-time antagonist became its master.
Sent 12: Spanish rule dictated Portugal's inadvertent involvement in Spain's ongoing wars.
Sent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a "legitimate target" as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.
Sent 14: Nine years later Faro was torched.
Sent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.
Sent 16: Portugal's empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.
Sent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.
Sent 18: The Great Disaster Portugal's greatest misfortune struck on All Saint's Day, 1 November 1755.

Output: How long after Sebastião ascended to the throne did British ships commanded by Francis Drake sack Sagres?


Input:
Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.
Sent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.
Sent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.
Sent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.
Sent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.
Sent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.
Sent 7: Sebastião's untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.
Sent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.
Sent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.
Sent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.
Sent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal's neighbor and long-time antagonist became its master.
Sent 12: Spanish rule dictated Portugal's inadvertent involvement in Spain's ongoing wars.
Sent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a "legitimate target" as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.
Sent 14: Nine years later Faro was torched.
Sent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.
Sent 16: Portugal's empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.
Sent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.
Sent 18: The Great Disaster Portugal's greatest misfortune struck on All Saint's Day, 1 November 1755.

Output: What ended the pledge of eternal peace with England?


Input:
Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.
Sent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.
Sent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.
Sent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.
Sent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.
Sent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.
Sent 7: Sebastião's untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.
Sent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.
Sent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.
Sent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.
Sent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal's neighbor and long-time antagonist became its master.
Sent 12: Spanish rule dictated Portugal's inadvertent involvement in Spain's ongoing wars.
Sent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a "legitimate target" as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.
Sent 14: Nine years later Faro was torched.
Sent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.
Sent 16: Portugal's empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.
Sent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.
Sent 18: The Great Disaster Portugal's greatest misfortune struck on All Saint's Day, 1 November 1755.

Output: How did easy was it for Portugal to expand?


Input:
Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.
Sent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.
Sent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.
Sent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.
Sent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.
Sent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.
Sent 7: Sebastião's untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.
Sent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.
Sent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.
Sent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.
Sent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal's neighbor and long-time antagonist became its master.
Sent 12: Spanish rule dictated Portugal's inadvertent involvement in Spain's ongoing wars.
Sent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a "legitimate target" as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.
Sent 14: Nine years later Faro was torched.
Sent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.
Sent 16: Portugal's empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.
Sent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.
Sent 18: The Great Disaster Portugal's greatest misfortune struck on All Saint's Day, 1 November 1755.

Output: What created a crisis of succession following this era of increased trade?


Input:
Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.
Sent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.
Sent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.
Sent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.
Sent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.
Sent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.
Sent 7: Sebastião's untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.
Sent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.
Sent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.
Sent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.
Sent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal's neighbor and long-time antagonist became its master.
Sent 12: Spanish rule dictated Portugal's inadvertent involvement in Spain's ongoing wars.
Sent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a "legitimate target" as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.
Sent 14: Nine years later Faro was torched.
Sent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.
Sent 16: Portugal's empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.
Sent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.
Sent 18: The Great Disaster Portugal's greatest misfortune struck on All Saint's Day, 1 November 1755.

Output: Who died after two years of alternating between the throne and his sickbed?


Input:
Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.
Sent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.
Sent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.
Sent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.
Sent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.
Sent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.
Sent 7: Sebastião's untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.
Sent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.
Sent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.
Sent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.
Sent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal's neighbor and long-time antagonist became its master.
Sent 12: Spanish rule dictated Portugal's inadvertent involvement in Spain's ongoing wars.
Sent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a "legitimate target" as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.
Sent 14: Nine years later Faro was torched.
Sent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.
Sent 16: Portugal's empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.
Sent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.
Sent 18: The Great Disaster Portugal's greatest misfortune struck on All Saint's Day, 1 November 1755.

Output: What happened during Sebastião's reign as king?


Input:
Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.
Sent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.
Sent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.
Sent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.
Sent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.
Sent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.
Sent 7: Sebastião's untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.
Sent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.
Sent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.
Sent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.
Sent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal's neighbor and long-time antagonist became its master.
Sent 12: Spanish rule dictated Portugal's inadvertent involvement in Spain's ongoing wars.
Sent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a "legitimate target" as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.
Sent 14: Nine years later Faro was torched.
Sent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.
Sent 16: Portugal's empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.
Sent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.
Sent 18: The Great Disaster Portugal's greatest misfortune struck on All Saint's Day, 1 November 1755.

Output: Which king's death was followed by legends and rumors bizarrely insisting that he was still alive?


Input:
Paragraph- Sent 1: To protect its seagoing interests and trade routes, Portugal established strategic garrisons in Goa (India), Malacca (East Indies), and Hormuz in the Persian Gulf.
Sent 2: Portuguese explorers then embarked upon Macau (now Macao), the Congo, and various other parts of Africa, including the Sudan.
Sent 3: The Portuguese policy was to avoid armed strife and to develop a trade empire, rather than to conquer nations.
Sent 4: To this end it succeeded with relatively few blood-soaked episodes in its colonial history.
Sent 5: Adventures abroad, however, proved disastrous during the second half of the 16th century.
Sent 6: In 1557 the 14-year-old boy-king Sebastião ascended the throne, the beginning of a calamitous reign that was to end at the battle of Alcacer-Quiber (Morocco) in pursuit of a vain crusade.
Sent 7: Sebastião's untimely demise, alongside some 18,000 ill-prepared, badly led followers, set the stage for a crisis of succession.
Sent 8: For many years afterwards, legends and rumors bizarrely insisted that the king was still alive, and imposters turned up from time to time claiming the throne; those who were plausible enough to be deemed a threat were summarily executed.
Sent 9: In fact, the only rightful claimant to the crown was the elderly Prince Henry.
Sent 10: But after two years of alternating between the throne and his sickbed, he died, heirless.
Sent 11: Surveying the situation and smelling an opportunity, Spain occupied the power vacuum, and Portugal's neighbor and long-time antagonist became its master.
Sent 12: Spanish rule dictated Portugal's inadvertent involvement in Spain's ongoing wars.
Sent 13: In 1587 a squadron of British ships commanded by Francis Drake attacked the Algarve (now a "legitimate target" as Spanish territory) and sacked Sagres, thus depriving the world of the relics of Henry the Navigator.
Sent 14: Nine years later Faro was torched.
Sent 15: The 1386 Treaty of Windsor, by which Britain and Portugal had pledged eternal friendship, seemed a distant memory.
Sent 16: Portugal's empire was gradually eroded, and many of its trading posts (with the notable exception of Brazil) were picked off by the British and Dutch.
Sent 17: Finally, after 60 years of Spanish rule, Portuguese noblemen (aided by the French, then at war with Spain) organized a palace coup and restored independence.
Sent 18: The Great Disaster Portugal's greatest misfortune struck on All Saint's Day, 1 November 1755.

