Input:
Paragraph- Sent 1: The district attorney ran his finger briskly down a printed card.
Sent 2: "Henry Spear," he exclaimed, "that's your man.
Sent 3: Part Three, Judge Fallon.
Sent 4: Andrews is in that court." He walked to the door of his private office.
Sent 5: "Andrews!" he called.
Sent 6: He introduced an alert, broad-shouldered young man of years of much indiscretion and with a charming and inconsequent manner.
Sent 7: "Mr. Thorndike is interested in Henry Spear, coming up for sentence in Part Three this morning.
Sent 8: Wants to speak for him.
Sent 9: Take him over with you." The district attorney shook hands quickly, and retreated to his private office.
Sent 10: Mr. Andrews took out a cigarette and, as he crossed the floor, lit it.
Sent 11: "Come with me," he commanded.
Sent 12: Somewhat puzzled, slightly annoyed, but enjoying withal the novelty of the environment and the curtness of his reception, Mr. Thorndike followed.
Sent 13: He decided that, in his ignorance, he had wasted his own time and that of the prosecuting attorney.
Sent 14: He should at once have sent in his card to the judge.
Sent 15: As he understood it, Mr. Andrews was now conducting him to that dignitary, and, in a moment, he would be free to return to his own affairs, which were the affairs of two continents.
Sent 16: But Mr. Andrews led him to an office, bare and small, and offered him a chair, and handed him a morning newspaper.
Sent 17: There were people waiting in the room; strange people, only like those Mr. Thorndike had seen on ferry-boats.
Sent 18: They leaned forward toward young Mr. Andrews, fawning, their eyes wide with apprehension.
Sent 19: Mr. Thorndike refused the newspaper.
Sent 20: "I thought I was going to see the judge," he suggested.

Output: Whose name is on the card?


Input:
Paragraph- Sent 1: The district attorney ran his finger briskly down a printed card.
Sent 2: "Henry Spear," he exclaimed, "that's your man.
Sent 3: Part Three, Judge Fallon.
Sent 4: Andrews is in that court." He walked to the door of his private office.
Sent 5: "Andrews!" he called.
Sent 6: He introduced an alert, broad-shouldered young man of years of much indiscretion and with a charming and inconsequent manner.
Sent 7: "Mr. Thorndike is interested in Henry Spear, coming up for sentence in Part Three this morning.
Sent 8: Wants to speak for him.
Sent 9: Take him over with you." The district attorney shook hands quickly, and retreated to his private office.
Sent 10: Mr. Andrews took out a cigarette and, as he crossed the floor, lit it.
Sent 11: "Come with me," he commanded.
Sent 12: Somewhat puzzled, slightly annoyed, but enjoying withal the novelty of the environment and the curtness of his reception, Mr. Thorndike followed.
Sent 13: He decided that, in his ignorance, he had wasted his own time and that of the prosecuting attorney.
Sent 14: He should at once have sent in his card to the judge.
Sent 15: As he understood it, Mr. Andrews was now conducting him to that dignitary, and, in a moment, he would be free to return to his own affairs, which were the affairs of two continents.
Sent 16: But Mr. Andrews led him to an office, bare and small, and offered him a chair, and handed him a morning newspaper.
Sent 17: There were people waiting in the room; strange people, only like those Mr. Thorndike had seen on ferry-boats.
Sent 18: They leaned forward toward young Mr. Andrews, fawning, their eyes wide with apprehension.
Sent 19: Mr. Thorndike refused the newspaper.
Sent 20: "I thought I was going to see the judge," he suggested.

Output: What court did Andrews work in?


Input:
Paragraph- Sent 1: The district attorney ran his finger briskly down a printed card.
Sent 2: "Henry Spear," he exclaimed, "that's your man.
Sent 3: Part Three, Judge Fallon.
Sent 4: Andrews is in that court." He walked to the door of his private office.
Sent 5: "Andrews!" he called.
Sent 6: He introduced an alert, broad-shouldered young man of years of much indiscretion and with a charming and inconsequent manner.
Sent 7: "Mr. Thorndike is interested in Henry Spear, coming up for sentence in Part Three this morning.
Sent 8: Wants to speak for him.
Sent 9: Take him over with you." The district attorney shook hands quickly, and retreated to his private office.
Sent 10: Mr. Andrews took out a cigarette and, as he crossed the floor, lit it.
Sent 11: "Come with me," he commanded.
Sent 12: Somewhat puzzled, slightly annoyed, but enjoying withal the novelty of the environment and the curtness of his reception, Mr. Thorndike followed.
Sent 13: He decided that, in his ignorance, he had wasted his own time and that of the prosecuting attorney.
Sent 14: He should at once have sent in his card to the judge.
Sent 15: As he understood it, Mr. Andrews was now conducting him to that dignitary, and, in a moment, he would be free to return to his own affairs, which were the affairs of two continents.
Sent 16: But Mr. Andrews led him to an office, bare and small, and offered him a chair, and handed him a morning newspaper.
Sent 17: There were people waiting in the room; strange people, only like those Mr. Thorndike had seen on ferry-boats.
Sent 18: They leaned forward toward young Mr. Andrews, fawning, their eyes wide with apprehension.
Sent 19: Mr. Thorndike refused the newspaper.
Sent 20: "I thought I was going to see the judge," he suggested.

Output: What did Mr. Thorndike think he should have done instead of wasting the time of himself the the prosecuting attorney?


Input:
Paragraph- Sent 1: The district attorney ran his finger briskly down a printed card.
Sent 2: "Henry Spear," he exclaimed, "that's your man.
Sent 3: Part Three, Judge Fallon.
Sent 4: Andrews is in that court." He walked to the door of his private office.
Sent 5: "Andrews!" he called.
Sent 6: He introduced an alert, broad-shouldered young man of years of much indiscretion and with a charming and inconsequent manner.
Sent 7: "Mr. Thorndike is interested in Henry Spear, coming up for sentence in Part Three this morning.
Sent 8: Wants to speak for him.
Sent 9: Take him over with you." The district attorney shook hands quickly, and retreated to his private office.
Sent 10: Mr. Andrews took out a cigarette and, as he crossed the floor, lit it.
Sent 11: "Come with me," he commanded.
Sent 12: Somewhat puzzled, slightly annoyed, but enjoying withal the novelty of the environment and the curtness of his reception, Mr. Thorndike followed.
Sent 13: He decided that, in his ignorance, he had wasted his own time and that of the prosecuting attorney.
Sent 14: He should at once have sent in his card to the judge.
Sent 15: As he understood it, Mr. Andrews was now conducting him to that dignitary, and, in a moment, he would be free to return to his own affairs, which were the affairs of two continents.
Sent 16: But Mr. Andrews led him to an office, bare and small, and offered him a chair, and handed him a morning newspaper.
Sent 17: There were people waiting in the room; strange people, only like those Mr. Thorndike had seen on ferry-boats.
Sent 18: They leaned forward toward young Mr. Andrews, fawning, their eyes wide with apprehension.
Sent 19: Mr. Thorndike refused the newspaper.
Sent 20: "I thought I was going to see the judge," he suggested.

Output: Who did Thorndike want to speak for?


Input:
Paragraph- Sent 1: The district attorney ran his finger briskly down a printed card.
Sent 2: "Henry Spear," he exclaimed, "that's your man.
Sent 3: Part Three, Judge Fallon.
Sent 4: Andrews is in that court." He walked to the door of his private office.
Sent 5: "Andrews!" he called.
Sent 6: He introduced an alert, broad-shouldered young man of years of much indiscretion and with a charming and inconsequent manner.
Sent 7: "Mr. Thorndike is interested in Henry Spear, coming up for sentence in Part Three this morning.
Sent 8: Wants to speak for him.
Sent 9: Take him over with you." The district attorney shook hands quickly, and retreated to his private office.
Sent 10: Mr. Andrews took out a cigarette and, as he crossed the floor, lit it.
Sent 11: "Come with me," he commanded.
Sent 12: Somewhat puzzled, slightly annoyed, but enjoying withal the novelty of the environment and the curtness of his reception, Mr. Thorndike followed.
Sent 13: He decided that, in his ignorance, he had wasted his own time and that of the prosecuting attorney.
Sent 14: He should at once have sent in his card to the judge.
Sent 15: As he understood it, Mr. Andrews was now conducting him to that dignitary, and, in a moment, he would be free to return to his own affairs, which were the affairs of two continents.
Sent 16: But Mr. Andrews led him to an office, bare and small, and offered him a chair, and handed him a morning newspaper.
Sent 17: There were people waiting in the room; strange people, only like those Mr. Thorndike had seen on ferry-boats.
Sent 18: They leaned forward toward young Mr. Andrews, fawning, their eyes wide with apprehension.
Sent 19: Mr. Thorndike refused the newspaper.
Sent 20: "I thought I was going to see the judge," he suggested.

