Input:
Paragraph- Sent 1: They parted and Allan made his way pensively from Arthur's gate.
Sent 2: He walked the wheel-ruts, hands in his pockets and unshined shoes collecting dust.
Sent 3: Some quarter-mile from Arthur's gate, he halted, confronted by a halloo.
Sent 4: "Nathan?"Sent 5: he called out to the empty road.
Sent 6: The reply came from above him and Allan turned to see his friend reclining in the fork of a great tree.
Sent 7: "I had a hunch you'd be at Arthur's today," said Nathan, "so I thought I'd wait here for you."Sent 8: Nathan's lanky frame, dressed in a loose, tan jacket, fit into the branch like an elegant skeleton.
Sent 9: His hair fell loosely across a face that seemed always to have a knowing smirk hidden just beneath its surface, infusing his body with a rakish energy.
Sent 10: "So, Allan," said Nathan, unfolding and lowering his legs to the roadside, "how goes life for the quintessential American author?"Sent 11: "I wouldn't know," replied Allan dryly, before continuing in another tone entirely.
Sent 12: "I destroyed another story last night, Nathan."Sent 13: Leaning against his tree, Nathan shook his head.
Sent 14: "You mean, finished another story."Sent 15: "Yes, it is finished!
Sent 16: Ended!
Sent 17: Never again shall it see the rosy-fingered dawn!
Sent 18: Nathan, you've read these abominations of mine.
Sent 19: You know just as well as I that they have no future, no potential.
Sent 20: At best, they are faery tales; at worst, expeditions into macabre realms no healthy mind need ever see.".

Output: Where is Nathan waiting for Allan?


Input:
Paragraph- Sent 1: They parted and Allan made his way pensively from Arthur's gate.
Sent 2: He walked the wheel-ruts, hands in his pockets and unshined shoes collecting dust.
Sent 3: Some quarter-mile from Arthur's gate, he halted, confronted by a halloo.
Sent 4: "Nathan?"Sent 5: he called out to the empty road.
Sent 6: The reply came from above him and Allan turned to see his friend reclining in the fork of a great tree.
Sent 7: "I had a hunch you'd be at Arthur's today," said Nathan, "so I thought I'd wait here for you."Sent 8: Nathan's lanky frame, dressed in a loose, tan jacket, fit into the branch like an elegant skeleton.
Sent 9: His hair fell loosely across a face that seemed always to have a knowing smirk hidden just beneath its surface, infusing his body with a rakish energy.
Sent 10: "So, Allan," said Nathan, unfolding and lowering his legs to the roadside, "how goes life for the quintessential American author?"Sent 11: "I wouldn't know," replied Allan dryly, before continuing in another tone entirely.
Sent 12: "I destroyed another story last night, Nathan."Sent 13: Leaning against his tree, Nathan shook his head.
Sent 14: "You mean, finished another story."Sent 15: "Yes, it is finished!
Sent 16: Ended!
Sent 17: Never again shall it see the rosy-fingered dawn!
Sent 18: Nathan, you've read these abominations of mine.
Sent 19: You know just as well as I that they have no future, no potential.
Sent 20: At best, they are faery tales; at worst, expeditions into macabre realms no healthy mind need ever see.".

Output: Which character walks on an empty road with his hands in his pockets?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: Are these students equal in age?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: She led the way into the cheerful schoolroom when who ran to her as she came in?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: Is this a public school or a religious school?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: Where did the strangers meet the teacher?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: Where did the children run up to the nun and hold on to her habit?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: How is the weather of that Sunday afternoon?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: For which subjects did the students display their abilities?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: What did the nun explain to the strangers in the schoolroom?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: Who visited the classroom?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: What gender were the children who took the examination?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: What day did the nun enter the schoolfoom with the strangers?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: What gender was one of the children who ran up to her as she came in?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: When did Sister Winifred give her students an examination?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: What did the younger girls clasp when the nun entered the schoolroom?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: What is the name of one of the teaching nun there?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: What day of the week did the Colonel compliment the nun?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: She was approached by several of the younger children on what day of the week?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: What were the specimens of penmanship shown for?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: Who led the way into the schoolroom?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: What do the student learn there?