Output: Why was Portugal able to avoid "blood-soaked" incidents prior to 1557?


Input:
Paragraph- Sent 1: Albanian was proved to be an Indo-European language in 1854 by the German philologist Franz Bopp.
Sent 2: The Albanian language comprises its own branch of the Indo-European language family.
Sent 3: Some scholars believe that Albanian derives from Illyrian while others claim that it derives from Daco-Thracian.
Sent 4: (Illyrian and Daco-Thracian, however, might have been closely related languages; see Thraco-Illyrian.) Establishing longer relations, Albanian is often compared to Balto-Slavic on the one hand and Germanic on the other, both of which share a number of isoglosses with Albanian.
Sent 5: Moreover, Albanian has undergone a vowel shift in which stressed, long o has fallen to a, much like in the former and opposite the latter.
Sent 6: Likewise, Albanian has taken the old relative jos and innovatively used it exclusively to qualify adjectives, much in the way Balto-Slavic has used this word to provide the definite ending of adjectives.
Sent 7: The cultural renaissance was first of all expressed through the development of the Albanian language in the area of church texts and publications, mainly of the Catholic region in the North, but also of the Orthodox in the South.
Sent 8: The Protestant reforms invigorated hopes for the development of the local language and literary tradition when cleric Gjon Buzuku brought into the Albanian language the Catholic liturgy, trying to do for the Albanian language what Luther did for German.

Output: In which non-Albanian language-family has  a raised to o?


Input:
Paragraph- Sent 1: Albanian was proved to be an Indo-European language in 1854 by the German philologist Franz Bopp.
Sent 2: The Albanian language comprises its own branch of the Indo-European language family.
Sent 3: Some scholars believe that Albanian derives from Illyrian while others claim that it derives from Daco-Thracian.
Sent 4: (Illyrian and Daco-Thracian, however, might have been closely related languages; see Thraco-Illyrian.) Establishing longer relations, Albanian is often compared to Balto-Slavic on the one hand and Germanic on the other, both of which share a number of isoglosses with Albanian.
Sent 5: Moreover, Albanian has undergone a vowel shift in which stressed, long o has fallen to a, much like in the former and opposite the latter.
Sent 6: Likewise, Albanian has taken the old relative jos and innovatively used it exclusively to qualify adjectives, much in the way Balto-Slavic has used this word to provide the definite ending of adjectives.
Sent 7: The cultural renaissance was first of all expressed through the development of the Albanian language in the area of church texts and publications, mainly of the Catholic region in the North, but also of the Orthodox in the South.
Sent 8: The Protestant reforms invigorated hopes for the development of the local language and literary tradition when cleric Gjon Buzuku brought into the Albanian language the Catholic liturgy, trying to do for the Albanian language what Luther did for German.

Output: The Albanian language used jos to qualify adjectives and made what other shift?


Input:
Paragraph- Sent 1: Albanian was proved to be an Indo-European language in 1854 by the German philologist Franz Bopp.
Sent 2: The Albanian language comprises its own branch of the Indo-European language family.
Sent 3: Some scholars believe that Albanian derives from Illyrian while others claim that it derives from Daco-Thracian.
Sent 4: (Illyrian and Daco-Thracian, however, might have been closely related languages; see Thraco-Illyrian.) Establishing longer relations, Albanian is often compared to Balto-Slavic on the one hand and Germanic on the other, both of which share a number of isoglosses with Albanian.
Sent 5: Moreover, Albanian has undergone a vowel shift in which stressed, long o has fallen to a, much like in the former and opposite the latter.
Sent 6: Likewise, Albanian has taken the old relative jos and innovatively used it exclusively to qualify adjectives, much in the way Balto-Slavic has used this word to provide the definite ending of adjectives.
Sent 7: The cultural renaissance was first of all expressed through the development of the Albanian language in the area of church texts and publications, mainly of the Catholic region in the North, but also of the Orthodox in the South.
Sent 8: The Protestant reforms invigorated hopes for the development of the local language and literary tradition when cleric Gjon Buzuku brought into the Albanian language the Catholic liturgy, trying to do for the Albanian language what Luther did for German.

Output: What is the author's purpose for writing this passage?


Input:
Paragraph- Sent 1: Albanian was proved to be an Indo-European language in 1854 by the German philologist Franz Bopp.
Sent 2: The Albanian language comprises its own branch of the Indo-European language family.
Sent 3: Some scholars believe that Albanian derives from Illyrian while others claim that it derives from Daco-Thracian.
Sent 4: (Illyrian and Daco-Thracian, however, might have been closely related languages; see Thraco-Illyrian.) Establishing longer relations, Albanian is often compared to Balto-Slavic on the one hand and Germanic on the other, both of which share a number of isoglosses with Albanian.
Sent 5: Moreover, Albanian has undergone a vowel shift in which stressed, long o has fallen to a, much like in the former and opposite the latter.
Sent 6: Likewise, Albanian has taken the old relative jos and innovatively used it exclusively to qualify adjectives, much in the way Balto-Slavic has used this word to provide the definite ending of adjectives.
Sent 7: The cultural renaissance was first of all expressed through the development of the Albanian language in the area of church texts and publications, mainly of the Catholic region in the North, but also of the Orthodox in the South.
Sent 8: The Protestant reforms invigorated hopes for the development of the local language and literary tradition when cleric Gjon Buzuku brought into the Albanian language the Catholic liturgy, trying to do for the Albanian language what Luther did for German.

Output: In which non-Albanian language-family has stressed, long o fallen to a?