Output: Who did Mr. Thorndike follow?


Input:
Paragraph- Sent 1: The district attorney ran his finger briskly down a printed card.
Sent 2: "Henry Spear," he exclaimed, "that's your man.
Sent 3: Part Three, Judge Fallon.
Sent 4: Andrews is in that court." He walked to the door of his private office.
Sent 5: "Andrews!" he called.
Sent 6: He introduced an alert, broad-shouldered young man of years of much indiscretion and with a charming and inconsequent manner.
Sent 7: "Mr. Thorndike is interested in Henry Spear, coming up for sentence in Part Three this morning.
Sent 8: Wants to speak for him.
Sent 9: Take him over with you." The district attorney shook hands quickly, and retreated to his private office.
Sent 10: Mr. Andrews took out a cigarette and, as he crossed the floor, lit it.
Sent 11: "Come with me," he commanded.
Sent 12: Somewhat puzzled, slightly annoyed, but enjoying withal the novelty of the environment and the curtness of his reception, Mr. Thorndike followed.
Sent 13: He decided that, in his ignorance, he had wasted his own time and that of the prosecuting attorney.
Sent 14: He should at once have sent in his card to the judge.
Sent 15: As he understood it, Mr. Andrews was now conducting him to that dignitary, and, in a moment, he would be free to return to his own affairs, which were the affairs of two continents.
Sent 16: But Mr. Andrews led him to an office, bare and small, and offered him a chair, and handed him a morning newspaper.
Sent 17: There were people waiting in the room; strange people, only like those Mr. Thorndike had seen on ferry-boats.
Sent 18: They leaned forward toward young Mr. Andrews, fawning, their eyes wide with apprehension.
Sent 19: Mr. Thorndike refused the newspaper.
Sent 20: "I thought I was going to see the judge," he suggested.

Output: Was Andrews old?


Input:
Paragraph- Sent 1: The district attorney ran his finger briskly down a printed card.
Sent 2: "Henry Spear," he exclaimed, "that's your man.
Sent 3: Part Three, Judge Fallon.
Sent 4: Andrews is in that court." He walked to the door of his private office.
Sent 5: "Andrews!" he called.
Sent 6: He introduced an alert, broad-shouldered young man of years of much indiscretion and with a charming and inconsequent manner.
Sent 7: "Mr. Thorndike is interested in Henry Spear, coming up for sentence in Part Three this morning.
Sent 8: Wants to speak for him.
Sent 9: Take him over with you." The district attorney shook hands quickly, and retreated to his private office.
Sent 10: Mr. Andrews took out a cigarette and, as he crossed the floor, lit it.
Sent 11: "Come with me," he commanded.
Sent 12: Somewhat puzzled, slightly annoyed, but enjoying withal the novelty of the environment and the curtness of his reception, Mr. Thorndike followed.
Sent 13: He decided that, in his ignorance, he had wasted his own time and that of the prosecuting attorney.
Sent 14: He should at once have sent in his card to the judge.
Sent 15: As he understood it, Mr. Andrews was now conducting him to that dignitary, and, in a moment, he would be free to return to his own affairs, which were the affairs of two continents.
Sent 16: But Mr. Andrews led him to an office, bare and small, and offered him a chair, and handed him a morning newspaper.
Sent 17: There were people waiting in the room; strange people, only like those Mr. Thorndike had seen on ferry-boats.
Sent 18: They leaned forward toward young Mr. Andrews, fawning, their eyes wide with apprehension.
Sent 19: Mr. Thorndike refused the newspaper.
Sent 20: "I thought I was going to see the judge," he suggested.

Output: Who is the broad-shouldered man?


Input:
Paragraph- Sent 1: The district attorney ran his finger briskly down a printed card.
Sent 2: "Henry Spear," he exclaimed, "that's your man.
Sent 3: Part Three, Judge Fallon.
Sent 4: Andrews is in that court." He walked to the door of his private office.
Sent 5: "Andrews!" he called.
Sent 6: He introduced an alert, broad-shouldered young man of years of much indiscretion and with a charming and inconsequent manner.
Sent 7: "Mr. Thorndike is interested in Henry Spear, coming up for sentence in Part Three this morning.
Sent 8: Wants to speak for him.
Sent 9: Take him over with you." The district attorney shook hands quickly, and retreated to his private office.
Sent 10: Mr. Andrews took out a cigarette and, as he crossed the floor, lit it.
Sent 11: "Come with me," he commanded.
Sent 12: Somewhat puzzled, slightly annoyed, but enjoying withal the novelty of the environment and the curtness of his reception, Mr. Thorndike followed.
Sent 13: He decided that, in his ignorance, he had wasted his own time and that of the prosecuting attorney.
Sent 14: He should at once have sent in his card to the judge.
Sent 15: As he understood it, Mr. Andrews was now conducting him to that dignitary, and, in a moment, he would be free to return to his own affairs, which were the affairs of two continents.
Sent 16: But Mr. Andrews led him to an office, bare and small, and offered him a chair, and handed him a morning newspaper.
Sent 17: There were people waiting in the room; strange people, only like those Mr. Thorndike had seen on ferry-boats.
Sent 18: They leaned forward toward young Mr. Andrews, fawning, their eyes wide with apprehension.
Sent 19: Mr. Thorndike refused the newspaper.
Sent 20: "I thought I was going to see the judge," he suggested.

Output: Who should have sent the card to the judge?


Input:
Paragraph- Sent 1: The district attorney ran his finger briskly down a printed card.
Sent 2: "Henry Spear," he exclaimed, "that's your man.
Sent 3: Part Three, Judge Fallon.
Sent 4: Andrews is in that court." He walked to the door of his private office.
Sent 5: "Andrews!" he called.
Sent 6: He introduced an alert, broad-shouldered young man of years of much indiscretion and with a charming and inconsequent manner.
Sent 7: "Mr. Thorndike is interested in Henry Spear, coming up for sentence in Part Three this morning.
Sent 8: Wants to speak for him.
Sent 9: Take him over with you." The district attorney shook hands quickly, and retreated to his private office.
Sent 10: Mr. Andrews took out a cigarette and, as he crossed the floor, lit it.
Sent 11: "Come with me," he commanded.
Sent 12: Somewhat puzzled, slightly annoyed, but enjoying withal the novelty of the environment and the curtness of his reception, Mr. Thorndike followed.
Sent 13: He decided that, in his ignorance, he had wasted his own time and that of the prosecuting attorney.
Sent 14: He should at once have sent in his card to the judge.
Sent 15: As he understood it, Mr. Andrews was now conducting him to that dignitary, and, in a moment, he would be free to return to his own affairs, which were the affairs of two continents.
Sent 16: But Mr. Andrews led him to an office, bare and small, and offered him a chair, and handed him a morning newspaper.
Sent 17: There were people waiting in the room; strange people, only like those Mr. Thorndike had seen on ferry-boats.
Sent 18: They leaned forward toward young Mr. Andrews, fawning, their eyes wide with apprehension.
Sent 19: Mr. Thorndike refused the newspaper.
Sent 20: "I thought I was going to see the judge," he suggested.

Output: Who is the judge in the court that Henry Spear is set to be sentenced in?