Input:
Paragraph- Sent 1: She led the way into the cheerful schoolroom, where big girls and little girls were sitting about, amusing themselves in the quiet of a long Sunday afternoon.
Sent 2: Several of the younger children ran to her as she came in, and stood holding fast to the folds of her black habit, staring up at the strangers, while she explained the kind of instruction given, the system, and the order reigning in each department.
Sent 3: Finally, she persuaded a little girl, only six years old, to take her dusky face out of the long flowing veil of the nun, and show how quickly she could read a sentence that Sister Winifred wrote on the blackboard.
Sent 4: Then others were called on, and gave examples of their accomplishments in easy arithmetic and spelling.
Sent 5: The children must have been very much bored with themselves that stormy Sunday, for they entered into the examination with a quite unnatural zest.
Sent 6: Two of the elder girls recited, and some specimens of penmanship and composition were shown.
Sent 7: The delicate complexion of the little nun flushed to a pretty wild-rose pink as these pupils of hers won the Colonel's old fashioned compliments.

Output: Who was among the strangers in the schoolroom with the nun?


Input:
Paragraph- Sent 1: Two years later Muslim forces rallied again, retaking Silves, and the Reconquista stumbled on for another half century.
Sent 2: So many inter-religious alliances reigned, and so pervasive was the intermingling of Moors and Christians, that it was hard to tell who was on which side and for which piece of land they were fighting.
Sent 3: On top of that, the situation was further clouded by a feud between Portugal and Spain, each of them claiming sovereignty over the Algarve.
Sent 4: However, by 1249 Faro and the western Algarve were retaken under King Afonso III, completing the Reconquest.
Sent 5: The possibility of war with Spain was averted by an expeditious royal marriage, and by the end of the century a treaty with Spain drew up the boundaries of Portugal that stand today.
Sent 6: The Algarve was a region regarded separately within the new Portugal, as is evidenced by the royal title "Kingdom of Portugal and the Algarve." In those days, the notion of the Algarve as a distinct entity did make some sense: like an island, it was cut off to the south and west by the Atlantic, to the east by the Guadiana River, and to the north by the mountains.
Sent 7: The region's titular autonomy was upheld until 1910, when the monarchy itself was overthrown.
Sent 8: The Navigator In 1415, long after the Reconquista was completed, a Portuguese fleet assembled on the River Tagus in Lisbon for an assault on the Moors in their homeland.
Sent 9: Crossing the Straits of Gibraltar, the armada attacked and seized the North African city of Ceuta.
Sent 10: An illustrious member of the famous raid was the young Prince Henry, half Portuguese and half English, the son of King João I and his wife, Philippa of Lancaster.
Sent 11: Ceuta would be Henry's one and only military victory, though he was destined to establish Portugal as a major world power, helping to develop important world trade routes by the time of his death in 1460.
Sent 12: At the age of 21, Henry assembled a School of Navigation.
Sent 13: It was certainly not a formal institution of lectures and classes, but probably resembled an informal modern-day "think-tank." Prince Henry — made governor of the Algarve in 1418 — had the money, influence, enthusiasm, and vision to lead and cajole the best astronomers, cartographers, boat-designers, and seamen of the day to expand Portugal's maritime horizons.
Sent 14: The waters at the western extreme of the Algarve were all that was known to sailors.
Sent 15: Once they were beyond Cabo de São Vicente, they faced the unknown, with no communications and no possibility of rescue if the voyage turned out badly.
Sent 16: Yet out into the unknown they went; for the glory of God and country, and in search of personal fame and fortune.
Sent 17: Their mission was made easier by the craft Algarve shipwrights had developed, a successor to the lumbering ships of the day: the caravel.
Sent 18: It was light, fast, and very maneuverable.

Output: How did Prince Henry secure and establish Portugal as a major world power?