Input:
Paragraph- Sent 1: Albanian was proved to be an Indo-European language in 1854 by the German philologist Franz Bopp.
Sent 2: The Albanian language comprises its own branch of the Indo-European language family.
Sent 3: Some scholars believe that Albanian derives from Illyrian while others claim that it derives from Daco-Thracian.
Sent 4: (Illyrian and Daco-Thracian, however, might have been closely related languages; see Thraco-Illyrian.) Establishing longer relations, Albanian is often compared to Balto-Slavic on the one hand and Germanic on the other, both of which share a number of isoglosses with Albanian.
Sent 5: Moreover, Albanian has undergone a vowel shift in which stressed, long o has fallen to a, much like in the former and opposite the latter.
Sent 6: Likewise, Albanian has taken the old relative jos and innovatively used it exclusively to qualify adjectives, much in the way Balto-Slavic has used this word to provide the definite ending of adjectives.
Sent 7: The cultural renaissance was first of all expressed through the development of the Albanian language in the area of church texts and publications, mainly of the Catholic region in the North, but also of the Orthodox in the South.
Sent 8: The Protestant reforms invigorated hopes for the development of the local language and literary tradition when cleric Gjon Buzuku brought into the Albanian language the Catholic liturgy, trying to do for the Albanian language what Luther did for German.

Output: What three areas of religious texts helped develop the Albanian language?


Input:
Paragraph- Sent 1: Albanian was proved to be an Indo-European language in 1854 by the German philologist Franz Bopp.
Sent 2: The Albanian language comprises its own branch of the Indo-European language family.
Sent 3: Some scholars believe that Albanian derives from Illyrian while others claim that it derives from Daco-Thracian.
Sent 4: (Illyrian and Daco-Thracian, however, might have been closely related languages; see Thraco-Illyrian.) Establishing longer relations, Albanian is often compared to Balto-Slavic on the one hand and Germanic on the other, both of which share a number of isoglosses with Albanian.
Sent 5: Moreover, Albanian has undergone a vowel shift in which stressed, long o has fallen to a, much like in the former and opposite the latter.
Sent 6: Likewise, Albanian has taken the old relative jos and innovatively used it exclusively to qualify adjectives, much in the way Balto-Slavic has used this word to provide the definite ending of adjectives.
Sent 7: The cultural renaissance was first of all expressed through the development of the Albanian language in the area of church texts and publications, mainly of the Catholic region in the North, but also of the Orthodox in the South.
Sent 8: The Protestant reforms invigorated hopes for the development of the local language and literary tradition when cleric Gjon Buzuku brought into the Albanian language the Catholic liturgy, trying to do for the Albanian language what Luther did for German.

Output: What bigger language family does Illyrian belong to?


Input:
Paragraph- Sent 1: Albanian was proved to be an Indo-European language in 1854 by the German philologist Franz Bopp.
Sent 2: The Albanian language comprises its own branch of the Indo-European language family.
Sent 3: Some scholars believe that Albanian derives from Illyrian while others claim that it derives from Daco-Thracian.
Sent 4: (Illyrian and Daco-Thracian, however, might have been closely related languages; see Thraco-Illyrian.) Establishing longer relations, Albanian is often compared to Balto-Slavic on the one hand and Germanic on the other, both of which share a number of isoglosses with Albanian.
Sent 5: Moreover, Albanian has undergone a vowel shift in which stressed, long o has fallen to a, much like in the former and opposite the latter.
Sent 6: Likewise, Albanian has taken the old relative jos and innovatively used it exclusively to qualify adjectives, much in the way Balto-Slavic has used this word to provide the definite ending of adjectives.
Sent 7: The cultural renaissance was first of all expressed through the development of the Albanian language in the area of church texts and publications, mainly of the Catholic region in the North, but also of the Orthodox in the South.
Sent 8: The Protestant reforms invigorated hopes for the development of the local language and literary tradition when cleric Gjon Buzuku brought into the Albanian language the Catholic liturgy, trying to do for the Albanian language what Luther did for German.

Output: What Indo-Euroopean language is believed to derive from Illyrian?


Input:
Paragraph- Sent 1: Albanian was proved to be an Indo-European language in 1854 by the German philologist Franz Bopp.
Sent 2: The Albanian language comprises its own branch of the Indo-European language family.
Sent 3: Some scholars believe that Albanian derives from Illyrian while others claim that it derives from Daco-Thracian.
Sent 4: (Illyrian and Daco-Thracian, however, might have been closely related languages; see Thraco-Illyrian.) Establishing longer relations, Albanian is often compared to Balto-Slavic on the one hand and Germanic on the other, both of which share a number of isoglosses with Albanian.
Sent 5: Moreover, Albanian has undergone a vowel shift in which stressed, long o has fallen to a, much like in the former and opposite the latter.
Sent 6: Likewise, Albanian has taken the old relative jos and innovatively used it exclusively to qualify adjectives, much in the way Balto-Slavic has used this word to provide the definite ending of adjectives.
Sent 7: The cultural renaissance was first of all expressed through the development of the Albanian language in the area of church texts and publications, mainly of the Catholic region in the North, but also of the Orthodox in the South.
Sent 8: The Protestant reforms invigorated hopes for the development of the local language and literary tradition when cleric Gjon Buzuku brought into the Albanian language the Catholic liturgy, trying to do for the Albanian language what Luther did for German.

Output: What are some reasons for uses of the Albanian language?


Input:
Paragraph- Sent 1: Albanian was proved to be an Indo-European language in 1854 by the German philologist Franz Bopp.
Sent 2: The Albanian language comprises its own branch of the Indo-European language family.
Sent 3: Some scholars believe that Albanian derives from Illyrian while others claim that it derives from Daco-Thracian.
Sent 4: (Illyrian and Daco-Thracian, however, might have been closely related languages; see Thraco-Illyrian.) Establishing longer relations, Albanian is often compared to Balto-Slavic on the one hand and Germanic on the other, both of which share a number of isoglosses with Albanian.
Sent 5: Moreover, Albanian has undergone a vowel shift in which stressed, long o has fallen to a, much like in the former and opposite the latter.
Sent 6: Likewise, Albanian has taken the old relative jos and innovatively used it exclusively to qualify adjectives, much in the way Balto-Slavic has used this word to provide the definite ending of adjectives.
Sent 7: The cultural renaissance was first of all expressed through the development of the Albanian language in the area of church texts and publications, mainly of the Catholic region in the North, but also of the Orthodox in the South.
Sent 8: The Protestant reforms invigorated hopes for the development of the local language and literary tradition when cleric Gjon Buzuku brought into the Albanian language the Catholic liturgy, trying to do for the Albanian language what Luther did for German.

