Input:
Paragraph- Sent 1: Moore's second hypothesis is that America's foreign policy may contribute to the belief that violence is an appropriate means to solve conflicts, a hypothesis which is shared by many sociologists and psychologists.
Sent 2: Children who grow up in war-torn regions are known for having similar views -- war is perceived as a normal part of existence, violence as a natural way to solve disputes.
Sent 3: In a weaker sense, the same message is projected to American children, who grow up being told that it is not acceptable to be violent to one another, but who simultaneously have to endure corporal punishment and media messages about how "the enemies of freedom" are punished.
Sent 4: Moore's film was made before the dead bodies of Qusay and Uday Hussein were paraded on national TV.
Sent 5: Americans were gloating over this demented corpse show: "They squealed like little piggies too, so you'll have to make do with 'oink, oink, squeeeeeeeallll' for their last words.
Sent 6: That goes for your grandson Mustafa too, by the way.
Sent 7: Still think fucking with the U.S. was a good idea, Sammy?"Sent 8: Mustafa was 14 years when he was killed.
Sent 9: Americans cheer the killing of children, yet wonder why their own children grow up to be more violent than those in other nations.
Sent 10: It is paradoxical notions like this one which Moore's film seeks to address.

Output: What is Moore second hypothesis?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: Together, what do the nervous and endocrine systems control?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: Did Michele lose control of her scooter?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: Hormones are what kind of signal?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: Why did Michelle think she was going to fall?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: What bodily system allowed Michelle to react quickly?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: What makes the nervous and endocrine systems important?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: Which two systems control all other organ systems?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: What is the name of the system that sends hormones?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: Which body systems helped Michele to keep her balance?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: Which system does not send electrical pulses?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: Why was Michelle heart pounding?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: What did Michelle hit which caused her to begin to lose control?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: What was Michelle riding when she started to lose control of it?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: What saved Michelle?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: Why was Michele's heart pounding?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: What system works with the endocrine system?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: What quick action allowed Michelle to keep her balance?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: Which system sends a chemical signal?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: What chemical signals does the endocrine system send?


Input:
Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.

Output: Which type of signals helped Michele to react quickly?


Input:
Paragraph- Sent 1: FEMA inspectors were in Kerrville again Wednesday, inspecting some damaged homes.
Sent 2: According to Lindsay, FEMA has already received 44,000 inspection requests in Texas.
Sent 3: The number of individuals seeking relief from the floods across South Texas increased by more than 1,000 Tuesday, bringing the total to 5,855, he said.
Sent 4: FEMA has already distributed $1.8 million in relief in the form of emergency housing.
Sent 5: "The registration process is going rapidly," Lindsay said, adding that most registrations took between 5 and 7 minutes.
Sent 6: Aid also is available from the local chapter of the Red Cross, but flooding victims must interview with the Red Cross separately to receive aid from them, too.
Sent 7: Daletta Andreas, Hill Country chapter executive director, said the chapter has received calls from people who thought registering with FEMA or for cleanup services from local groups automatically registered them for Red Cross services.
Sent 8: That's incorrect, Andreas said.
Sent 9: "They need to come in and go through our interview process," she said.
Sent 10: The Red Cross service center, 333 Earl Garrett St., is open from 9 a.m.
Sent 11: to 6 p.m.
Sent 12: daily, and will be open this weekend, Andreas said.
Sent 13: People seeking assistance must provide identification proving they reside in the area.
Sent 14: Members of the State Bar of Texas are offering free legal advice for flood victims.
Sent 15: Victims in Texas counties declared a federal disaster can call (800) 504-7030 for assistance with basic legal questions.
Sent 16: The free legal assistance hotline, operated in coordination with Texas Rural Legal Aid and volunteer lawyers from across the state, will be available from 8 a.m.
Sent 17: to 8 p.m., Monday through Thursday, and 8 a.m.
Sent 18: to 6 p.m.

Output: What are the names of two organizations that provided aid or relief to disaster victims?


Input:
Paragraph- Sent 1: FEMA inspectors were in Kerrville again Wednesday, inspecting some damaged homes.
Sent 2: According to Lindsay, FEMA has already received 44,000 inspection requests in Texas.
Sent 3: The number of individuals seeking relief from the floods across South Texas increased by more than 1,000 Tuesday, bringing the total to 5,855, he said.
Sent 4: FEMA has already distributed $1.8 million in relief in the form of emergency housing.
Sent 5: "The registration process is going rapidly," Lindsay said, adding that most registrations took between 5 and 7 minutes.
Sent 6: Aid also is available from the local chapter of the Red Cross, but flooding victims must interview with the Red Cross separately to receive aid from them, too.
Sent 7: Daletta Andreas, Hill Country chapter executive director, said the chapter has received calls from people who thought registering with FEMA or for cleanup services from local groups automatically registered them for Red Cross services.
Sent 8: That's incorrect, Andreas said.
Sent 9: "They need to come in and go through our interview process," she said.
Sent 10: The Red Cross service center, 333 Earl Garrett St., is open from 9 a.m.
Sent 11: to 6 p.m.
Sent 12: daily, and will be open this weekend, Andreas said.
Sent 13: People seeking assistance must provide identification proving they reside in the area.
Sent 14: Members of the State Bar of Texas are offering free legal advice for flood victims.
Sent 15: Victims in Texas counties declared a federal disaster can call (800) 504-7030 for assistance with basic legal questions.
Sent 16: The free legal assistance hotline, operated in coordination with Texas Rural Legal Aid and volunteer lawyers from across the state, will be available from 8 a.m.
Sent 17: to 8 p.m., Monday through Thursday, and 8 a.m.
Sent 18: to 6 p.m.