Input:
Paragraph- Sent 1: Two years later Muslim forces rallied again, retaking Silves, and the Reconquista stumbled on for another half century.
Sent 2: So many inter-religious alliances reigned, and so pervasive was the intermingling of Moors and Christians, that it was hard to tell who was on which side and for which piece of land they were fighting.
Sent 3: On top of that, the situation was further clouded by a feud between Portugal and Spain, each of them claiming sovereignty over the Algarve.
Sent 4: However, by 1249 Faro and the western Algarve were retaken under King Afonso III, completing the Reconquest.
Sent 5: The possibility of war with Spain was averted by an expeditious royal marriage, and by the end of the century a treaty with Spain drew up the boundaries of Portugal that stand today.
Sent 6: The Algarve was a region regarded separately within the new Portugal, as is evidenced by the royal title "Kingdom of Portugal and the Algarve." In those days, the notion of the Algarve as a distinct entity did make some sense: like an island, it was cut off to the south and west by the Atlantic, to the east by the Guadiana River, and to the north by the mountains.
Sent 7: The region's titular autonomy was upheld until 1910, when the monarchy itself was overthrown.
Sent 8: The Navigator In 1415, long after the Reconquista was completed, a Portuguese fleet assembled on the River Tagus in Lisbon for an assault on the Moors in their homeland.
Sent 9: Crossing the Straits of Gibraltar, the armada attacked and seized the North African city of Ceuta.
Sent 10: An illustrious member of the famous raid was the young Prince Henry, half Portuguese and half English, the son of King João I and his wife, Philippa of Lancaster.
Sent 11: Ceuta would be Henry's one and only military victory, though he was destined to establish Portugal as a major world power, helping to develop important world trade routes by the time of his death in 1460.
Sent 12: At the age of 21, Henry assembled a School of Navigation.
Sent 13: It was certainly not a formal institution of lectures and classes, but probably resembled an informal modern-day "think-tank." Prince Henry — made governor of the Algarve in 1418 — had the money, influence, enthusiasm, and vision to lead and cajole the best astronomers, cartographers, boat-designers, and seamen of the day to expand Portugal's maritime horizons.
Sent 14: The waters at the western extreme of the Algarve were all that was known to sailors.
Sent 15: Once they were beyond Cabo de São Vicente, they faced the unknown, with no communications and no possibility of rescue if the voyage turned out badly.
Sent 16: Yet out into the unknown they went; for the glory of God and country, and in search of personal fame and fortune.
Sent 17: Their mission was made easier by the craft Algarve shipwrights had developed, a successor to the lumbering ships of the day: the caravel.
Sent 18: It was light, fast, and very maneuverable.

Output: Which Moors nation did Portugal seize after crossing the straights of Gibraltar?


Input:
Paragraph- Sent 1: Two years later Muslim forces rallied again, retaking Silves, and the Reconquista stumbled on for another half century.
Sent 2: So many inter-religious alliances reigned, and so pervasive was the intermingling of Moors and Christians, that it was hard to tell who was on which side and for which piece of land they were fighting.
Sent 3: On top of that, the situation was further clouded by a feud between Portugal and Spain, each of them claiming sovereignty over the Algarve.
Sent 4: However, by 1249 Faro and the western Algarve were retaken under King Afonso III, completing the Reconquest.
Sent 5: The possibility of war with Spain was averted by an expeditious royal marriage, and by the end of the century a treaty with Spain drew up the boundaries of Portugal that stand today.
Sent 6: The Algarve was a region regarded separately within the new Portugal, as is evidenced by the royal title "Kingdom of Portugal and the Algarve." In those days, the notion of the Algarve as a distinct entity did make some sense: like an island, it was cut off to the south and west by the Atlantic, to the east by the Guadiana River, and to the north by the mountains.
Sent 7: The region's titular autonomy was upheld until 1910, when the monarchy itself was overthrown.
Sent 8: The Navigator In 1415, long after the Reconquista was completed, a Portuguese fleet assembled on the River Tagus in Lisbon for an assault on the Moors in their homeland.
Sent 9: Crossing the Straits of Gibraltar, the armada attacked and seized the North African city of Ceuta.
Sent 10: An illustrious member of the famous raid was the young Prince Henry, half Portuguese and half English, the son of King João I and his wife, Philippa of Lancaster.
Sent 11: Ceuta would be Henry's one and only military victory, though he was destined to establish Portugal as a major world power, helping to develop important world trade routes by the time of his death in 1460.
Sent 12: At the age of 21, Henry assembled a School of Navigation.
Sent 13: It was certainly not a formal institution of lectures and classes, but probably resembled an informal modern-day "think-tank." Prince Henry — made governor of the Algarve in 1418 — had the money, influence, enthusiasm, and vision to lead and cajole the best astronomers, cartographers, boat-designers, and seamen of the day to expand Portugal's maritime horizons.
Sent 14: The waters at the western extreme of the Algarve were all that was known to sailors.
Sent 15: Once they were beyond Cabo de São Vicente, they faced the unknown, with no communications and no possibility of rescue if the voyage turned out badly.
Sent 16: Yet out into the unknown they went; for the glory of God and country, and in search of personal fame and fortune.
Sent 17: Their mission was made easier by the craft Algarve shipwrights had developed, a successor to the lumbering ships of the day: the caravel.
Sent 18: It was light, fast, and very maneuverable.