Output: Of the languages that scholars compare to Albanian language, which is most closely related to the Albanian language and why?


Input:
Paragraph- Sent 1: Albanian was proved to be an Indo-European language in 1854 by the German philologist Franz Bopp.
Sent 2: The Albanian language comprises its own branch of the Indo-European language family.
Sent 3: Some scholars believe that Albanian derives from Illyrian while others claim that it derives from Daco-Thracian.
Sent 4: (Illyrian and Daco-Thracian, however, might have been closely related languages; see Thraco-Illyrian.) Establishing longer relations, Albanian is often compared to Balto-Slavic on the one hand and Germanic on the other, both of which share a number of isoglosses with Albanian.
Sent 5: Moreover, Albanian has undergone a vowel shift in which stressed, long o has fallen to a, much like in the former and opposite the latter.
Sent 6: Likewise, Albanian has taken the old relative jos and innovatively used it exclusively to qualify adjectives, much in the way Balto-Slavic has used this word to provide the definite ending of adjectives.
Sent 7: The cultural renaissance was first of all expressed through the development of the Albanian language in the area of church texts and publications, mainly of the Catholic region in the North, but also of the Orthodox in the South.
Sent 8: The Protestant reforms invigorated hopes for the development of the local language and literary tradition when cleric Gjon Buzuku brought into the Albanian language the Catholic liturgy, trying to do for the Albanian language what Luther did for German.

Output: What bigger language family does Daco-Thrycian belong to?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: How are the lowest and highest points of a wave related to its amplitude?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: What is said about hurricanes in the paragraph?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: What is another name for the vertical distance between the highest point and the lowest point of a wave?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: What are the highest and lowest points of a wave?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: How do you determine a wavelength?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: What is another word for wave height?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: Other factors being equal, why would an ocean wave be larger if the wind were blowing 150 miles per hour than if it the wind were blowing 100 miles per hour?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: What is the opposite of the crest of the wave?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: What are a hurricane's winds like?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: Why do hurricanes sometimes create very large ocean waves?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: What is the highest point of a wave called?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: How do you determine the height of a wave?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: What is the vertical distance between a crest and a trough?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: What do we know about wind from the paragraph?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: How do you calculate the height of a wave?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: When concerning wave height, what are the highest and lowest points called??


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: What do we know about wavelength from the paragraph?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: What is the lowest point of a wave called?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: How many times is wind mentioned?


Input:
Paragraph- Sent 1: The highest point of a wave is the crest.
Sent 2: The lowest point is the trough.
Sent 3: The vertical distance between a crest and a trough is the height of the wave.
Sent 4: Wave height is also called amplitude.
Sent 5: The horizontal distance between two crests is the wavelength.
Sent 6: Both amplitude and wavelength are measures of wave size.
Sent 7: The size of an ocean wave depends on how fast, over how great a distance, and how long the wind blows.
Sent 8: The greater each of these factors is, the bigger a wave will be.
Sent 9: Some of the biggest waves occur with hurricanes.
Sent 10: A hurricane is a storm that forms over the ocean.
Sent 11: Its winds may blow more than 150 miles per hour!
Sent 12: The winds also travel over long distances and may last for many days.

Output: What is the difference between wavelenth and amplitude?


Input:
Paragraph- Sent 1: The Cole attack prompted renewed consideration of what could be done about al Qaeda.
Sent 2: According to Clarke, Berger upbraided DCITenet so sharply after the Cole attack-repeatedly demanding to know why the United States had to put up with such attacks-that Tenet walked out of a meeting of the principals.
Sent 3: The CIA got some additional covert action authorities, adding several other individuals to the coverage of the July 1999 Memorandum of Notification that allowed the United States to develop capture operations against al Qaeda leaders in a variety of places and circumstances.
Sent 4: Tenet developed additional options, such as strengthening relationships with the Northern Alliance and the Uzbeks and slowing recent al Qaeda-related activities in Lebanon.
Sent 5: On the diplomatic track, Berger agreed on October 30, 2000, to let the State Department make another approach toTaliban Deputy Foreign Minister Abdul Jalil about expelling Bin Ladin.
Sent 6: The national security advisor ordered that the U.S.message"be stern and foreboding."Sent 7: This warning was similar to those issued in 1998 and 1999.
Sent 8: Meanwhile, the administration was working with Russia on new UN sanctions against Mullah Omar's regime.
Sent 9: President Clinton told us that before he could launch further attacks on al Qaeda in Afghanistan, or deliver an ultimatum to the Taliban threatening strikes if they did not immediately expel Bin Ladin, the CIA or the FBI had to be sure enough that they would "be willing to stand up in public and say, we believe that he [Bin Ladin] did this."Sent 10: He said he was very frustrated that he could not get a definitive enough answer to do something about the Cole attack.
Sent 11: Similarly, Berger recalled that to go to war, a president needs to be able to say that his senior intelligence and law enforcement officers have concluded who is responsible.
Sent 12: He recalled that the intelligence agencies had strong suspicions, but had reached "no conclusion by the time we left office that it was al Qaeda.".

Output: Who was "very frustrated" that he couldn't get a definitive answer about what to do about Cole attack?


Input:
Paragraph- Sent 1: The Cole attack prompted renewed consideration of what could be done about al Qaeda.
Sent 2: According to Clarke, Berger upbraided DCITenet so sharply after the Cole attack-repeatedly demanding to know why the United States had to put up with such attacks-that Tenet walked out of a meeting of the principals.
Sent 3: The CIA got some additional covert action authorities, adding several other individuals to the coverage of the July 1999 Memorandum of Notification that allowed the United States to develop capture operations against al Qaeda leaders in a variety of places and circumstances.
Sent 4: Tenet developed additional options, such as strengthening relationships with the Northern Alliance and the Uzbeks and slowing recent al Qaeda-related activities in Lebanon.
Sent 5: On the diplomatic track, Berger agreed on October 30, 2000, to let the State Department make another approach toTaliban Deputy Foreign Minister Abdul Jalil about expelling Bin Ladin.
Sent 6: The national security advisor ordered that the U.S.message"be stern and foreboding."Sent 7: This warning was similar to those issued in 1998 and 1999.
Sent 8: Meanwhile, the administration was working with Russia on new UN sanctions against Mullah Omar's regime.
Sent 9: President Clinton told us that before he could launch further attacks on al Qaeda in Afghanistan, or deliver an ultimatum to the Taliban threatening strikes if they did not immediately expel Bin Ladin, the CIA or the FBI had to be sure enough that they would "be willing to stand up in public and say, we believe that he [Bin Ladin] did this."Sent 10: He said he was very frustrated that he could not get a definitive enough answer to do something about the Cole attack.
Sent 11: Similarly, Berger recalled that to go to war, a president needs to be able to say that his senior intelligence and law enforcement officers have concluded who is responsible.
Sent 12: He recalled that the intelligence agencies had strong suspicions, but had reached "no conclusion by the time we left office that it was al Qaeda.".