Output: What organization is Lindsey registering people through?


Input:
Paragraph- Sent 1: FEMA inspectors were in Kerrville again Wednesday, inspecting some damaged homes.
Sent 2: According to Lindsay, FEMA has already received 44,000 inspection requests in Texas.
Sent 3: The number of individuals seeking relief from the floods across South Texas increased by more than 1,000 Tuesday, bringing the total to 5,855, he said.
Sent 4: FEMA has already distributed $1.8 million in relief in the form of emergency housing.
Sent 5: "The registration process is going rapidly," Lindsay said, adding that most registrations took between 5 and 7 minutes.
Sent 6: Aid also is available from the local chapter of the Red Cross, but flooding victims must interview with the Red Cross separately to receive aid from them, too.
Sent 7: Daletta Andreas, Hill Country chapter executive director, said the chapter has received calls from people who thought registering with FEMA or for cleanup services from local groups automatically registered them for Red Cross services.
Sent 8: That's incorrect, Andreas said.
Sent 9: "They need to come in and go through our interview process," she said.
Sent 10: The Red Cross service center, 333 Earl Garrett St., is open from 9 a.m.
Sent 11: to 6 p.m.
Sent 12: daily, and will be open this weekend, Andreas said.
Sent 13: People seeking assistance must provide identification proving they reside in the area.
Sent 14: Members of the State Bar of Texas are offering free legal advice for flood victims.
Sent 15: Victims in Texas counties declared a federal disaster can call (800) 504-7030 for assistance with basic legal questions.
Sent 16: The free legal assistance hotline, operated in coordination with Texas Rural Legal Aid and volunteer lawyers from across the state, will be available from 8 a.m.
Sent 17: to 8 p.m., Monday through Thursday, and 8 a.m.
Sent 18: to 6 p.m.

Output: What times should people go register for aid from the Red Cross?


Input:
Paragraph- Sent 1: FEMA inspectors were in Kerrville again Wednesday, inspecting some damaged homes.
Sent 2: According to Lindsay, FEMA has already received 44,000 inspection requests in Texas.
Sent 3: The number of individuals seeking relief from the floods across South Texas increased by more than 1,000 Tuesday, bringing the total to 5,855, he said.
Sent 4: FEMA has already distributed $1.8 million in relief in the form of emergency housing.
Sent 5: "The registration process is going rapidly," Lindsay said, adding that most registrations took between 5 and 7 minutes.
Sent 6: Aid also is available from the local chapter of the Red Cross, but flooding victims must interview with the Red Cross separately to receive aid from them, too.
Sent 7: Daletta Andreas, Hill Country chapter executive director, said the chapter has received calls from people who thought registering with FEMA or for cleanup services from local groups automatically registered them for Red Cross services.
Sent 8: That's incorrect, Andreas said.
Sent 9: "They need to come in and go through our interview process," she said.
Sent 10: The Red Cross service center, 333 Earl Garrett St., is open from 9 a.m.
Sent 11: to 6 p.m.
Sent 12: daily, and will be open this weekend, Andreas said.
Sent 13: People seeking assistance must provide identification proving they reside in the area.
Sent 14: Members of the State Bar of Texas are offering free legal advice for flood victims.
Sent 15: Victims in Texas counties declared a federal disaster can call (800) 504-7030 for assistance with basic legal questions.
Sent 16: The free legal assistance hotline, operated in coordination with Texas Rural Legal Aid and volunteer lawyers from across the state, will be available from 8 a.m.
Sent 17: to 8 p.m., Monday through Thursday, and 8 a.m.
Sent 18: to 6 p.m.

Output: What should people bring to the interview?


Input:
Paragraph- Sent 1: FEMA inspectors were in Kerrville again Wednesday, inspecting some damaged homes.
Sent 2: According to Lindsay, FEMA has already received 44,000 inspection requests in Texas.
Sent 3: The number of individuals seeking relief from the floods across South Texas increased by more than 1,000 Tuesday, bringing the total to 5,855, he said.
Sent 4: FEMA has already distributed $1.8 million in relief in the form of emergency housing.
Sent 5: "The registration process is going rapidly," Lindsay said, adding that most registrations took between 5 and 7 minutes.
Sent 6: Aid also is available from the local chapter of the Red Cross, but flooding victims must interview with the Red Cross separately to receive aid from them, too.
Sent 7: Daletta Andreas, Hill Country chapter executive director, said the chapter has received calls from people who thought registering with FEMA or for cleanup services from local groups automatically registered them for Red Cross services.
Sent 8: That's incorrect, Andreas said.
Sent 9: "They need to come in and go through our interview process," she said.
Sent 10: The Red Cross service center, 333 Earl Garrett St., is open from 9 a.m.
Sent 11: to 6 p.m.
Sent 12: daily, and will be open this weekend, Andreas said.
Sent 13: People seeking assistance must provide identification proving they reside in the area.
Sent 14: Members of the State Bar of Texas are offering free legal advice for flood victims.
Sent 15: Victims in Texas counties declared a federal disaster can call (800) 504-7030 for assistance with basic legal questions.
Sent 16: The free legal assistance hotline, operated in coordination with Texas Rural Legal Aid and volunteer lawyers from across the state, will be available from 8 a.m.
Sent 17: to 8 p.m., Monday through Thursday, and 8 a.m.
Sent 18: to 6 p.m.

Output: Why are there damaged homes in Kerrville?