Input:
Paragraph- Sent 1: The district attorney ran his finger briskly down a printed card.
Sent 2: "Henry Spear," he exclaimed, "that's your man.
Sent 3: Part Three, Judge Fallon.
Sent 4: Andrews is in that court." He walked to the door of his private office.
Sent 5: "Andrews!" he called.
Sent 6: He introduced an alert, broad-shouldered young man of years of much indiscretion and with a charming and inconsequent manner.
Sent 7: "Mr. Thorndike is interested in Henry Spear, coming up for sentence in Part Three this morning.
Sent 8: Wants to speak for him.
Sent 9: Take him over with you." The district attorney shook hands quickly, and retreated to his private office.
Sent 10: Mr. Andrews took out a cigarette and, as he crossed the floor, lit it.
Sent 11: "Come with me," he commanded.
Sent 12: Somewhat puzzled, slightly annoyed, but enjoying withal the novelty of the environment and the curtness of his reception, Mr. Thorndike followed.
Sent 13: He decided that, in his ignorance, he had wasted his own time and that of the prosecuting attorney.
Sent 14: He should at once have sent in his card to the judge.
Sent 15: As he understood it, Mr. Andrews was now conducting him to that dignitary, and, in a moment, he would be free to return to his own affairs, which were the affairs of two continents.
Sent 16: But Mr. Andrews led him to an office, bare and small, and offered him a chair, and handed him a morning newspaper.
Sent 17: There were people waiting in the room; strange people, only like those Mr. Thorndike had seen on ferry-boats.
Sent 18: They leaned forward toward young Mr. Andrews, fawning, their eyes wide with apprehension.
Sent 19: Mr. Thorndike refused the newspaper.
Sent 20: "I thought I was going to see the judge," he suggested.

Output: Who were the people in the waiting room leaning forward toward?


Input:
Paragraph- Sent 1: The district attorney ran his finger briskly down a printed card.
Sent 2: "Henry Spear," he exclaimed, "that's your man.
Sent 3: Part Three, Judge Fallon.
Sent 4: Andrews is in that court." He walked to the door of his private office.
Sent 5: "Andrews!" he called.
Sent 6: He introduced an alert, broad-shouldered young man of years of much indiscretion and with a charming and inconsequent manner.
Sent 7: "Mr. Thorndike is interested in Henry Spear, coming up for sentence in Part Three this morning.
Sent 8: Wants to speak for him.
Sent 9: Take him over with you." The district attorney shook hands quickly, and retreated to his private office.
Sent 10: Mr. Andrews took out a cigarette and, as he crossed the floor, lit it.
Sent 11: "Come with me," he commanded.
Sent 12: Somewhat puzzled, slightly annoyed, but enjoying withal the novelty of the environment and the curtness of his reception, Mr. Thorndike followed.
Sent 13: He decided that, in his ignorance, he had wasted his own time and that of the prosecuting attorney.
Sent 14: He should at once have sent in his card to the judge.
Sent 15: As he understood it, Mr. Andrews was now conducting him to that dignitary, and, in a moment, he would be free to return to his own affairs, which were the affairs of two continents.
Sent 16: But Mr. Andrews led him to an office, bare and small, and offered him a chair, and handed him a morning newspaper.
Sent 17: There were people waiting in the room; strange people, only like those Mr. Thorndike had seen on ferry-boats.
Sent 18: They leaned forward toward young Mr. Andrews, fawning, their eyes wide with apprehension.
Sent 19: Mr. Thorndike refused the newspaper.
Sent 20: "I thought I was going to see the judge," he suggested.

Output: Who did Mr. Andrews offer the newspaper to?


Input:
Paragraph- Sent 1: Alexander III of Macedon (20/21 July 356 - 10/11 June 323 BC), commonly known as Alexander the Great (Greek: Alexandros o Megas, Alexandros ho Megas [a.lek.san.dros ho me.gas]), was a King (Basileus) of the Ancient Greek kingdom of Macedon and a member of the Argead dynasty.
Sent 2: Born in Pella in 356 BC, Alexander succeeded his father, Philip II, to the throne at the age of twenty.
Sent 3: He spent most of his ruling years on an unprecedented military campaign through Asia and northeast Africa, until by the age of thirty he had created one of the largest empires of the ancient world, stretching from Greece to Egypt and into northwest India.
Sent 4: He was undefeated in battle and is considered one of history's most successful military commanders.
Sent 5: During his youth, Alexander was tutored by the philosopher Aristotle until the age of 16.
Sent 6: After Philip was assassinated in 336 BC, Alexander succeeded his father to the throne and inherited a strong kingdom and an experienced army.
Sent 7: He had been awarded the generalship of Greece and used this authority to launch his father's Panhellenic project to lead the Greeks in the conquest of Persia.
Sent 8: In 334 BC, he invaded the Achaemenid Empire, ruled Asia Minor, and began a series of campaigns that lasted ten years.
Sent 9: Alexander broke the power of Persia in a series of decisive battles, most notably the battles of Issus and Gaugamela.
Sent 10: He subsequently overthrew the Persian King Darius III and conquered the Achaemenid Empire in its entirety.
Sent 11: At that point, his empire stretched from the Adriatic Sea to the Indus River.
Sent 12: Seeking to reach the "ends of the world and the Great Outer Sea", he invaded India in 326 BC, but was eventually forced to turn back at the demand of his troops.
Sent 13: Alexander died in Babylon in 323 BC, the city he planned to establish as his capital, without executing a series of planned campaigns that would have begun with an invasion of Arabia.
Sent 14: In the years following his death, a series of civil wars tore his empire apart, resulting in several states ruled by the Diadochi, Alexander's surviving generals and heirs.
Sent 15: Alexander's legacy includes the cultural diffusion his conquests engendered, such as Greco-Buddhism.
Sent 16: He founded some twenty cities that bore his name, most notably Alexandria in Egypt.
Sent 17: Alexander's settlement of Greek colonists and the resulting spread of Greek culture in the east resulted in a new Hellenistic civilization, aspects of which were still evident in the traditions of the Byzantine Empire in the mid-15th century and the presence of Greek speakers in central and far eastern Anatolia until the 1920s.
Sent 18: Alexander became legendary as a classical hero in the mold of Achilles, and he features prominently in the history and myth of Greek and non-Greek cultures.

Output: How old was Alexander II when he died?


Input:
Paragraph- Sent 1: Alexander III of Macedon (20/21 July 356 - 10/11 June 323 BC), commonly known as Alexander the Great (Greek: Alexandros o Megas, Alexandros ho Megas [a.lek.san.dros ho me.gas]), was a King (Basileus) of the Ancient Greek kingdom of Macedon and a member of the Argead dynasty.
Sent 2: Born in Pella in 356 BC, Alexander succeeded his father, Philip II, to the throne at the age of twenty.
Sent 3: He spent most of his ruling years on an unprecedented military campaign through Asia and northeast Africa, until by the age of thirty he had created one of the largest empires of the ancient world, stretching from Greece to Egypt and into northwest India.
Sent 4: He was undefeated in battle and is considered one of history's most successful military commanders.
Sent 5: During his youth, Alexander was tutored by the philosopher Aristotle until the age of 16.
Sent 6: After Philip was assassinated in 336 BC, Alexander succeeded his father to the throne and inherited a strong kingdom and an experienced army.
Sent 7: He had been awarded the generalship of Greece and used this authority to launch his father's Panhellenic project to lead the Greeks in the conquest of Persia.
Sent 8: In 334 BC, he invaded the Achaemenid Empire, ruled Asia Minor, and began a series of campaigns that lasted ten years.
Sent 9: Alexander broke the power of Persia in a series of decisive battles, most notably the battles of Issus and Gaugamela.
Sent 10: He subsequently overthrew the Persian King Darius III and conquered the Achaemenid Empire in its entirety.
Sent 11: At that point, his empire stretched from the Adriatic Sea to the Indus River.
Sent 12: Seeking to reach the "ends of the world and the Great Outer Sea", he invaded India in 326 BC, but was eventually forced to turn back at the demand of his troops.
Sent 13: Alexander died in Babylon in 323 BC, the city he planned to establish as his capital, without executing a series of planned campaigns that would have begun with an invasion of Arabia.
Sent 14: In the years following his death, a series of civil wars tore his empire apart, resulting in several states ruled by the Diadochi, Alexander's surviving generals and heirs.
Sent 15: Alexander's legacy includes the cultural diffusion his conquests engendered, such as Greco-Buddhism.
Sent 16: He founded some twenty cities that bore his name, most notably Alexandria in Egypt.
Sent 17: Alexander's settlement of Greek colonists and the resulting spread of Greek culture in the east resulted in a new Hellenistic civilization, aspects of which were still evident in the traditions of the Byzantine Empire in the mid-15th century and the presence of Greek speakers in central and far eastern Anatolia until the 1920s.
Sent 18: Alexander became legendary as a classical hero in the mold of Achilles, and he features prominently in the history and myth of Greek and non-Greek cultures.