Output: What was the US message to the Taliban Deputy Foreign Minister Regarding?


Input:
Paragraph- Sent 1: The Cole attack prompted renewed consideration of what could be done about al Qaeda.
Sent 2: According to Clarke, Berger upbraided DCITenet so sharply after the Cole attack-repeatedly demanding to know why the United States had to put up with such attacks-that Tenet walked out of a meeting of the principals.
Sent 3: The CIA got some additional covert action authorities, adding several other individuals to the coverage of the July 1999 Memorandum of Notification that allowed the United States to develop capture operations against al Qaeda leaders in a variety of places and circumstances.
Sent 4: Tenet developed additional options, such as strengthening relationships with the Northern Alliance and the Uzbeks and slowing recent al Qaeda-related activities in Lebanon.
Sent 5: On the diplomatic track, Berger agreed on October 30, 2000, to let the State Department make another approach toTaliban Deputy Foreign Minister Abdul Jalil about expelling Bin Ladin.
Sent 6: The national security advisor ordered that the U.S.message"be stern and foreboding."Sent 7: This warning was similar to those issued in 1998 and 1999.
Sent 8: Meanwhile, the administration was working with Russia on new UN sanctions against Mullah Omar's regime.
Sent 9: President Clinton told us that before he could launch further attacks on al Qaeda in Afghanistan, or deliver an ultimatum to the Taliban threatening strikes if they did not immediately expel Bin Ladin, the CIA or the FBI had to be sure enough that they would "be willing to stand up in public and say, we believe that he [Bin Ladin] did this."Sent 10: He said he was very frustrated that he could not get a definitive enough answer to do something about the Cole attack.
Sent 11: Similarly, Berger recalled that to go to war, a president needs to be able to say that his senior intelligence and law enforcement officers have concluded who is responsible.
Sent 12: He recalled that the intelligence agencies had strong suspicions, but had reached "no conclusion by the time we left office that it was al Qaeda.".

Output: Why was Berger frustrated that he did not get an answer regarding the Cole Attack?


Input:
Paragraph- Sent 1: The Cole attack prompted renewed consideration of what could be done about al Qaeda.
Sent 2: According to Clarke, Berger upbraided DCITenet so sharply after the Cole attack-repeatedly demanding to know why the United States had to put up with such attacks-that Tenet walked out of a meeting of the principals.
Sent 3: The CIA got some additional covert action authorities, adding several other individuals to the coverage of the July 1999 Memorandum of Notification that allowed the United States to develop capture operations against al Qaeda leaders in a variety of places and circumstances.
Sent 4: Tenet developed additional options, such as strengthening relationships with the Northern Alliance and the Uzbeks and slowing recent al Qaeda-related activities in Lebanon.
Sent 5: On the diplomatic track, Berger agreed on October 30, 2000, to let the State Department make another approach toTaliban Deputy Foreign Minister Abdul Jalil about expelling Bin Ladin.
Sent 6: The national security advisor ordered that the U.S.message"be stern and foreboding."Sent 7: This warning was similar to those issued in 1998 and 1999.
Sent 8: Meanwhile, the administration was working with Russia on new UN sanctions against Mullah Omar's regime.
Sent 9: President Clinton told us that before he could launch further attacks on al Qaeda in Afghanistan, or deliver an ultimatum to the Taliban threatening strikes if they did not immediately expel Bin Ladin, the CIA or the FBI had to be sure enough that they would "be willing to stand up in public and say, we believe that he [Bin Ladin] did this."Sent 10: He said he was very frustrated that he could not get a definitive enough answer to do something about the Cole attack.
Sent 11: Similarly, Berger recalled that to go to war, a president needs to be able to say that his senior intelligence and law enforcement officers have concluded who is responsible.
Sent 12: He recalled that the intelligence agencies had strong suspicions, but had reached "no conclusion by the time we left office that it was al Qaeda.".

Output: What Intelligence agencies were needed to confirm Bin Ladens responsibility in attacks?


Input:
Paragraph- Sent 1: The Cole attack prompted renewed consideration of what could be done about al Qaeda.
Sent 2: According to Clarke, Berger upbraided DCITenet so sharply after the Cole attack-repeatedly demanding to know why the United States had to put up with such attacks-that Tenet walked out of a meeting of the principals.
Sent 3: The CIA got some additional covert action authorities, adding several other individuals to the coverage of the July 1999 Memorandum of Notification that allowed the United States to develop capture operations against al Qaeda leaders in a variety of places and circumstances.
Sent 4: Tenet developed additional options, such as strengthening relationships with the Northern Alliance and the Uzbeks and slowing recent al Qaeda-related activities in Lebanon.
Sent 5: On the diplomatic track, Berger agreed on October 30, 2000, to let the State Department make another approach toTaliban Deputy Foreign Minister Abdul Jalil about expelling Bin Ladin.
Sent 6: The national security advisor ordered that the U.S.message"be stern and foreboding."Sent 7: This warning was similar to those issued in 1998 and 1999.
Sent 8: Meanwhile, the administration was working with Russia on new UN sanctions against Mullah Omar's regime.
Sent 9: President Clinton told us that before he could launch further attacks on al Qaeda in Afghanistan, or deliver an ultimatum to the Taliban threatening strikes if they did not immediately expel Bin Ladin, the CIA or the FBI had to be sure enough that they would "be willing to stand up in public and say, we believe that he [Bin Ladin] did this."Sent 10: He said he was very frustrated that he could not get a definitive enough answer to do something about the Cole attack.
Sent 11: Similarly, Berger recalled that to go to war, a president needs to be able to say that his senior intelligence and law enforcement officers have concluded who is responsible.
Sent 12: He recalled that the intelligence agencies had strong suspicions, but had reached "no conclusion by the time we left office that it was al Qaeda.".