Input:
Paragraph- Sent 1: FEMA inspectors were in Kerrville again Wednesday, inspecting some damaged homes.
Sent 2: According to Lindsay, FEMA has already received 44,000 inspection requests in Texas.
Sent 3: The number of individuals seeking relief from the floods across South Texas increased by more than 1,000 Tuesday, bringing the total to 5,855, he said.
Sent 4: FEMA has already distributed $1.8 million in relief in the form of emergency housing.
Sent 5: "The registration process is going rapidly," Lindsay said, adding that most registrations took between 5 and 7 minutes.
Sent 6: Aid also is available from the local chapter of the Red Cross, but flooding victims must interview with the Red Cross separately to receive aid from them, too.
Sent 7: Daletta Andreas, Hill Country chapter executive director, said the chapter has received calls from people who thought registering with FEMA or for cleanup services from local groups automatically registered them for Red Cross services.
Sent 8: That's incorrect, Andreas said.
Sent 9: "They need to come in and go through our interview process," she said.
Sent 10: The Red Cross service center, 333 Earl Garrett St., is open from 9 a.m.
Sent 11: to 6 p.m.
Sent 12: daily, and will be open this weekend, Andreas said.
Sent 13: People seeking assistance must provide identification proving they reside in the area.
Sent 14: Members of the State Bar of Texas are offering free legal advice for flood victims.
Sent 15: Victims in Texas counties declared a federal disaster can call (800) 504-7030 for assistance with basic legal questions.
Sent 16: The free legal assistance hotline, operated in coordination with Texas Rural Legal Aid and volunteer lawyers from across the state, will be available from 8 a.m.
Sent 17: to 8 p.m., Monday through Thursday, and 8 a.m.
Sent 18: to 6 p.m.

Output: What is the availability of the free legal assistance hotline?


Input:
Paragraph- Sent 1: FEMA inspectors were in Kerrville again Wednesday, inspecting some damaged homes.
Sent 2: According to Lindsay, FEMA has already received 44,000 inspection requests in Texas.
Sent 3: The number of individuals seeking relief from the floods across South Texas increased by more than 1,000 Tuesday, bringing the total to 5,855, he said.
Sent 4: FEMA has already distributed $1.8 million in relief in the form of emergency housing.
Sent 5: "The registration process is going rapidly," Lindsay said, adding that most registrations took between 5 and 7 minutes.
Sent 6: Aid also is available from the local chapter of the Red Cross, but flooding victims must interview with the Red Cross separately to receive aid from them, too.
Sent 7: Daletta Andreas, Hill Country chapter executive director, said the chapter has received calls from people who thought registering with FEMA or for cleanup services from local groups automatically registered them for Red Cross services.
Sent 8: That's incorrect, Andreas said.
Sent 9: "They need to come in and go through our interview process," she said.
Sent 10: The Red Cross service center, 333 Earl Garrett St., is open from 9 a.m.
Sent 11: to 6 p.m.
Sent 12: daily, and will be open this weekend, Andreas said.
Sent 13: People seeking assistance must provide identification proving they reside in the area.
Sent 14: Members of the State Bar of Texas are offering free legal advice for flood victims.
Sent 15: Victims in Texas counties declared a federal disaster can call (800) 504-7030 for assistance with basic legal questions.
Sent 16: The free legal assistance hotline, operated in coordination with Texas Rural Legal Aid and volunteer lawyers from across the state, will be available from 8 a.m.
Sent 17: to 8 p.m., Monday through Thursday, and 8 a.m.
Sent 18: to 6 p.m.

Output: Who said that the number of individuals seeking relief from the floods across South Texas increased by more than 1,000 Tuesday, bringing the total to 5,855?


Input:
Paragraph- Sent 1: Friction is a force that works against motion.
Sent 2: It occurs between two surfaces that are touching.
Sent 3: Friction can be good and bad.
Sent 4: How can this be?
Sent 5: Think about some common things we do.
Sent 6: For example, we put rubber tires on our cars.
Sent 7: The tires cause friction against the road.
Sent 8: Without rubber tires, the car would slide around.
Sent 9: Think about the bottom of your bathtub.
Sent 10: Do you have tape that has a sandy texture?
Sent 11: Maybe you use a rubber mat.
Sent 12: Both materials prevent you from slipping.
Sent 13: If you live in a really cold place, you have probably seen icy sidewalks.
Sent 14: Perhaps you have put sand on the frozen surface.
Sent 15: The sand increases friction.
Sent 16: It helps to keep you from slipping and falling.
Sent 17: Is friction always a good thing?
Sent 18: Too much friction can also be harmful.

Output: What can be done to prevent falls on icy sidewalks?


Input:
Paragraph- Sent 1: Friction is a force that works against motion.
Sent 2: It occurs between two surfaces that are touching.
Sent 3: Friction can be good and bad.
Sent 4: How can this be?
Sent 5: Think about some common things we do.
Sent 6: For example, we put rubber tires on our cars.
Sent 7: The tires cause friction against the road.
Sent 8: Without rubber tires, the car would slide around.
Sent 9: Think about the bottom of your bathtub.
Sent 10: Do you have tape that has a sandy texture?
Sent 11: Maybe you use a rubber mat.
Sent 12: Both materials prevent you from slipping.
Sent 13: If you live in a really cold place, you have probably seen icy sidewalks.
Sent 14: Perhaps you have put sand on the frozen surface.
Sent 15: The sand increases friction.
Sent 16: It helps to keep you from slipping and falling.
Sent 17: Is friction always a good thing?
Sent 18: Too much friction can also be harmful.

Output: What force works against motion and can be good or bad?