Output: What kingdom did King Philip II rule over?


Input:
Paragraph- Sent 1: Alexander III of Macedon (20/21 July 356 - 10/11 June 323 BC), commonly known as Alexander the Great (Greek: Alexandros o Megas, Alexandros ho Megas [a.lek.san.dros ho me.gas]), was a King (Basileus) of the Ancient Greek kingdom of Macedon and a member of the Argead dynasty.
Sent 2: Born in Pella in 356 BC, Alexander succeeded his father, Philip II, to the throne at the age of twenty.
Sent 3: He spent most of his ruling years on an unprecedented military campaign through Asia and northeast Africa, until by the age of thirty he had created one of the largest empires of the ancient world, stretching from Greece to Egypt and into northwest India.
Sent 4: He was undefeated in battle and is considered one of history's most successful military commanders.
Sent 5: During his youth, Alexander was tutored by the philosopher Aristotle until the age of 16.
Sent 6: After Philip was assassinated in 336 BC, Alexander succeeded his father to the throne and inherited a strong kingdom and an experienced army.
Sent 7: He had been awarded the generalship of Greece and used this authority to launch his father's Panhellenic project to lead the Greeks in the conquest of Persia.
Sent 8: In 334 BC, he invaded the Achaemenid Empire, ruled Asia Minor, and began a series of campaigns that lasted ten years.
Sent 9: Alexander broke the power of Persia in a series of decisive battles, most notably the battles of Issus and Gaugamela.
Sent 10: He subsequently overthrew the Persian King Darius III and conquered the Achaemenid Empire in its entirety.
Sent 11: At that point, his empire stretched from the Adriatic Sea to the Indus River.
Sent 12: Seeking to reach the "ends of the world and the Great Outer Sea", he invaded India in 326 BC, but was eventually forced to turn back at the demand of his troops.
Sent 13: Alexander died in Babylon in 323 BC, the city he planned to establish as his capital, without executing a series of planned campaigns that would have begun with an invasion of Arabia.
Sent 14: In the years following his death, a series of civil wars tore his empire apart, resulting in several states ruled by the Diadochi, Alexander's surviving generals and heirs.
Sent 15: Alexander's legacy includes the cultural diffusion his conquests engendered, such as Greco-Buddhism.
Sent 16: He founded some twenty cities that bore his name, most notably Alexandria in Egypt.
Sent 17: Alexander's settlement of Greek colonists and the resulting spread of Greek culture in the east resulted in a new Hellenistic civilization, aspects of which were still evident in the traditions of the Byzantine Empire in the mid-15th century and the presence of Greek speakers in central and far eastern Anatolia until the 1920s.
Sent 18: Alexander became legendary as a classical hero in the mold of Achilles, and he features prominently in the history and myth of Greek and non-Greek cultures.

Output: By what year did Alexander the Great create one of the largest empires of the ancient world?


Input:
Paragraph- Sent 1: Alexander III of Macedon (20/21 July 356 - 10/11 June 323 BC), commonly known as Alexander the Great (Greek: Alexandros o Megas, Alexandros ho Megas [a.lek.san.dros ho me.gas]), was a King (Basileus) of the Ancient Greek kingdom of Macedon and a member of the Argead dynasty.
Sent 2: Born in Pella in 356 BC, Alexander succeeded his father, Philip II, to the throne at the age of twenty.
Sent 3: He spent most of his ruling years on an unprecedented military campaign through Asia and northeast Africa, until by the age of thirty he had created one of the largest empires of the ancient world, stretching from Greece to Egypt and into northwest India.
Sent 4: He was undefeated in battle and is considered one of history's most successful military commanders.
Sent 5: During his youth, Alexander was tutored by the philosopher Aristotle until the age of 16.
Sent 6: After Philip was assassinated in 336 BC, Alexander succeeded his father to the throne and inherited a strong kingdom and an experienced army.
Sent 7: He had been awarded the generalship of Greece and used this authority to launch his father's Panhellenic project to lead the Greeks in the conquest of Persia.
Sent 8: In 334 BC, he invaded the Achaemenid Empire, ruled Asia Minor, and began a series of campaigns that lasted ten years.
Sent 9: Alexander broke the power of Persia in a series of decisive battles, most notably the battles of Issus and Gaugamela.
Sent 10: He subsequently overthrew the Persian King Darius III and conquered the Achaemenid Empire in its entirety.
Sent 11: At that point, his empire stretched from the Adriatic Sea to the Indus River.
Sent 12: Seeking to reach the "ends of the world and the Great Outer Sea", he invaded India in 326 BC, but was eventually forced to turn back at the demand of his troops.
Sent 13: Alexander died in Babylon in 323 BC, the city he planned to establish as his capital, without executing a series of planned campaigns that would have begun with an invasion of Arabia.
Sent 14: In the years following his death, a series of civil wars tore his empire apart, resulting in several states ruled by the Diadochi, Alexander's surviving generals and heirs.
Sent 15: Alexander's legacy includes the cultural diffusion his conquests engendered, such as Greco-Buddhism.
Sent 16: He founded some twenty cities that bore his name, most notably Alexandria in Egypt.
Sent 17: Alexander's settlement of Greek colonists and the resulting spread of Greek culture in the east resulted in a new Hellenistic civilization, aspects of which were still evident in the traditions of the Byzantine Empire in the mid-15th century and the presence of Greek speakers in central and far eastern Anatolia until the 1920s.
Sent 18: Alexander became legendary as a classical hero in the mold of Achilles, and he features prominently in the history and myth of Greek and non-Greek cultures.

Output: How long after Phillip's death did Alexander invade India?


Input:
Paragraph- Sent 1: Alexander III of Macedon (20/21 July 356 - 10/11 June 323 BC), commonly known as Alexander the Great (Greek: Alexandros o Megas, Alexandros ho Megas [a.lek.san.dros ho me.gas]), was a King (Basileus) of the Ancient Greek kingdom of Macedon and a member of the Argead dynasty.
Sent 2: Born in Pella in 356 BC, Alexander succeeded his father, Philip II, to the throne at the age of twenty.
Sent 3: He spent most of his ruling years on an unprecedented military campaign through Asia and northeast Africa, until by the age of thirty he had created one of the largest empires of the ancient world, stretching from Greece to Egypt and into northwest India.
Sent 4: He was undefeated in battle and is considered one of history's most successful military commanders.
Sent 5: During his youth, Alexander was tutored by the philosopher Aristotle until the age of 16.
Sent 6: After Philip was assassinated in 336 BC, Alexander succeeded his father to the throne and inherited a strong kingdom and an experienced army.
Sent 7: He had been awarded the generalship of Greece and used this authority to launch his father's Panhellenic project to lead the Greeks in the conquest of Persia.
Sent 8: In 334 BC, he invaded the Achaemenid Empire, ruled Asia Minor, and began a series of campaigns that lasted ten years.
Sent 9: Alexander broke the power of Persia in a series of decisive battles, most notably the battles of Issus and Gaugamela.
Sent 10: He subsequently overthrew the Persian King Darius III and conquered the Achaemenid Empire in its entirety.
Sent 11: At that point, his empire stretched from the Adriatic Sea to the Indus River.
Sent 12: Seeking to reach the "ends of the world and the Great Outer Sea", he invaded India in 326 BC, but was eventually forced to turn back at the demand of his troops.
Sent 13: Alexander died in Babylon in 323 BC, the city he planned to establish as his capital, without executing a series of planned campaigns that would have begun with an invasion of Arabia.
Sent 14: In the years following his death, a series of civil wars tore his empire apart, resulting in several states ruled by the Diadochi, Alexander's surviving generals and heirs.
Sent 15: Alexander's legacy includes the cultural diffusion his conquests engendered, such as Greco-Buddhism.
Sent 16: He founded some twenty cities that bore his name, most notably Alexandria in Egypt.
Sent 17: Alexander's settlement of Greek colonists and the resulting spread of Greek culture in the east resulted in a new Hellenistic civilization, aspects of which were still evident in the traditions of the Byzantine Empire in the mid-15th century and the presence of Greek speakers in central and far eastern Anatolia until the 1920s.
Sent 18: Alexander became legendary as a classical hero in the mold of Achilles, and he features prominently in the history and myth of Greek and non-Greek cultures.