Output: Why did the US develop capture operations against Al-Qaeda leaders?


Input:
Paragraph- Sent 1: The Cole attack prompted renewed consideration of what could be done about al Qaeda.
Sent 2: According to Clarke, Berger upbraided DCITenet so sharply after the Cole attack-repeatedly demanding to know why the United States had to put up with such attacks-that Tenet walked out of a meeting of the principals.
Sent 3: The CIA got some additional covert action authorities, adding several other individuals to the coverage of the July 1999 Memorandum of Notification that allowed the United States to develop capture operations against al Qaeda leaders in a variety of places and circumstances.
Sent 4: Tenet developed additional options, such as strengthening relationships with the Northern Alliance and the Uzbeks and slowing recent al Qaeda-related activities in Lebanon.
Sent 5: On the diplomatic track, Berger agreed on October 30, 2000, to let the State Department make another approach toTaliban Deputy Foreign Minister Abdul Jalil about expelling Bin Ladin.
Sent 6: The national security advisor ordered that the U.S.message"be stern and foreboding."Sent 7: This warning was similar to those issued in 1998 and 1999.
Sent 8: Meanwhile, the administration was working with Russia on new UN sanctions against Mullah Omar's regime.
Sent 9: President Clinton told us that before he could launch further attacks on al Qaeda in Afghanistan, or deliver an ultimatum to the Taliban threatening strikes if they did not immediately expel Bin Ladin, the CIA or the FBI had to be sure enough that they would "be willing to stand up in public and say, we believe that he [Bin Ladin] did this."Sent 10: He said he was very frustrated that he could not get a definitive enough answer to do something about the Cole attack.
Sent 11: Similarly, Berger recalled that to go to war, a president needs to be able to say that his senior intelligence and law enforcement officers have concluded who is responsible.
Sent 12: He recalled that the intelligence agencies had strong suspicions, but had reached "no conclusion by the time we left office that it was al Qaeda.".

Output: What was simultaneously taking place during Bergers attempt to deliver warning to Taliban Foreign Minister?


Input:
Paragraph- Sent 1: The Cole attack prompted renewed consideration of what could be done about al Qaeda.
Sent 2: According to Clarke, Berger upbraided DCITenet so sharply after the Cole attack-repeatedly demanding to know why the United States had to put up with such attacks-that Tenet walked out of a meeting of the principals.
Sent 3: The CIA got some additional covert action authorities, adding several other individuals to the coverage of the July 1999 Memorandum of Notification that allowed the United States to develop capture operations against al Qaeda leaders in a variety of places and circumstances.
Sent 4: Tenet developed additional options, such as strengthening relationships with the Northern Alliance and the Uzbeks and slowing recent al Qaeda-related activities in Lebanon.
Sent 5: On the diplomatic track, Berger agreed on October 30, 2000, to let the State Department make another approach toTaliban Deputy Foreign Minister Abdul Jalil about expelling Bin Ladin.
Sent 6: The national security advisor ordered that the U.S.message"be stern and foreboding."Sent 7: This warning was similar to those issued in 1998 and 1999.
Sent 8: Meanwhile, the administration was working with Russia on new UN sanctions against Mullah Omar's regime.
Sent 9: President Clinton told us that before he could launch further attacks on al Qaeda in Afghanistan, or deliver an ultimatum to the Taliban threatening strikes if they did not immediately expel Bin Ladin, the CIA or the FBI had to be sure enough that they would "be willing to stand up in public and say, we believe that he [Bin Ladin] did this."Sent 10: He said he was very frustrated that he could not get a definitive enough answer to do something about the Cole attack.
Sent 11: Similarly, Berger recalled that to go to war, a president needs to be able to say that his senior intelligence and law enforcement officers have concluded who is responsible.
Sent 12: He recalled that the intelligence agencies had strong suspicions, but had reached "no conclusion by the time we left office that it was al Qaeda.".

Output: Were the president's senior intelligence and law enforcement officers sure who was responsible for the attack?


Input:
Paragraph- Sent 1: The Cole attack prompted renewed consideration of what could be done about al Qaeda.
Sent 2: According to Clarke, Berger upbraided DCITenet so sharply after the Cole attack-repeatedly demanding to know why the United States had to put up with such attacks-that Tenet walked out of a meeting of the principals.
Sent 3: The CIA got some additional covert action authorities, adding several other individuals to the coverage of the July 1999 Memorandum of Notification that allowed the United States to develop capture operations against al Qaeda leaders in a variety of places and circumstances.
Sent 4: Tenet developed additional options, such as strengthening relationships with the Northern Alliance and the Uzbeks and slowing recent al Qaeda-related activities in Lebanon.
Sent 5: On the diplomatic track, Berger agreed on October 30, 2000, to let the State Department make another approach toTaliban Deputy Foreign Minister Abdul Jalil about expelling Bin Ladin.
Sent 6: The national security advisor ordered that the U.S.message"be stern and foreboding."Sent 7: This warning was similar to those issued in 1998 and 1999.
Sent 8: Meanwhile, the administration was working with Russia on new UN sanctions against Mullah Omar's regime.
Sent 9: President Clinton told us that before he could launch further attacks on al Qaeda in Afghanistan, or deliver an ultimatum to the Taliban threatening strikes if they did not immediately expel Bin Ladin, the CIA or the FBI had to be sure enough that they would "be willing to stand up in public and say, we believe that he [Bin Ladin] did this."Sent 10: He said he was very frustrated that he could not get a definitive enough answer to do something about the Cole attack.
Sent 11: Similarly, Berger recalled that to go to war, a president needs to be able to say that his senior intelligence and law enforcement officers have concluded who is responsible.
Sent 12: He recalled that the intelligence agencies had strong suspicions, but had reached "no conclusion by the time we left office that it was al Qaeda.".

Output: The "stern and foreboding" U.S. message was similar to the warnings that were issued in which two years?