Input:
Paragraph- Sent 1: Friction is a force that works against motion.
Sent 2: It occurs between two surfaces that are touching.
Sent 3: Friction can be good and bad.
Sent 4: How can this be?
Sent 5: Think about some common things we do.
Sent 6: For example, we put rubber tires on our cars.
Sent 7: The tires cause friction against the road.
Sent 8: Without rubber tires, the car would slide around.
Sent 9: Think about the bottom of your bathtub.
Sent 10: Do you have tape that has a sandy texture?
Sent 11: Maybe you use a rubber mat.
Sent 12: Both materials prevent you from slipping.
Sent 13: If you live in a really cold place, you have probably seen icy sidewalks.
Sent 14: Perhaps you have put sand on the frozen surface.
Sent 15: The sand increases friction.
Sent 16: It helps to keep you from slipping and falling.
Sent 17: Is friction always a good thing?
Sent 18: Too much friction can also be harmful.

Output: Why do we use rubber tires on vehicles?


Input:
Paragraph- Sent 1: Friction is a force that works against motion.
Sent 2: It occurs between two surfaces that are touching.
Sent 3: Friction can be good and bad.
Sent 4: How can this be?
Sent 5: Think about some common things we do.
Sent 6: For example, we put rubber tires on our cars.
Sent 7: The tires cause friction against the road.
Sent 8: Without rubber tires, the car would slide around.
Sent 9: Think about the bottom of your bathtub.
Sent 10: Do you have tape that has a sandy texture?
Sent 11: Maybe you use a rubber mat.
Sent 12: Both materials prevent you from slipping.
Sent 13: If you live in a really cold place, you have probably seen icy sidewalks.
Sent 14: Perhaps you have put sand on the frozen surface.
Sent 15: The sand increases friction.
Sent 16: It helps to keep you from slipping and falling.
Sent 17: Is friction always a good thing?
Sent 18: Too much friction can also be harmful.

Output: What is something common we do that causes friction in the road?


Input:
Paragraph- Sent 1: Friction is a force that works against motion.
Sent 2: It occurs between two surfaces that are touching.
Sent 3: Friction can be good and bad.
Sent 4: How can this be?
Sent 5: Think about some common things we do.
Sent 6: For example, we put rubber tires on our cars.
Sent 7: The tires cause friction against the road.
Sent 8: Without rubber tires, the car would slide around.
Sent 9: Think about the bottom of your bathtub.
Sent 10: Do you have tape that has a sandy texture?
Sent 11: Maybe you use a rubber mat.
Sent 12: Both materials prevent you from slipping.
Sent 13: If you live in a really cold place, you have probably seen icy sidewalks.
Sent 14: Perhaps you have put sand on the frozen surface.
Sent 15: The sand increases friction.
Sent 16: It helps to keep you from slipping and falling.
Sent 17: Is friction always a good thing?
Sent 18: Too much friction can also be harmful.

Output: How can you use good friction on a cold and icy day?


Input:
Paragraph- Sent 1: Friction is a force that works against motion.
Sent 2: It occurs between two surfaces that are touching.
Sent 3: Friction can be good and bad.
Sent 4: How can this be?
Sent 5: Think about some common things we do.
Sent 6: For example, we put rubber tires on our cars.
Sent 7: The tires cause friction against the road.
Sent 8: Without rubber tires, the car would slide around.
Sent 9: Think about the bottom of your bathtub.
Sent 10: Do you have tape that has a sandy texture?
Sent 11: Maybe you use a rubber mat.
Sent 12: Both materials prevent you from slipping.
Sent 13: If you live in a really cold place, you have probably seen icy sidewalks.
Sent 14: Perhaps you have put sand on the frozen surface.
Sent 15: The sand increases friction.
Sent 16: It helps to keep you from slipping and falling.
Sent 17: Is friction always a good thing?
Sent 18: Too much friction can also be harmful.

Output: What occurs between two things that can be good but too much can be harmful?


Input:
Paragraph- Sent 1: Friction is a force that works against motion.
Sent 2: It occurs between two surfaces that are touching.
Sent 3: Friction can be good and bad.
Sent 4: How can this be?
Sent 5: Think about some common things we do.
Sent 6: For example, we put rubber tires on our cars.
Sent 7: The tires cause friction against the road.
Sent 8: Without rubber tires, the car would slide around.
Sent 9: Think about the bottom of your bathtub.
Sent 10: Do you have tape that has a sandy texture?
Sent 11: Maybe you use a rubber mat.
Sent 12: Both materials prevent you from slipping.
Sent 13: If you live in a really cold place, you have probably seen icy sidewalks.
Sent 14: Perhaps you have put sand on the frozen surface.
Sent 15: The sand increases friction.
Sent 16: It helps to keep you from slipping and falling.
Sent 17: Is friction always a good thing?
Sent 18: Too much friction can also be harmful.

Output: Is it always dangerous for two different surfaces to touch at a moment of motion or movement?


Input:
Paragraph- Sent 1: Friction is a force that works against motion.
Sent 2: It occurs between two surfaces that are touching.
Sent 3: Friction can be good and bad.
Sent 4: How can this be?
Sent 5: Think about some common things we do.
Sent 6: For example, we put rubber tires on our cars.
Sent 7: The tires cause friction against the road.
Sent 8: Without rubber tires, the car would slide around.
Sent 9: Think about the bottom of your bathtub.
Sent 10: Do you have tape that has a sandy texture?
Sent 11: Maybe you use a rubber mat.
Sent 12: Both materials prevent you from slipping.
Sent 13: If you live in a really cold place, you have probably seen icy sidewalks.
Sent 14: Perhaps you have put sand on the frozen surface.
Sent 15: The sand increases friction.
Sent 16: It helps to keep you from slipping and falling.
Sent 17: Is friction always a good thing?
Sent 18: Too much friction can also be harmful.

Output: What does placing a sandy texture or rubber mat on the bottom of the bathtub prevent?