Output: To which dynasty did Aristotle serve as a tutor?


Input:
Paragraph- Sent 1: Alexander III of Macedon (20/21 July 356 - 10/11 June 323 BC), commonly known as Alexander the Great (Greek: Alexandros o Megas, Alexandros ho Megas [a.lek.san.dros ho me.gas]), was a King (Basileus) of the Ancient Greek kingdom of Macedon and a member of the Argead dynasty.
Sent 2: Born in Pella in 356 BC, Alexander succeeded his father, Philip II, to the throne at the age of twenty.
Sent 3: He spent most of his ruling years on an unprecedented military campaign through Asia and northeast Africa, until by the age of thirty he had created one of the largest empires of the ancient world, stretching from Greece to Egypt and into northwest India.
Sent 4: He was undefeated in battle and is considered one of history's most successful military commanders.
Sent 5: During his youth, Alexander was tutored by the philosopher Aristotle until the age of 16.
Sent 6: After Philip was assassinated in 336 BC, Alexander succeeded his father to the throne and inherited a strong kingdom and an experienced army.
Sent 7: He had been awarded the generalship of Greece and used this authority to launch his father's Panhellenic project to lead the Greeks in the conquest of Persia.
Sent 8: In 334 BC, he invaded the Achaemenid Empire, ruled Asia Minor, and began a series of campaigns that lasted ten years.
Sent 9: Alexander broke the power of Persia in a series of decisive battles, most notably the battles of Issus and Gaugamela.
Sent 10: He subsequently overthrew the Persian King Darius III and conquered the Achaemenid Empire in its entirety.
Sent 11: At that point, his empire stretched from the Adriatic Sea to the Indus River.
Sent 12: Seeking to reach the "ends of the world and the Great Outer Sea", he invaded India in 326 BC, but was eventually forced to turn back at the demand of his troops.
Sent 13: Alexander died in Babylon in 323 BC, the city he planned to establish as his capital, without executing a series of planned campaigns that would have begun with an invasion of Arabia.
Sent 14: In the years following his death, a series of civil wars tore his empire apart, resulting in several states ruled by the Diadochi, Alexander's surviving generals and heirs.
Sent 15: Alexander's legacy includes the cultural diffusion his conquests engendered, such as Greco-Buddhism.
Sent 16: He founded some twenty cities that bore his name, most notably Alexandria in Egypt.
Sent 17: Alexander's settlement of Greek colonists and the resulting spread of Greek culture in the east resulted in a new Hellenistic civilization, aspects of which were still evident in the traditions of the Byzantine Empire in the mid-15th century and the presence of Greek speakers in central and far eastern Anatolia until the 1920s.
Sent 18: Alexander became legendary as a classical hero in the mold of Achilles, and he features prominently in the history and myth of Greek and non-Greek cultures.

Output: Where did the city Alexandria, Egypt get it's name from?


Input:
Paragraph- Sent 1: Alexander III of Macedon (20/21 July 356 - 10/11 June 323 BC), commonly known as Alexander the Great (Greek: Alexandros o Megas, Alexandros ho Megas [a.lek.san.dros ho me.gas]), was a King (Basileus) of the Ancient Greek kingdom of Macedon and a member of the Argead dynasty.
Sent 2: Born in Pella in 356 BC, Alexander succeeded his father, Philip II, to the throne at the age of twenty.
Sent 3: He spent most of his ruling years on an unprecedented military campaign through Asia and northeast Africa, until by the age of thirty he had created one of the largest empires of the ancient world, stretching from Greece to Egypt and into northwest India.
Sent 4: He was undefeated in battle and is considered one of history's most successful military commanders.
Sent 5: During his youth, Alexander was tutored by the philosopher Aristotle until the age of 16.
Sent 6: After Philip was assassinated in 336 BC, Alexander succeeded his father to the throne and inherited a strong kingdom and an experienced army.
Sent 7: He had been awarded the generalship of Greece and used this authority to launch his father's Panhellenic project to lead the Greeks in the conquest of Persia.
Sent 8: In 334 BC, he invaded the Achaemenid Empire, ruled Asia Minor, and began a series of campaigns that lasted ten years.
Sent 9: Alexander broke the power of Persia in a series of decisive battles, most notably the battles of Issus and Gaugamela.
Sent 10: He subsequently overthrew the Persian King Darius III and conquered the Achaemenid Empire in its entirety.
Sent 11: At that point, his empire stretched from the Adriatic Sea to the Indus River.
Sent 12: Seeking to reach the "ends of the world and the Great Outer Sea", he invaded India in 326 BC, but was eventually forced to turn back at the demand of his troops.
Sent 13: Alexander died in Babylon in 323 BC, the city he planned to establish as his capital, without executing a series of planned campaigns that would have begun with an invasion of Arabia.
Sent 14: In the years following his death, a series of civil wars tore his empire apart, resulting in several states ruled by the Diadochi, Alexander's surviving generals and heirs.
Sent 15: Alexander's legacy includes the cultural diffusion his conquests engendered, such as Greco-Buddhism.
Sent 16: He founded some twenty cities that bore his name, most notably Alexandria in Egypt.
Sent 17: Alexander's settlement of Greek colonists and the resulting spread of Greek culture in the east resulted in a new Hellenistic civilization, aspects of which were still evident in the traditions of the Byzantine Empire in the mid-15th century and the presence of Greek speakers in central and far eastern Anatolia until the 1920s.
Sent 18: Alexander became legendary as a classical hero in the mold of Achilles, and he features prominently in the history and myth of Greek and non-Greek cultures.

Output: To which Macedonian dynasty did the Achaemenid Empire fall to?


Input:
Paragraph- Sent 1: Alexander III of Macedon (20/21 July 356 - 10/11 June 323 BC), commonly known as Alexander the Great (Greek: Alexandros o Megas, Alexandros ho Megas [a.lek.san.dros ho me.gas]), was a King (Basileus) of the Ancient Greek kingdom of Macedon and a member of the Argead dynasty.
Sent 2: Born in Pella in 356 BC, Alexander succeeded his father, Philip II, to the throne at the age of twenty.
Sent 3: He spent most of his ruling years on an unprecedented military campaign through Asia and northeast Africa, until by the age of thirty he had created one of the largest empires of the ancient world, stretching from Greece to Egypt and into northwest India.
Sent 4: He was undefeated in battle and is considered one of history's most successful military commanders.
Sent 5: During his youth, Alexander was tutored by the philosopher Aristotle until the age of 16.
Sent 6: After Philip was assassinated in 336 BC, Alexander succeeded his father to the throne and inherited a strong kingdom and an experienced army.
Sent 7: He had been awarded the generalship of Greece and used this authority to launch his father's Panhellenic project to lead the Greeks in the conquest of Persia.
Sent 8: In 334 BC, he invaded the Achaemenid Empire, ruled Asia Minor, and began a series of campaigns that lasted ten years.
Sent 9: Alexander broke the power of Persia in a series of decisive battles, most notably the battles of Issus and Gaugamela.
Sent 10: He subsequently overthrew the Persian King Darius III and conquered the Achaemenid Empire in its entirety.
Sent 11: At that point, his empire stretched from the Adriatic Sea to the Indus River.
Sent 12: Seeking to reach the "ends of the world and the Great Outer Sea", he invaded India in 326 BC, but was eventually forced to turn back at the demand of his troops.
Sent 13: Alexander died in Babylon in 323 BC, the city he planned to establish as his capital, without executing a series of planned campaigns that would have begun with an invasion of Arabia.
Sent 14: In the years following his death, a series of civil wars tore his empire apart, resulting in several states ruled by the Diadochi, Alexander's surviving generals and heirs.
Sent 15: Alexander's legacy includes the cultural diffusion his conquests engendered, such as Greco-Buddhism.
Sent 16: He founded some twenty cities that bore his name, most notably Alexandria in Egypt.
Sent 17: Alexander's settlement of Greek colonists and the resulting spread of Greek culture in the east resulted in a new Hellenistic civilization, aspects of which were still evident in the traditions of the Byzantine Empire in the mid-15th century and the presence of Greek speakers in central and far eastern Anatolia until the 1920s.
Sent 18: Alexander became legendary as a classical hero in the mold of Achilles, and he features prominently in the history and myth of Greek and non-Greek cultures.