Output: How old was Prince Henry when he assembled a school that resembled an informal modern-day think-tank?


Input:
Paragraph- Sent 1: Two years later Muslim forces rallied again, retaking Silves, and the Reconquista stumbled on for another half century.
Sent 2: So many inter-religious alliances reigned, and so pervasive was the intermingling of Moors and Christians, that it was hard to tell who was on which side and for which piece of land they were fighting.
Sent 3: On top of that, the situation was further clouded by a feud between Portugal and Spain, each of them claiming sovereignty over the Algarve.
Sent 4: However, by 1249 Faro and the western Algarve were retaken under King Afonso III, completing the Reconquest.
Sent 5: The possibility of war with Spain was averted by an expeditious royal marriage, and by the end of the century a treaty with Spain drew up the boundaries of Portugal that stand today.
Sent 6: The Algarve was a region regarded separately within the new Portugal, as is evidenced by the royal title "Kingdom of Portugal and the Algarve." In those days, the notion of the Algarve as a distinct entity did make some sense: like an island, it was cut off to the south and west by the Atlantic, to the east by the Guadiana River, and to the north by the mountains.
Sent 7: The region's titular autonomy was upheld until 1910, when the monarchy itself was overthrown.
Sent 8: The Navigator In 1415, long after the Reconquista was completed, a Portuguese fleet assembled on the River Tagus in Lisbon for an assault on the Moors in their homeland.
Sent 9: Crossing the Straits of Gibraltar, the armada attacked and seized the North African city of Ceuta.
Sent 10: An illustrious member of the famous raid was the young Prince Henry, half Portuguese and half English, the son of King João I and his wife, Philippa of Lancaster.
Sent 11: Ceuta would be Henry's one and only military victory, though he was destined to establish Portugal as a major world power, helping to develop important world trade routes by the time of his death in 1460.
Sent 12: At the age of 21, Henry assembled a School of Navigation.
Sent 13: It was certainly not a formal institution of lectures and classes, but probably resembled an informal modern-day "think-tank." Prince Henry — made governor of the Algarve in 1418 — had the money, influence, enthusiasm, and vision to lead and cajole the best astronomers, cartographers, boat-designers, and seamen of the day to expand Portugal's maritime horizons.
Sent 14: The waters at the western extreme of the Algarve were all that was known to sailors.
Sent 15: Once they were beyond Cabo de São Vicente, they faced the unknown, with no communications and no possibility of rescue if the voyage turned out badly.
Sent 16: Yet out into the unknown they went; for the glory of God and country, and in search of personal fame and fortune.
Sent 17: Their mission was made easier by the craft Algarve shipwrights had developed, a successor to the lumbering ships of the day: the caravel.
Sent 18: It was light, fast, and very maneuverable.

Output: What did the Algarve do to help expand Portugal's maritime powers?