Input:
Paragraph- Sent 1: Friction is a force that works against motion.
Sent 2: It occurs between two surfaces that are touching.
Sent 3: Friction can be good and bad.
Sent 4: How can this be?
Sent 5: Think about some common things we do.
Sent 6: For example, we put rubber tires on our cars.
Sent 7: The tires cause friction against the road.
Sent 8: Without rubber tires, the car would slide around.
Sent 9: Think about the bottom of your bathtub.
Sent 10: Do you have tape that has a sandy texture?
Sent 11: Maybe you use a rubber mat.
Sent 12: Both materials prevent you from slipping.
Sent 13: If you live in a really cold place, you have probably seen icy sidewalks.
Sent 14: Perhaps you have put sand on the frozen surface.
Sent 15: The sand increases friction.
Sent 16: It helps to keep you from slipping and falling.
Sent 17: Is friction always a good thing?
Sent 18: Too much friction can also be harmful.

Output: What can be used to help prevent falls in the bathtub?


Input:
Paragraph- Sent 1: Friction is a force that works against motion.
Sent 2: It occurs between two surfaces that are touching.
Sent 3: Friction can be good and bad.
Sent 4: How can this be?
Sent 5: Think about some common things we do.
Sent 6: For example, we put rubber tires on our cars.
Sent 7: The tires cause friction against the road.
Sent 8: Without rubber tires, the car would slide around.
Sent 9: Think about the bottom of your bathtub.
Sent 10: Do you have tape that has a sandy texture?
Sent 11: Maybe you use a rubber mat.
Sent 12: Both materials prevent you from slipping.
Sent 13: If you live in a really cold place, you have probably seen icy sidewalks.
Sent 14: Perhaps you have put sand on the frozen surface.
Sent 15: The sand increases friction.
Sent 16: It helps to keep you from slipping and falling.
Sent 17: Is friction always a good thing?
Sent 18: Too much friction can also be harmful.

Output: What four common examples of using Friction for the purpose of safety in our daily lives?


Input:
Paragraph- Sent 1: Friction is a force that works against motion.
Sent 2: It occurs between two surfaces that are touching.
Sent 3: Friction can be good and bad.
Sent 4: How can this be?
Sent 5: Think about some common things we do.
Sent 6: For example, we put rubber tires on our cars.
Sent 7: The tires cause friction against the road.
Sent 8: Without rubber tires, the car would slide around.
Sent 9: Think about the bottom of your bathtub.
Sent 10: Do you have tape that has a sandy texture?
Sent 11: Maybe you use a rubber mat.
Sent 12: Both materials prevent you from slipping.
Sent 13: If you live in a really cold place, you have probably seen icy sidewalks.
Sent 14: Perhaps you have put sand on the frozen surface.
Sent 15: The sand increases friction.
Sent 16: It helps to keep you from slipping and falling.
Sent 17: Is friction always a good thing?
Sent 18: Too much friction can also be harmful.

Output: What is the definition of friction?


Input:
Paragraph- Sent 1: Friction is a force that works against motion.
Sent 2: It occurs between two surfaces that are touching.
Sent 3: Friction can be good and bad.
Sent 4: How can this be?
Sent 5: Think about some common things we do.
Sent 6: For example, we put rubber tires on our cars.
Sent 7: The tires cause friction against the road.
Sent 8: Without rubber tires, the car would slide around.
Sent 9: Think about the bottom of your bathtub.
Sent 10: Do you have tape that has a sandy texture?
Sent 11: Maybe you use a rubber mat.
Sent 12: Both materials prevent you from slipping.
Sent 13: If you live in a really cold place, you have probably seen icy sidewalks.
Sent 14: Perhaps you have put sand on the frozen surface.
Sent 15: The sand increases friction.
Sent 16: It helps to keep you from slipping and falling.
Sent 17: Is friction always a good thing?
Sent 18: Too much friction can also be harmful.

Output: What does sand do when placed on icy sidewalks?


Input:
Paragraph- Sent 1: Marwan al Shehhi was born on May 9, 1978, in Ras al Khaimah, the United Arab Emirates.
Sent 2: His father, who died in 1997, was a prayer leader at the local mosque.
Sent 3: After graduating from high school in 1995, Shehhi joined the Emirati military and received half a year of basic training before gaining admission to a military scholarship program that would fund his continued study in Germany.
Sent 4: Shehhi first entered Germany in April 1996.
Sent 5: After sharing an apartment in Bonn for two months with three other scholarship students, Shehhi moved in with a German family, with whom he resided for several months before moving into his own apartment.
Sent 6: During this period, he came across as very religious, praying five times a day.
Sent 7: Friends also remember him as convivial and "a regular guy,"wearing Western clothes and occasionally renting cars for trips to Berlin, France, and the Netherlands.
Sent 8: As a student, Shehhi was less than a success.
Sent 9: Upon completing a course in German, he enrolled at the University of Bonn in a program for technical, mathematical, and scientific studies.
Sent 10: In June 1997, he requested a leave from his studies, citing the need to attend to unspecified "problems" in his home country.
Sent 11: Although the university denied his request, Shehhi left anyway, and consequently was compelled to repeat the first semester of his studies.
Sent 12: In addition to having academic difficulties at this time, Shehhi appeared to become more extreme in the practice of his faith; for example, he specifically avoided restaurants that cooked with or served alcohol.
Sent 13: In late 1997, he applied for permission to complete his course work in Hamburg, a request apparently motivated by his desire to join Atta and Binalshibh.
Sent 14: Just how and when the three of them first met remains unclear, although they seemed to know each other already when Shehhi relocated to Hamburg in early 1998.
Sent 15: Atta and Binalshibh moved into his apartment in April.
Sent 16: The transfer to Hamburg did not help Shehhi's academic progress; he was directed by the scholarship program administrators at the Emirati embassy to repeat his second semester starting in August 1998, but back in Bonn.
Sent 17: Shehhi initially flouted this directive, however, and did not reenroll at the University of Bonn until the following January, barely passing his course there.
Sent 18: By the end of July 1999, he had returned to Hamburg, applying to study shipbuilding at the Technical University and, more significantly, residing once again with Atta and Binalshibh, in an apartment at 54 Marienstrasse.