Output: How old was Alexander the Great when he invaded India?


Input:
Paragraph- Sent 1: Alexander III of Macedon (20/21 July 356 - 10/11 June 323 BC), commonly known as Alexander the Great (Greek: Alexandros o Megas, Alexandros ho Megas [a.lek.san.dros ho me.gas]), was a King (Basileus) of the Ancient Greek kingdom of Macedon and a member of the Argead dynasty.
Sent 2: Born in Pella in 356 BC, Alexander succeeded his father, Philip II, to the throne at the age of twenty.
Sent 3: He spent most of his ruling years on an unprecedented military campaign through Asia and northeast Africa, until by the age of thirty he had created one of the largest empires of the ancient world, stretching from Greece to Egypt and into northwest India.
Sent 4: He was undefeated in battle and is considered one of history's most successful military commanders.
Sent 5: During his youth, Alexander was tutored by the philosopher Aristotle until the age of 16.
Sent 6: After Philip was assassinated in 336 BC, Alexander succeeded his father to the throne and inherited a strong kingdom and an experienced army.
Sent 7: He had been awarded the generalship of Greece and used this authority to launch his father's Panhellenic project to lead the Greeks in the conquest of Persia.
Sent 8: In 334 BC, he invaded the Achaemenid Empire, ruled Asia Minor, and began a series of campaigns that lasted ten years.
Sent 9: Alexander broke the power of Persia in a series of decisive battles, most notably the battles of Issus and Gaugamela.
Sent 10: He subsequently overthrew the Persian King Darius III and conquered the Achaemenid Empire in its entirety.
Sent 11: At that point, his empire stretched from the Adriatic Sea to the Indus River.
Sent 12: Seeking to reach the "ends of the world and the Great Outer Sea", he invaded India in 326 BC, but was eventually forced to turn back at the demand of his troops.
Sent 13: Alexander died in Babylon in 323 BC, the city he planned to establish as his capital, without executing a series of planned campaigns that would have begun with an invasion of Arabia.
Sent 14: In the years following his death, a series of civil wars tore his empire apart, resulting in several states ruled by the Diadochi, Alexander's surviving generals and heirs.
Sent 15: Alexander's legacy includes the cultural diffusion his conquests engendered, such as Greco-Buddhism.
Sent 16: He founded some twenty cities that bore his name, most notably Alexandria in Egypt.
Sent 17: Alexander's settlement of Greek colonists and the resulting spread of Greek culture in the east resulted in a new Hellenistic civilization, aspects of which were still evident in the traditions of the Byzantine Empire in the mid-15th century and the presence of Greek speakers in central and far eastern Anatolia until the 1920s.
Sent 18: Alexander became legendary as a classical hero in the mold of Achilles, and he features prominently in the history and myth of Greek and non-Greek cultures.

Output: What happened to Alexander's father when Alexander was 20 years old?


Input:
Paragraph- Sent 1: I wanted him to tell me more, but he babbled, begging me to forgive him, to understand.
Sent 2: I did not listen.
Sent 3: I took the capturador, a matte black Tiempo Capturado, from his grip and studied it, not really thinking about it or Malaquez or Tasha.
Sent 4: I think I was wondering what it meant to say that a thing was art, so we accepted it as art.
Sent 5: Or perhaps I was thinking about the things that humanity made that would outlive our species.
Sent 6: But I was probably only looking at my reflection in the capturador's lens.
Sent 7: Had he said then that I should use it on myself, I might have.
Sent 8: That moment passed.
Sent 9: I looked at Malaquez.
Sent 10: His eyes opened wider while we watched each other.
Sent 11: His lips contorted as if they had lost their ability to shape sound.
Sent 12: I turned to touch the cube that was Tasha's crypt.
Sent 13: She smiled in trust or pleasure or pride, an erotic Mona Lisa who would smile forever, and I could never know why.
Sent 14: The controls of the capturador were more complex than those of a kitchen model, but I recognized the unstop tab.
Sent 15: I could free Tasha.
Sent 16: If I did, one of three things would happen.
Sent 17: Most likely: she would be meat --there is a reason why stopboxes are most often used in kitchens.
Sent 18: Less likely: she would live the rest of her days with a mind as free of worry as a slug's.
Sent 19: And the tiniest chance of all: she would blink as if I had just materialized in Emil's bedroom, and then she would laugh and tell me that she was going to be immortal.
Sent 20: As I put my hand on the impervious surface of Tasha's stopbox, I heard Malaquez run for the door.

Output: What was accepted as art that had main character thinking of things that humanity made that would outlive our species.?


Input:
Paragraph- Sent 1: I wanted him to tell me more, but he babbled, begging me to forgive him, to understand.
Sent 2: I did not listen.
Sent 3: I took the capturador, a matte black Tiempo Capturado, from his grip and studied it, not really thinking about it or Malaquez or Tasha.
Sent 4: I think I was wondering what it meant to say that a thing was art, so we accepted it as art.
Sent 5: Or perhaps I was thinking about the things that humanity made that would outlive our species.
Sent 6: But I was probably only looking at my reflection in the capturador's lens.
Sent 7: Had he said then that I should use it on myself, I might have.
Sent 8: That moment passed.
Sent 9: I looked at Malaquez.
Sent 10: His eyes opened wider while we watched each other.
Sent 11: His lips contorted as if they had lost their ability to shape sound.
Sent 12: I turned to touch the cube that was Tasha's crypt.
Sent 13: She smiled in trust or pleasure or pride, an erotic Mona Lisa who would smile forever, and I could never know why.
Sent 14: The controls of the capturador were more complex than those of a kitchen model, but I recognized the unstop tab.
Sent 15: I could free Tasha.
Sent 16: If I did, one of three things would happen.
Sent 17: Most likely: she would be meat --there is a reason why stopboxes are most often used in kitchens.
Sent 18: Less likely: she would live the rest of her days with a mind as free of worry as a slug's.
Sent 19: And the tiniest chance of all: she would blink as if I had just materialized in Emil's bedroom, and then she would laugh and tell me that she was going to be immortal.
Sent 20: As I put my hand on the impervious surface of Tasha's stopbox, I heard Malaquez run for the door.

Output: How Many possible outcomes are there for Tasha being freed?