Input:
Paragraph- Sent 1: Two years later Muslim forces rallied again, retaking Silves, and the Reconquista stumbled on for another half century.
Sent 2: So many inter-religious alliances reigned, and so pervasive was the intermingling of Moors and Christians, that it was hard to tell who was on which side and for which piece of land they were fighting.
Sent 3: On top of that, the situation was further clouded by a feud between Portugal and Spain, each of them claiming sovereignty over the Algarve.
Sent 4: However, by 1249 Faro and the western Algarve were retaken under King Afonso III, completing the Reconquest.
Sent 5: The possibility of war with Spain was averted by an expeditious royal marriage, and by the end of the century a treaty with Spain drew up the boundaries of Portugal that stand today.
Sent 6: The Algarve was a region regarded separately within the new Portugal, as is evidenced by the royal title "Kingdom of Portugal and the Algarve." In those days, the notion of the Algarve as a distinct entity did make some sense: like an island, it was cut off to the south and west by the Atlantic, to the east by the Guadiana River, and to the north by the mountains.
Sent 7: The region's titular autonomy was upheld until 1910, when the monarchy itself was overthrown.
Sent 8: The Navigator In 1415, long after the Reconquista was completed, a Portuguese fleet assembled on the River Tagus in Lisbon for an assault on the Moors in their homeland.
Sent 9: Crossing the Straits of Gibraltar, the armada attacked and seized the North African city of Ceuta.
Sent 10: An illustrious member of the famous raid was the young Prince Henry, half Portuguese and half English, the son of King João I and his wife, Philippa of Lancaster.
Sent 11: Ceuta would be Henry's one and only military victory, though he was destined to establish Portugal as a major world power, helping to develop important world trade routes by the time of his death in 1460.
Sent 12: At the age of 21, Henry assembled a School of Navigation.
Sent 13: It was certainly not a formal institution of lectures and classes, but probably resembled an informal modern-day "think-tank." Prince Henry — made governor of the Algarve in 1418 — had the money, influence, enthusiasm, and vision to lead and cajole the best astronomers, cartographers, boat-designers, and seamen of the day to expand Portugal's maritime horizons.
Sent 14: The waters at the western extreme of the Algarve were all that was known to sailors.
Sent 15: Once they were beyond Cabo de São Vicente, they faced the unknown, with no communications and no possibility of rescue if the voyage turned out badly.
Sent 16: Yet out into the unknown they went; for the glory of God and country, and in search of personal fame and fortune.
Sent 17: Their mission was made easier by the craft Algarve shipwrights had developed, a successor to the lumbering ships of the day: the caravel.
Sent 18: It was light, fast, and very maneuverable.

Output: What further clouded the Reconquista campaigns?


Input:
Paragraph- Sent 1: Two years later Muslim forces rallied again, retaking Silves, and the Reconquista stumbled on for another half century.
Sent 2: So many inter-religious alliances reigned, and so pervasive was the intermingling of Moors and Christians, that it was hard to tell who was on which side and for which piece of land they were fighting.
Sent 3: On top of that, the situation was further clouded by a feud between Portugal and Spain, each of them claiming sovereignty over the Algarve.
Sent 4: However, by 1249 Faro and the western Algarve were retaken under King Afonso III, completing the Reconquest.
Sent 5: The possibility of war with Spain was averted by an expeditious royal marriage, and by the end of the century a treaty with Spain drew up the boundaries of Portugal that stand today.
Sent 6: The Algarve was a region regarded separately within the new Portugal, as is evidenced by the royal title "Kingdom of Portugal and the Algarve." In those days, the notion of the Algarve as a distinct entity did make some sense: like an island, it was cut off to the south and west by the Atlantic, to the east by the Guadiana River, and to the north by the mountains.
Sent 7: The region's titular autonomy was upheld until 1910, when the monarchy itself was overthrown.
Sent 8: The Navigator In 1415, long after the Reconquista was completed, a Portuguese fleet assembled on the River Tagus in Lisbon for an assault on the Moors in their homeland.
Sent 9: Crossing the Straits of Gibraltar, the armada attacked and seized the North African city of Ceuta.
Sent 10: An illustrious member of the famous raid was the young Prince Henry, half Portuguese and half English, the son of King João I and his wife, Philippa of Lancaster.
Sent 11: Ceuta would be Henry's one and only military victory, though he was destined to establish Portugal as a major world power, helping to develop important world trade routes by the time of his death in 1460.
Sent 12: At the age of 21, Henry assembled a School of Navigation.
Sent 13: It was certainly not a formal institution of lectures and classes, but probably resembled an informal modern-day "think-tank." Prince Henry — made governor of the Algarve in 1418 — had the money, influence, enthusiasm, and vision to lead and cajole the best astronomers, cartographers, boat-designers, and seamen of the day to expand Portugal's maritime horizons.
Sent 14: The waters at the western extreme of the Algarve were all that was known to sailors.
Sent 15: Once they were beyond Cabo de São Vicente, they faced the unknown, with no communications and no possibility of rescue if the voyage turned out badly.
Sent 16: Yet out into the unknown they went; for the glory of God and country, and in search of personal fame and fortune.
Sent 17: Their mission was made easier by the craft Algarve shipwrights had developed, a successor to the lumbering ships of the day: the caravel.
Sent 18: It was light, fast, and very maneuverable.

Output: What was it that finally completed the Reconquista?