Output: What is the evidence that Shehhi was a poor student?


Input:
Paragraph- Sent 1: Marwan al Shehhi was born on May 9, 1978, in Ras al Khaimah, the United Arab Emirates.
Sent 2: His father, who died in 1997, was a prayer leader at the local mosque.
Sent 3: After graduating from high school in 1995, Shehhi joined the Emirati military and received half a year of basic training before gaining admission to a military scholarship program that would fund his continued study in Germany.
Sent 4: Shehhi first entered Germany in April 1996.
Sent 5: After sharing an apartment in Bonn for two months with three other scholarship students, Shehhi moved in with a German family, with whom he resided for several months before moving into his own apartment.
Sent 6: During this period, he came across as very religious, praying five times a day.
Sent 7: Friends also remember him as convivial and "a regular guy,"wearing Western clothes and occasionally renting cars for trips to Berlin, France, and the Netherlands.
Sent 8: As a student, Shehhi was less than a success.
Sent 9: Upon completing a course in German, he enrolled at the University of Bonn in a program for technical, mathematical, and scientific studies.
Sent 10: In June 1997, he requested a leave from his studies, citing the need to attend to unspecified "problems" in his home country.
Sent 11: Although the university denied his request, Shehhi left anyway, and consequently was compelled to repeat the first semester of his studies.
Sent 12: In addition to having academic difficulties at this time, Shehhi appeared to become more extreme in the practice of his faith; for example, he specifically avoided restaurants that cooked with or served alcohol.
Sent 13: In late 1997, he applied for permission to complete his course work in Hamburg, a request apparently motivated by his desire to join Atta and Binalshibh.
Sent 14: Just how and when the three of them first met remains unclear, although they seemed to know each other already when Shehhi relocated to Hamburg in early 1998.
Sent 15: Atta and Binalshibh moved into his apartment in April.
Sent 16: The transfer to Hamburg did not help Shehhi's academic progress; he was directed by the scholarship program administrators at the Emirati embassy to repeat his second semester starting in August 1998, but back in Bonn.
Sent 17: Shehhi initially flouted this directive, however, and did not reenroll at the University of Bonn until the following January, barely passing his course there.
Sent 18: By the end of July 1999, he had returned to Hamburg, applying to study shipbuilding at the Technical University and, more significantly, residing once again with Atta and Binalshibh, in an apartment at 54 Marienstrasse.

Output: What happened when Shehhi went to Germany?


Input:
Paragraph- Sent 1: Marwan al Shehhi was born on May 9, 1978, in Ras al Khaimah, the United Arab Emirates.
Sent 2: His father, who died in 1997, was a prayer leader at the local mosque.
Sent 3: After graduating from high school in 1995, Shehhi joined the Emirati military and received half a year of basic training before gaining admission to a military scholarship program that would fund his continued study in Germany.
Sent 4: Shehhi first entered Germany in April 1996.
Sent 5: After sharing an apartment in Bonn for two months with three other scholarship students, Shehhi moved in with a German family, with whom he resided for several months before moving into his own apartment.
Sent 6: During this period, he came across as very religious, praying five times a day.
Sent 7: Friends also remember him as convivial and "a regular guy,"wearing Western clothes and occasionally renting cars for trips to Berlin, France, and the Netherlands.
Sent 8: As a student, Shehhi was less than a success.
Sent 9: Upon completing a course in German, he enrolled at the University of Bonn in a program for technical, mathematical, and scientific studies.
Sent 10: In June 1997, he requested a leave from his studies, citing the need to attend to unspecified "problems" in his home country.
Sent 11: Although the university denied his request, Shehhi left anyway, and consequently was compelled to repeat the first semester of his studies.
Sent 12: In addition to having academic difficulties at this time, Shehhi appeared to become more extreme in the practice of his faith; for example, he specifically avoided restaurants that cooked with or served alcohol.
Sent 13: In late 1997, he applied for permission to complete his course work in Hamburg, a request apparently motivated by his desire to join Atta and Binalshibh.
Sent 14: Just how and when the three of them first met remains unclear, although they seemed to know each other already when Shehhi relocated to Hamburg in early 1998.
Sent 15: Atta and Binalshibh moved into his apartment in April.
Sent 16: The transfer to Hamburg did not help Shehhi's academic progress; he was directed by the scholarship program administrators at the Emirati embassy to repeat his second semester starting in August 1998, but back in Bonn.
Sent 17: Shehhi initially flouted this directive, however, and did not reenroll at the University of Bonn until the following January, barely passing his course there.
Sent 18: By the end of July 1999, he had returned to Hamburg, applying to study shipbuilding at the Technical University and, more significantly, residing once again with Atta and Binalshibh, in an apartment at 54 Marienstrasse.

Output: How was Shehhi as a student?