Input:
Paragraph- Sent 1: I wanted him to tell me more, but he babbled, begging me to forgive him, to understand.
Sent 2: I did not listen.
Sent 3: I took the capturador, a matte black Tiempo Capturado, from his grip and studied it, not really thinking about it or Malaquez or Tasha.
Sent 4: I think I was wondering what it meant to say that a thing was art, so we accepted it as art.
Sent 5: Or perhaps I was thinking about the things that humanity made that would outlive our species.
Sent 6: But I was probably only looking at my reflection in the capturador's lens.
Sent 7: Had he said then that I should use it on myself, I might have.
Sent 8: That moment passed.
Sent 9: I looked at Malaquez.
Sent 10: His eyes opened wider while we watched each other.
Sent 11: His lips contorted as if they had lost their ability to shape sound.
Sent 12: I turned to touch the cube that was Tasha's crypt.
Sent 13: She smiled in trust or pleasure or pride, an erotic Mona Lisa who would smile forever, and I could never know why.
Sent 14: The controls of the capturador were more complex than those of a kitchen model, but I recognized the unstop tab.
Sent 15: I could free Tasha.
Sent 16: If I did, one of three things would happen.
Sent 17: Most likely: she would be meat --there is a reason why stopboxes are most often used in kitchens.
Sent 18: Less likely: she would live the rest of her days with a mind as free of worry as a slug's.
Sent 19: And the tiniest chance of all: she would blink as if I had just materialized in Emil's bedroom, and then she would laugh and tell me that she was going to be immortal.
Sent 20: As I put my hand on the impervious surface of Tasha's stopbox, I heard Malaquez run for the door.

Output: What did Malaquez do after the protagonist looked at him?


Input:
Paragraph- Sent 1: I wanted him to tell me more, but he babbled, begging me to forgive him, to understand.
Sent 2: I did not listen.
Sent 3: I took the capturador, a matte black Tiempo Capturado, from his grip and studied it, not really thinking about it or Malaquez or Tasha.
Sent 4: I think I was wondering what it meant to say that a thing was art, so we accepted it as art.
Sent 5: Or perhaps I was thinking about the things that humanity made that would outlive our species.
Sent 6: But I was probably only looking at my reflection in the capturador's lens.
Sent 7: Had he said then that I should use it on myself, I might have.
Sent 8: That moment passed.
Sent 9: I looked at Malaquez.
Sent 10: His eyes opened wider while we watched each other.
Sent 11: His lips contorted as if they had lost their ability to shape sound.
Sent 12: I turned to touch the cube that was Tasha's crypt.
Sent 13: She smiled in trust or pleasure or pride, an erotic Mona Lisa who would smile forever, and I could never know why.
Sent 14: The controls of the capturador were more complex than those of a kitchen model, but I recognized the unstop tab.
Sent 15: I could free Tasha.
Sent 16: If I did, one of three things would happen.
Sent 17: Most likely: she would be meat --there is a reason why stopboxes are most often used in kitchens.
Sent 18: Less likely: she would live the rest of her days with a mind as free of worry as a slug's.
Sent 19: And the tiniest chance of all: she would blink as if I had just materialized in Emil's bedroom, and then she would laugh and tell me that she was going to be immortal.
Sent 20: As I put my hand on the impervious surface of Tasha's stopbox, I heard Malaquez run for the door.

Output: What is very unlikely to happen if the protagonist freed Tasha?


Input:
Paragraph- Sent 1: I wanted him to tell me more, but he babbled, begging me to forgive him, to understand.
Sent 2: I did not listen.
Sent 3: I took the capturador, a matte black Tiempo Capturado, from his grip and studied it, not really thinking about it or Malaquez or Tasha.
Sent 4: I think I was wondering what it meant to say that a thing was art, so we accepted it as art.
Sent 5: Or perhaps I was thinking about the things that humanity made that would outlive our species.
Sent 6: But I was probably only looking at my reflection in the capturador's lens.
Sent 7: Had he said then that I should use it on myself, I might have.
Sent 8: That moment passed.
Sent 9: I looked at Malaquez.
Sent 10: His eyes opened wider while we watched each other.
Sent 11: His lips contorted as if they had lost their ability to shape sound.
Sent 12: I turned to touch the cube that was Tasha's crypt.
Sent 13: She smiled in trust or pleasure or pride, an erotic Mona Lisa who would smile forever, and I could never know why.
Sent 14: The controls of the capturador were more complex than those of a kitchen model, but I recognized the unstop tab.
Sent 15: I could free Tasha.
Sent 16: If I did, one of three things would happen.
Sent 17: Most likely: she would be meat --there is a reason why stopboxes are most often used in kitchens.
Sent 18: Less likely: she would live the rest of her days with a mind as free of worry as a slug's.
Sent 19: And the tiniest chance of all: she would blink as if I had just materialized in Emil's bedroom, and then she would laugh and tell me that she was going to be immortal.
Sent 20: As I put my hand on the impervious surface of Tasha's stopbox, I heard Malaquez run for the door.

Output: Who did he look at after them telling him he should use it on himself?


Input:
Paragraph- Sent 1: I wanted him to tell me more, but he babbled, begging me to forgive him, to understand.
Sent 2: I did not listen.
Sent 3: I took the capturador, a matte black Tiempo Capturado, from his grip and studied it, not really thinking about it or Malaquez or Tasha.
Sent 4: I think I was wondering what it meant to say that a thing was art, so we accepted it as art.
Sent 5: Or perhaps I was thinking about the things that humanity made that would outlive our species.
Sent 6: But I was probably only looking at my reflection in the capturador's lens.
Sent 7: Had he said then that I should use it on myself, I might have.
Sent 8: That moment passed.
Sent 9: I looked at Malaquez.
Sent 10: His eyes opened wider while we watched each other.
Sent 11: His lips contorted as if they had lost their ability to shape sound.
Sent 12: I turned to touch the cube that was Tasha's crypt.
Sent 13: She smiled in trust or pleasure or pride, an erotic Mona Lisa who would smile forever, and I could never know why.
Sent 14: The controls of the capturador were more complex than those of a kitchen model, but I recognized the unstop tab.
Sent 15: I could free Tasha.
Sent 16: If I did, one of three things would happen.
Sent 17: Most likely: she would be meat --there is a reason why stopboxes are most often used in kitchens.
Sent 18: Less likely: she would live the rest of her days with a mind as free of worry as a slug's.
Sent 19: And the tiniest chance of all: she would blink as if I had just materialized in Emil's bedroom, and then she would laugh and tell me that she was going to be immortal.
Sent 20: As I put my hand on the impervious surface of Tasha's stopbox, I heard Malaquez run for the door.

Output: With possibilities such as living with a mind free of worry  or turning to meat, or immortality, which of these was most likely to happen?


Input:
Paragraph- Sent 1: I wanted him to tell me more, but he babbled, begging me to forgive him, to understand.
Sent 2: I did not listen.
Sent 3: I took the capturador, a matte black Tiempo Capturado, from his grip and studied it, not really thinking about it or Malaquez or Tasha.
Sent 4: I think I was wondering what it meant to say that a thing was art, so we accepted it as art.
Sent 5: Or perhaps I was thinking about the things that humanity made that would outlive our species.
Sent 6: But I was probably only looking at my reflection in the capturador's lens.
Sent 7: Had he said then that I should use it on myself, I might have.
Sent 8: That moment passed.
Sent 9: I looked at Malaquez.
Sent 10: His eyes opened wider while we watched each other.
Sent 11: His lips contorted as if they had lost their ability to shape sound.
Sent 12: I turned to touch the cube that was Tasha's crypt.
Sent 13: She smiled in trust or pleasure or pride, an erotic Mona Lisa who would smile forever, and I could never know why.
Sent 14: The controls of the capturador were more complex than those of a kitchen model, but I recognized the unstop tab.
Sent 15: I could free Tasha.
Sent 16: If I did, one of three things would happen.
Sent 17: Most likely: she would be meat --there is a reason why stopboxes are most often used in kitchens.
Sent 18: Less likely: she would live the rest of her days with a mind as free of worry as a slug's.
Sent 19: And the tiniest chance of all: she would blink as if I had just materialized in Emil's bedroom, and then she would laugh and tell me that she was going to be immortal.
Sent 20: As I put my hand on the impervious surface of Tasha's stopbox, I heard Malaquez run for the door.

Output: Why did he not listen to him even though he wanted to hear more from him?