Input:
Paragraph- Sent 1: Crusaders, Mamelukes, and Turks: The Crusaders established a feudal Christian state with Godfrey at its head.
Sent 2: They built many impressive churches during the term of the first Latin Kingdom of Jerusalem, but in 1187 they were driven out by Muslim forces under the great warrior Saladin.
Sent 3: During the Sixth Crusade (1228- 1229), the Holy Roman Emperor Frederick II managed to secure Jerusalem for the Christians by negotiation.
Sent 4: The Christians, however, could not hold the city.
Sent 5: After they lost Jerusalem, a Mongol invasion swept through, and in 1244 the Mameluke dynasty of Egypt took control, ruling Jerusalem for the next 250 years.
Sent 6: The city struggled to rebuild from Crusader wars and invasions.
Sent 7: Much of the best Islamic architecture in the city was constructed in the Mameluke era, but the past thousand years had taken their toll: Jerusalem was unable to regain the prosperity it had enjoyed in earlier times.
Sent 8: In the early 16th century, the Ottoman Turkish Empire was advancing through the Middle East.
Sent 9: Jerusalem fell to the Ottomans in 1517, remaining under their control for 400 years.
Sent 10: Suleiman the Magnificent rebuilt the walls and gates in the form they retain to this day.
Sent 11: Fountains, inns, religious schools, and barracks were constructed.
Sent 12: But when Suleiman died, his empire, including Jerusalem, began a long period of decline.
Sent 13: The Holy City remained a backwater until the 19th century, when renewed interest among Christian pilgrims made it the destination of thousands of travelers each year.

Output: Who ruled Jerusalem at some point?


Input:
Paragraph- Sent 1: Crusaders, Mamelukes, and Turks: The Crusaders established a feudal Christian state with Godfrey at its head.
Sent 2: They built many impressive churches during the term of the first Latin Kingdom of Jerusalem, but in 1187 they were driven out by Muslim forces under the great warrior Saladin.
Sent 3: During the Sixth Crusade (1228- 1229), the Holy Roman Emperor Frederick II managed to secure Jerusalem for the Christians by negotiation.
Sent 4: The Christians, however, could not hold the city.
Sent 5: After they lost Jerusalem, a Mongol invasion swept through, and in 1244 the Mameluke dynasty of Egypt took control, ruling Jerusalem for the next 250 years.
Sent 6: The city struggled to rebuild from Crusader wars and invasions.
Sent 7: Much of the best Islamic architecture in the city was constructed in the Mameluke era, but the past thousand years had taken their toll: Jerusalem was unable to regain the prosperity it had enjoyed in earlier times.
Sent 8: In the early 16th century, the Ottoman Turkish Empire was advancing through the Middle East.
Sent 9: Jerusalem fell to the Ottomans in 1517, remaining under their control for 400 years.
Sent 10: Suleiman the Magnificent rebuilt the walls and gates in the form they retain to this day.
Sent 11: Fountains, inns, religious schools, and barracks were constructed.
Sent 12: But when Suleiman died, his empire, including Jerusalem, began a long period of decline.
Sent 13: The Holy City remained a backwater until the 19th century, when renewed interest among Christian pilgrims made it the destination of thousands of travelers each year.

Output: During the Sixth Crusade, what city could the Christians not hold?


Input:
Paragraph- Sent 1: Crusaders, Mamelukes, and Turks: The Crusaders established a feudal Christian state with Godfrey at its head.
Sent 2: They built many impressive churches during the term of the first Latin Kingdom of Jerusalem, but in 1187 they were driven out by Muslim forces under the great warrior Saladin.
Sent 3: During the Sixth Crusade (1228- 1229), the Holy Roman Emperor Frederick II managed to secure Jerusalem for the Christians by negotiation.
Sent 4: The Christians, however, could not hold the city.
Sent 5: After they lost Jerusalem, a Mongol invasion swept through, and in 1244 the Mameluke dynasty of Egypt took control, ruling Jerusalem for the next 250 years.
Sent 6: The city struggled to rebuild from Crusader wars and invasions.
Sent 7: Much of the best Islamic architecture in the city was constructed in the Mameluke era, but the past thousand years had taken their toll: Jerusalem was unable to regain the prosperity it had enjoyed in earlier times.
Sent 8: In the early 16th century, the Ottoman Turkish Empire was advancing through the Middle East.
Sent 9: Jerusalem fell to the Ottomans in 1517, remaining under their control for 400 years.
Sent 10: Suleiman the Magnificent rebuilt the walls and gates in the form they retain to this day.
Sent 11: Fountains, inns, religious schools, and barracks were constructed.
Sent 12: But when Suleiman died, his empire, including Jerusalem, began a long period of decline.
Sent 13: The Holy City remained a backwater until the 19th century, when renewed interest among Christian pilgrims made it the destination of thousands of travelers each year.

Output: What city struggled to rebuild from Crusader wars and invasions?


Input:
Paragraph- Sent 1: Crusaders, Mamelukes, and Turks: The Crusaders established a feudal Christian state with Godfrey at its head.
Sent 2: They built many impressive churches during the term of the first Latin Kingdom of Jerusalem, but in 1187 they were driven out by Muslim forces under the great warrior Saladin.
Sent 3: During the Sixth Crusade (1228- 1229), the Holy Roman Emperor Frederick II managed to secure Jerusalem for the Christians by negotiation.
Sent 4: The Christians, however, could not hold the city.
Sent 5: After they lost Jerusalem, a Mongol invasion swept through, and in 1244 the Mameluke dynasty of Egypt took control, ruling Jerusalem for the next 250 years.
Sent 6: The city struggled to rebuild from Crusader wars and invasions.
Sent 7: Much of the best Islamic architecture in the city was constructed in the Mameluke era, but the past thousand years had taken their toll: Jerusalem was unable to regain the prosperity it had enjoyed in earlier times.
Sent 8: In the early 16th century, the Ottoman Turkish Empire was advancing through the Middle East.
Sent 9: Jerusalem fell to the Ottomans in 1517, remaining under their control for 400 years.
Sent 10: Suleiman the Magnificent rebuilt the walls and gates in the form they retain to this day.
Sent 11: Fountains, inns, religious schools, and barracks were constructed.
Sent 12: But when Suleiman died, his empire, including Jerusalem, began a long period of decline.
Sent 13: The Holy City remained a backwater until the 19th century, when renewed interest among Christian pilgrims made it the destination of thousands of travelers each year.

Output: Suleiman the Magnificent built what feature which remains unchanged to this day?