Input:
Paragraph- Sent 1: Marwan al Shehhi was born on May 9, 1978, in Ras al Khaimah, the United Arab Emirates.
Sent 2: His father, who died in 1997, was a prayer leader at the local mosque.
Sent 3: After graduating from high school in 1995, Shehhi joined the Emirati military and received half a year of basic training before gaining admission to a military scholarship program that would fund his continued study in Germany.
Sent 4: Shehhi first entered Germany in April 1996.
Sent 5: After sharing an apartment in Bonn for two months with three other scholarship students, Shehhi moved in with a German family, with whom he resided for several months before moving into his own apartment.
Sent 6: During this period, he came across as very religious, praying five times a day.
Sent 7: Friends also remember him as convivial and "a regular guy,"wearing Western clothes and occasionally renting cars for trips to Berlin, France, and the Netherlands.
Sent 8: As a student, Shehhi was less than a success.
Sent 9: Upon completing a course in German, he enrolled at the University of Bonn in a program for technical, mathematical, and scientific studies.
Sent 10: In June 1997, he requested a leave from his studies, citing the need to attend to unspecified "problems" in his home country.
Sent 11: Although the university denied his request, Shehhi left anyway, and consequently was compelled to repeat the first semester of his studies.
Sent 12: In addition to having academic difficulties at this time, Shehhi appeared to become more extreme in the practice of his faith; for example, he specifically avoided restaurants that cooked with or served alcohol.
Sent 13: In late 1997, he applied for permission to complete his course work in Hamburg, a request apparently motivated by his desire to join Atta and Binalshibh.
Sent 14: Just how and when the three of them first met remains unclear, although they seemed to know each other already when Shehhi relocated to Hamburg in early 1998.
Sent 15: Atta and Binalshibh moved into his apartment in April.
Sent 16: The transfer to Hamburg did not help Shehhi's academic progress; he was directed by the scholarship program administrators at the Emirati embassy to repeat his second semester starting in August 1998, but back in Bonn.
Sent 17: Shehhi initially flouted this directive, however, and did not reenroll at the University of Bonn until the following January, barely passing his course there.
Sent 18: By the end of July 1999, he had returned to Hamburg, applying to study shipbuilding at the Technical University and, more significantly, residing once again with Atta and Binalshibh, in an apartment at 54 Marienstrasse.

Output: Describe Shehhi's transition from moderate Muslim to extreme Muslim.?


Input:
Paragraph- Sent 1: Marwan al Shehhi was born on May 9, 1978, in Ras al Khaimah, the United Arab Emirates.
Sent 2: His father, who died in 1997, was a prayer leader at the local mosque.
Sent 3: After graduating from high school in 1995, Shehhi joined the Emirati military and received half a year of basic training before gaining admission to a military scholarship program that would fund his continued study in Germany.
Sent 4: Shehhi first entered Germany in April 1996.
Sent 5: After sharing an apartment in Bonn for two months with three other scholarship students, Shehhi moved in with a German family, with whom he resided for several months before moving into his own apartment.
Sent 6: During this period, he came across as very religious, praying five times a day.
Sent 7: Friends also remember him as convivial and "a regular guy,"wearing Western clothes and occasionally renting cars for trips to Berlin, France, and the Netherlands.
Sent 8: As a student, Shehhi was less than a success.
Sent 9: Upon completing a course in German, he enrolled at the University of Bonn in a program for technical, mathematical, and scientific studies.
Sent 10: In June 1997, he requested a leave from his studies, citing the need to attend to unspecified "problems" in his home country.
Sent 11: Although the university denied his request, Shehhi left anyway, and consequently was compelled to repeat the first semester of his studies.
Sent 12: In addition to having academic difficulties at this time, Shehhi appeared to become more extreme in the practice of his faith; for example, he specifically avoided restaurants that cooked with or served alcohol.
Sent 13: In late 1997, he applied for permission to complete his course work in Hamburg, a request apparently motivated by his desire to join Atta and Binalshibh.
Sent 14: Just how and when the three of them first met remains unclear, although they seemed to know each other already when Shehhi relocated to Hamburg in early 1998.
Sent 15: Atta and Binalshibh moved into his apartment in April.
Sent 16: The transfer to Hamburg did not help Shehhi's academic progress; he was directed by the scholarship program administrators at the Emirati embassy to repeat his second semester starting in August 1998, but back in Bonn.
Sent 17: Shehhi initially flouted this directive, however, and did not reenroll at the University of Bonn until the following January, barely passing his course there.
Sent 18: By the end of July 1999, he had returned to Hamburg, applying to study shipbuilding at the Technical University and, more significantly, residing once again with Atta and Binalshibh, in an apartment at 54 Marienstrasse.

Output: How many times did Shehhi have to repeat semesters?


Input:
Paragraph- Sent 1: Marwan al Shehhi was born on May 9, 1978, in Ras al Khaimah, the United Arab Emirates.
Sent 2: His father, who died in 1997, was a prayer leader at the local mosque.
Sent 3: After graduating from high school in 1995, Shehhi joined the Emirati military and received half a year of basic training before gaining admission to a military scholarship program that would fund his continued study in Germany.
Sent 4: Shehhi first entered Germany in April 1996.
Sent 5: After sharing an apartment in Bonn for two months with three other scholarship students, Shehhi moved in with a German family, with whom he resided for several months before moving into his own apartment.
Sent 6: During this period, he came across as very religious, praying five times a day.
Sent 7: Friends also remember him as convivial and "a regular guy,"wearing Western clothes and occasionally renting cars for trips to Berlin, France, and the Netherlands.
Sent 8: As a student, Shehhi was less than a success.
Sent 9: Upon completing a course in German, he enrolled at the University of Bonn in a program for technical, mathematical, and scientific studies.
Sent 10: In June 1997, he requested a leave from his studies, citing the need to attend to unspecified "problems" in his home country.
Sent 11: Although the university denied his request, Shehhi left anyway, and consequently was compelled to repeat the first semester of his studies.
Sent 12: In addition to having academic difficulties at this time, Shehhi appeared to become more extreme in the practice of his faith; for example, he specifically avoided restaurants that cooked with or served alcohol.
Sent 13: In late 1997, he applied for permission to complete his course work in Hamburg, a request apparently motivated by his desire to join Atta and Binalshibh.
Sent 14: Just how and when the three of them first met remains unclear, although they seemed to know each other already when Shehhi relocated to Hamburg in early 1998.
Sent 15: Atta and Binalshibh moved into his apartment in April.
Sent 16: The transfer to Hamburg did not help Shehhi's academic progress; he was directed by the scholarship program administrators at the Emirati embassy to repeat his second semester starting in August 1998, but back in Bonn.
Sent 17: Shehhi initially flouted this directive, however, and did not reenroll at the University of Bonn until the following January, barely passing his course there.
Sent 18: By the end of July 1999, he had returned to Hamburg, applying to study shipbuilding at the Technical University and, more significantly, residing once again with Atta and Binalshibh, in an apartment at 54 Marienstrasse.