Input:
Paragraph- Sent 1: I wanted him to tell me more, but he babbled, begging me to forgive him, to understand.
Sent 2: I did not listen.
Sent 3: I took the capturador, a matte black Tiempo Capturado, from his grip and studied it, not really thinking about it or Malaquez or Tasha.
Sent 4: I think I was wondering what it meant to say that a thing was art, so we accepted it as art.
Sent 5: Or perhaps I was thinking about the things that humanity made that would outlive our species.
Sent 6: But I was probably only looking at my reflection in the capturador's lens.
Sent 7: Had he said then that I should use it on myself, I might have.
Sent 8: That moment passed.
Sent 9: I looked at Malaquez.
Sent 10: His eyes opened wider while we watched each other.
Sent 11: His lips contorted as if they had lost their ability to shape sound.
Sent 12: I turned to touch the cube that was Tasha's crypt.
Sent 13: She smiled in trust or pleasure or pride, an erotic Mona Lisa who would smile forever, and I could never know why.
Sent 14: The controls of the capturador were more complex than those of a kitchen model, but I recognized the unstop tab.
Sent 15: I could free Tasha.
Sent 16: If I did, one of three things would happen.
Sent 17: Most likely: she would be meat --there is a reason why stopboxes are most often used in kitchens.
Sent 18: Less likely: she would live the rest of her days with a mind as free of worry as a slug's.
Sent 19: And the tiniest chance of all: she would blink as if I had just materialized in Emil's bedroom, and then she would laugh and tell me that she was going to be immortal.
Sent 20: As I put my hand on the impervious surface of Tasha's stopbox, I heard Malaquez run for the door.

Output: What could be done with the capturador?


Input:
Paragraph- Sent 1: I wanted him to tell me more, but he babbled, begging me to forgive him, to understand.
Sent 2: I did not listen.
Sent 3: I took the capturador, a matte black Tiempo Capturado, from his grip and studied it, not really thinking about it or Malaquez or Tasha.
Sent 4: I think I was wondering what it meant to say that a thing was art, so we accepted it as art.
Sent 5: Or perhaps I was thinking about the things that humanity made that would outlive our species.
Sent 6: But I was probably only looking at my reflection in the capturador's lens.
Sent 7: Had he said then that I should use it on myself, I might have.
Sent 8: That moment passed.
Sent 9: I looked at Malaquez.
Sent 10: His eyes opened wider while we watched each other.
Sent 11: His lips contorted as if they had lost their ability to shape sound.
Sent 12: I turned to touch the cube that was Tasha's crypt.
Sent 13: She smiled in trust or pleasure or pride, an erotic Mona Lisa who would smile forever, and I could never know why.
Sent 14: The controls of the capturador were more complex than those of a kitchen model, but I recognized the unstop tab.
Sent 15: I could free Tasha.
Sent 16: If I did, one of three things would happen.
Sent 17: Most likely: she would be meat --there is a reason why stopboxes are most often used in kitchens.
Sent 18: Less likely: she would live the rest of her days with a mind as free of worry as a slug's.
Sent 19: And the tiniest chance of all: she would blink as if I had just materialized in Emil's bedroom, and then she would laugh and tell me that she was going to be immortal.
Sent 20: As I put my hand on the impervious surface of Tasha's stopbox, I heard Malaquez run for the door.

Output: What will likely happen if the protagonist freed Tasha?


Input:
Paragraph- Sent 1: I wanted him to tell me more, but he babbled, begging me to forgive him, to understand.
Sent 2: I did not listen.
Sent 3: I took the capturador, a matte black Tiempo Capturado, from his grip and studied it, not really thinking about it or Malaquez or Tasha.
Sent 4: I think I was wondering what it meant to say that a thing was art, so we accepted it as art.
Sent 5: Or perhaps I was thinking about the things that humanity made that would outlive our species.
Sent 6: But I was probably only looking at my reflection in the capturador's lens.
Sent 7: Had he said then that I should use it on myself, I might have.
Sent 8: That moment passed.
Sent 9: I looked at Malaquez.
Sent 10: His eyes opened wider while we watched each other.
Sent 11: His lips contorted as if they had lost their ability to shape sound.
Sent 12: I turned to touch the cube that was Tasha's crypt.
Sent 13: She smiled in trust or pleasure or pride, an erotic Mona Lisa who would smile forever, and I could never know why.
Sent 14: The controls of the capturador were more complex than those of a kitchen model, but I recognized the unstop tab.
Sent 15: I could free Tasha.
Sent 16: If I did, one of three things would happen.
Sent 17: Most likely: she would be meat --there is a reason why stopboxes are most often used in kitchens.
Sent 18: Less likely: she would live the rest of her days with a mind as free of worry as a slug's.
Sent 19: And the tiniest chance of all: she would blink as if I had just materialized in Emil's bedroom, and then she would laugh and tell me that she was going to be immortal.
Sent 20: As I put my hand on the impervious surface of Tasha's stopbox, I heard Malaquez run for the door.

Output: Who did he compare Tasha to when she smiled in trust or pleasure after he touched the cube on her crypt?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: What did Johnny get 2nd place in?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: What are Johnny and Kevin doing?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: What did Johnny do after art class?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: Was Ben drawn in Lisa's picture?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: What items did Johnny and his classmates use in art class as art mediums?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: What project won second place?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: What did the class do together?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: Who's picture looked very cool?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: What did Johnny do for the day?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: What two students used paint in their picture?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: Who were students in the class?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: Did the class have a party?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: What was Lisa's pet?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: What items are the students using to make the pictures?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: What did Tony use to paint?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: What did the students do in school?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: What did the class do before Johnny went home?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: Who is mentioned as being in art class with Johnny?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: Did Johnny attend an art class?


Input:
Paragraph- Sent 1: Johnny and his class were looking forward to a fun day in art class.
Sent 2: The teacher gave the class paint, brushes and other items to use to make their drawings.
Sent 3: Johnny's friend Kevin used a straw to blow paint on his paper.
Sent 4: It looked very cool.
Sent 5: Lisa used markers to make a picture of her and her dog.
Sent 6: Lisa has several pets, but her favorite one is her dog, Ben.
Sent 7: Tony used a potato to make stars.
Sent 8: He then put the potato into different colors of paint and made a nice pattern.
Sent 9: Johnny used feathers to make his picture.
Sent 10: When they had finished, the class chose which picture was the best.
Sent 11: Johnny got second place and was very excited.
Sent 12: Then it was time for lunch and the class had a party.
Sent 13: They had hamburgers with ketchup and had cake for dessert.
Sent 14: It was a very fun day for the whole class.
Sent 15: They all went home tired and happy.
Sent 16: Johnny took a nap when he went home.

Output: Did Johnny and his friend use different things to paint?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: How is energy stored in a bow and arrow?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: What type of energy is released when a drawn bow releases and arrow?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: What kind of energy is created by position?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: If a ball is moving, why is it possible for it to still have energy of position?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: A moving ball or flying arrow are what types of energy?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: Mechanical energy describes what kind of objects?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: Does stored energy require motion?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: Objects that are moving or could move possess what kind of energy?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: Is an arrow released from a bow an example of mechanical energy?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: What does stored energy have the potential to do?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: What kind of energy does a moving ball have?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: Why is mechanical energy considered a combination of the energy of motion or position?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: What does stored energy mean?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: Is an object with mechanical energy always moving?


Input:
Paragraph- Sent 1: Mechanical energy is a combination of the energy of motion or position.
Sent 2: This type of energy describes objects that are moving or could move.
Sent 3: A moving ball can have energy from motion.
Sent 4: An arrow can also have the energy of motion.
Sent 5: Both are types of mechanical energy.
Sent 6: Can you think of some other examples?
Sent 7: Where does the energy of motion come from?
Sent 8: It comes from the energy created by position.
Sent 9: This energy is stored energy.
Sent 10: This means it is not moving yet, but it has the potential to move.
Sent 11: How can you store energy?
Sent 12: The arrow gains energy from the drawn bow.
Sent 13: As the arrow is released, the bow releases its stored energy and puts the arrow into motion.
Sent 14: Can you think of some other ways to store energy using position?.

Output: What type of energy is created by position?