Input:
Paragraph- Sent 1: Crusaders, Mamelukes, and Turks: The Crusaders established a feudal Christian state with Godfrey at its head.
Sent 2: They built many impressive churches during the term of the first Latin Kingdom of Jerusalem, but in 1187 they were driven out by Muslim forces under the great warrior Saladin.
Sent 3: During the Sixth Crusade (1228- 1229), the Holy Roman Emperor Frederick II managed to secure Jerusalem for the Christians by negotiation.
Sent 4: The Christians, however, could not hold the city.
Sent 5: After they lost Jerusalem, a Mongol invasion swept through, and in 1244 the Mameluke dynasty of Egypt took control, ruling Jerusalem for the next 250 years.
Sent 6: The city struggled to rebuild from Crusader wars and invasions.
Sent 7: Much of the best Islamic architecture in the city was constructed in the Mameluke era, but the past thousand years had taken their toll: Jerusalem was unable to regain the prosperity it had enjoyed in earlier times.
Sent 8: In the early 16th century, the Ottoman Turkish Empire was advancing through the Middle East.
Sent 9: Jerusalem fell to the Ottomans in 1517, remaining under their control for 400 years.
Sent 10: Suleiman the Magnificent rebuilt the walls and gates in the form they retain to this day.
Sent 11: Fountains, inns, religious schools, and barracks were constructed.
Sent 12: But when Suleiman died, his empire, including Jerusalem, began a long period of decline.
Sent 13: The Holy City remained a backwater until the 19th century, when renewed interest among Christian pilgrims made it the destination of thousands of travelers each year.

Output: What year did Jerusalem fall to the Ottomans?


Input:
Paragraph- Sent 1: Crusaders, Mamelukes, and Turks: The Crusaders established a feudal Christian state with Godfrey at its head.
Sent 2: They built many impressive churches during the term of the first Latin Kingdom of Jerusalem, but in 1187 they were driven out by Muslim forces under the great warrior Saladin.
Sent 3: During the Sixth Crusade (1228- 1229), the Holy Roman Emperor Frederick II managed to secure Jerusalem for the Christians by negotiation.
Sent 4: The Christians, however, could not hold the city.
Sent 5: After they lost Jerusalem, a Mongol invasion swept through, and in 1244 the Mameluke dynasty of Egypt took control, ruling Jerusalem for the next 250 years.
Sent 6: The city struggled to rebuild from Crusader wars and invasions.
Sent 7: Much of the best Islamic architecture in the city was constructed in the Mameluke era, but the past thousand years had taken their toll: Jerusalem was unable to regain the prosperity it had enjoyed in earlier times.
Sent 8: In the early 16th century, the Ottoman Turkish Empire was advancing through the Middle East.
Sent 9: Jerusalem fell to the Ottomans in 1517, remaining under their control for 400 years.
Sent 10: Suleiman the Magnificent rebuilt the walls and gates in the form they retain to this day.
Sent 11: Fountains, inns, religious schools, and barracks were constructed.
Sent 12: But when Suleiman died, his empire, including Jerusalem, began a long period of decline.
Sent 13: The Holy City remained a backwater until the 19th century, when renewed interest among Christian pilgrims made it the destination of thousands of travelers each year.

Output: Who built many impressive churches during the term of the first Latin Kingdom of Jerusalem?


Input:
Paragraph- Sent 1: Crusaders, Mamelukes, and Turks: The Crusaders established a feudal Christian state with Godfrey at its head.
Sent 2: They built many impressive churches during the term of the first Latin Kingdom of Jerusalem, but in 1187 they were driven out by Muslim forces under the great warrior Saladin.
Sent 3: During the Sixth Crusade (1228- 1229), the Holy Roman Emperor Frederick II managed to secure Jerusalem for the Christians by negotiation.
Sent 4: The Christians, however, could not hold the city.
Sent 5: After they lost Jerusalem, a Mongol invasion swept through, and in 1244 the Mameluke dynasty of Egypt took control, ruling Jerusalem for the next 250 years.
Sent 6: The city struggled to rebuild from Crusader wars and invasions.
Sent 7: Much of the best Islamic architecture in the city was constructed in the Mameluke era, but the past thousand years had taken their toll: Jerusalem was unable to regain the prosperity it had enjoyed in earlier times.
Sent 8: In the early 16th century, the Ottoman Turkish Empire was advancing through the Middle East.
Sent 9: Jerusalem fell to the Ottomans in 1517, remaining under their control for 400 years.
Sent 10: Suleiman the Magnificent rebuilt the walls and gates in the form they retain to this day.
Sent 11: Fountains, inns, religious schools, and barracks were constructed.
Sent 12: But when Suleiman died, his empire, including Jerusalem, began a long period of decline.
Sent 13: The Holy City remained a backwater until the 19th century, when renewed interest among Christian pilgrims made it the destination of thousands of travelers each year.

Output: What happened during the Sixth Crusade with the Christians?


Input:
Paragraph- Sent 1: Crusaders, Mamelukes, and Turks: The Crusaders established a feudal Christian state with Godfrey at its head.
Sent 2: They built many impressive churches during the term of the first Latin Kingdom of Jerusalem, but in 1187 they were driven out by Muslim forces under the great warrior Saladin.
Sent 3: During the Sixth Crusade (1228- 1229), the Holy Roman Emperor Frederick II managed to secure Jerusalem for the Christians by negotiation.
Sent 4: The Christians, however, could not hold the city.
Sent 5: After they lost Jerusalem, a Mongol invasion swept through, and in 1244 the Mameluke dynasty of Egypt took control, ruling Jerusalem for the next 250 years.
Sent 6: The city struggled to rebuild from Crusader wars and invasions.
Sent 7: Much of the best Islamic architecture in the city was constructed in the Mameluke era, but the past thousand years had taken their toll: Jerusalem was unable to regain the prosperity it had enjoyed in earlier times.
Sent 8: In the early 16th century, the Ottoman Turkish Empire was advancing through the Middle East.
Sent 9: Jerusalem fell to the Ottomans in 1517, remaining under their control for 400 years.
Sent 10: Suleiman the Magnificent rebuilt the walls and gates in the form they retain to this day.
Sent 11: Fountains, inns, religious schools, and barracks were constructed.
Sent 12: But when Suleiman died, his empire, including Jerusalem, began a long period of decline.
Sent 13: The Holy City remained a backwater until the 19th century, when renewed interest among Christian pilgrims made it the destination of thousands of travelers each year.

Output: What year did Mameluke dynasty of Egypt take control of Jerusalem?