Output: What in Shehhi's background enabled him to slip easily into the role of guerilla warrior or terrorist?


Input:
Paragraph- Sent 1: Marwan al Shehhi was born on May 9, 1978, in Ras al Khaimah, the United Arab Emirates.
Sent 2: His father, who died in 1997, was a prayer leader at the local mosque.
Sent 3: After graduating from high school in 1995, Shehhi joined the Emirati military and received half a year of basic training before gaining admission to a military scholarship program that would fund his continued study in Germany.
Sent 4: Shehhi first entered Germany in April 1996.
Sent 5: After sharing an apartment in Bonn for two months with three other scholarship students, Shehhi moved in with a German family, with whom he resided for several months before moving into his own apartment.
Sent 6: During this period, he came across as very religious, praying five times a day.
Sent 7: Friends also remember him as convivial and "a regular guy,"wearing Western clothes and occasionally renting cars for trips to Berlin, France, and the Netherlands.
Sent 8: As a student, Shehhi was less than a success.
Sent 9: Upon completing a course in German, he enrolled at the University of Bonn in a program for technical, mathematical, and scientific studies.
Sent 10: In June 1997, he requested a leave from his studies, citing the need to attend to unspecified "problems" in his home country.
Sent 11: Although the university denied his request, Shehhi left anyway, and consequently was compelled to repeat the first semester of his studies.
Sent 12: In addition to having academic difficulties at this time, Shehhi appeared to become more extreme in the practice of his faith; for example, he specifically avoided restaurants that cooked with or served alcohol.
Sent 13: In late 1997, he applied for permission to complete his course work in Hamburg, a request apparently motivated by his desire to join Atta and Binalshibh.
Sent 14: Just how and when the three of them first met remains unclear, although they seemed to know each other already when Shehhi relocated to Hamburg in early 1998.
Sent 15: Atta and Binalshibh moved into his apartment in April.
Sent 16: The transfer to Hamburg did not help Shehhi's academic progress; he was directed by the scholarship program administrators at the Emirati embassy to repeat his second semester starting in August 1998, but back in Bonn.
Sent 17: Shehhi initially flouted this directive, however, and did not reenroll at the University of Bonn until the following January, barely passing his course there.
Sent 18: By the end of July 1999, he had returned to Hamburg, applying to study shipbuilding at the Technical University and, more significantly, residing once again with Atta and Binalshibh, in an apartment at 54 Marienstrasse.

Output: What did Shehhi do after highschool?


Input:
Paragraph- Sent 1: Marwan al Shehhi was born on May 9, 1978, in Ras al Khaimah, the United Arab Emirates.
Sent 2: His father, who died in 1997, was a prayer leader at the local mosque.
Sent 3: After graduating from high school in 1995, Shehhi joined the Emirati military and received half a year of basic training before gaining admission to a military scholarship program that would fund his continued study in Germany.
Sent 4: Shehhi first entered Germany in April 1996.
Sent 5: After sharing an apartment in Bonn for two months with three other scholarship students, Shehhi moved in with a German family, with whom he resided for several months before moving into his own apartment.
Sent 6: During this period, he came across as very religious, praying five times a day.
Sent 7: Friends also remember him as convivial and "a regular guy,"wearing Western clothes and occasionally renting cars for trips to Berlin, France, and the Netherlands.
Sent 8: As a student, Shehhi was less than a success.
Sent 9: Upon completing a course in German, he enrolled at the University of Bonn in a program for technical, mathematical, and scientific studies.
Sent 10: In June 1997, he requested a leave from his studies, citing the need to attend to unspecified "problems" in his home country.
Sent 11: Although the university denied his request, Shehhi left anyway, and consequently was compelled to repeat the first semester of his studies.
Sent 12: In addition to having academic difficulties at this time, Shehhi appeared to become more extreme in the practice of his faith; for example, he specifically avoided restaurants that cooked with or served alcohol.
Sent 13: In late 1997, he applied for permission to complete his course work in Hamburg, a request apparently motivated by his desire to join Atta and Binalshibh.
Sent 14: Just how and when the three of them first met remains unclear, although they seemed to know each other already when Shehhi relocated to Hamburg in early 1998.
Sent 15: Atta and Binalshibh moved into his apartment in April.
Sent 16: The transfer to Hamburg did not help Shehhi's academic progress; he was directed by the scholarship program administrators at the Emirati embassy to repeat his second semester starting in August 1998, but back in Bonn.
Sent 17: Shehhi initially flouted this directive, however, and did not reenroll at the University of Bonn until the following January, barely passing his course there.
Sent 18: By the end of July 1999, he had returned to Hamburg, applying to study shipbuilding at the Technical University and, more significantly, residing once again with Atta and Binalshibh, in an apartment at 54 Marienstrasse.

Output: Who were Atta and Binalshibh?