Input:
Paragraph- Sent 1: Two years later Muslim forces rallied again, retaking Silves, and the Reconquista stumbled on for another half century.
Sent 2: So many inter-religious alliances reigned, and so pervasive was the intermingling of Moors and Christians, that it was hard to tell who was on which side and for which piece of land they were fighting.
Sent 3: On top of that, the situation was further clouded by a feud between Portugal and Spain, each of them claiming sovereignty over the Algarve.
Sent 4: However, by 1249 Faro and the western Algarve were retaken under King Afonso III, completing the Reconquest.
Sent 5: The possibility of war with Spain was averted by an expeditious royal marriage, and by the end of the century a treaty with Spain drew up the boundaries of Portugal that stand today.
Sent 6: The Algarve was a region regarded separately within the new Portugal, as is evidenced by the royal title "Kingdom of Portugal and the Algarve." In those days, the notion of the Algarve as a distinct entity did make some sense: like an island, it was cut off to the south and west by the Atlantic, to the east by the Guadiana River, and to the north by the mountains.
Sent 7: The region's titular autonomy was upheld until 1910, when the monarchy itself was overthrown.
Sent 8: The Navigator In 1415, long after the Reconquista was completed, a Portuguese fleet assembled on the River Tagus in Lisbon for an assault on the Moors in their homeland.
Sent 9: Crossing the Straits of Gibraltar, the armada attacked and seized the North African city of Ceuta.
Sent 10: An illustrious member of the famous raid was the young Prince Henry, half Portuguese and half English, the son of King João I and his wife, Philippa of Lancaster.
Sent 11: Ceuta would be Henry's one and only military victory, though he was destined to establish Portugal as a major world power, helping to develop important world trade routes by the time of his death in 1460.
Sent 12: At the age of 21, Henry assembled a School of Navigation.
Sent 13: It was certainly not a formal institution of lectures and classes, but probably resembled an informal modern-day "think-tank." Prince Henry — made governor of the Algarve in 1418 — had the money, influence, enthusiasm, and vision to lead and cajole the best astronomers, cartographers, boat-designers, and seamen of the day to expand Portugal's maritime horizons.
Sent 14: The waters at the western extreme of the Algarve were all that was known to sailors.
Sent 15: Once they were beyond Cabo de São Vicente, they faced the unknown, with no communications and no possibility of rescue if the voyage turned out badly.
Sent 16: Yet out into the unknown they went; for the glory of God and country, and in search of personal fame and fortune.
Sent 17: Their mission was made easier by the craft Algarve shipwrights had developed, a successor to the lumbering ships of the day: the caravel.
Sent 18: It was light, fast, and very maneuverable.

Output: What is the name of the region who's titular autonomy was upheld until 1910?


Input:
Paragraph- Sent 1: Two years later Muslim forces rallied again, retaking Silves, and the Reconquista stumbled on for another half century.
Sent 2: So many inter-religious alliances reigned, and so pervasive was the intermingling of Moors and Christians, that it was hard to tell who was on which side and for which piece of land they were fighting.
Sent 3: On top of that, the situation was further clouded by a feud between Portugal and Spain, each of them claiming sovereignty over the Algarve.
Sent 4: However, by 1249 Faro and the western Algarve were retaken under King Afonso III, completing the Reconquest.
Sent 5: The possibility of war with Spain was averted by an expeditious royal marriage, and by the end of the century a treaty with Spain drew up the boundaries of Portugal that stand today.
Sent 6: The Algarve was a region regarded separately within the new Portugal, as is evidenced by the royal title "Kingdom of Portugal and the Algarve." In those days, the notion of the Algarve as a distinct entity did make some sense: like an island, it was cut off to the south and west by the Atlantic, to the east by the Guadiana River, and to the north by the mountains.
Sent 7: The region's titular autonomy was upheld until 1910, when the monarchy itself was overthrown.
Sent 8: The Navigator In 1415, long after the Reconquista was completed, a Portuguese fleet assembled on the River Tagus in Lisbon for an assault on the Moors in their homeland.
Sent 9: Crossing the Straits of Gibraltar, the armada attacked and seized the North African city of Ceuta.
Sent 10: An illustrious member of the famous raid was the young Prince Henry, half Portuguese and half English, the son of King João I and his wife, Philippa of Lancaster.
Sent 11: Ceuta would be Henry's one and only military victory, though he was destined to establish Portugal as a major world power, helping to develop important world trade routes by the time of his death in 1460.
Sent 12: At the age of 21, Henry assembled a School of Navigation.
Sent 13: It was certainly not a formal institution of lectures and classes, but probably resembled an informal modern-day "think-tank." Prince Henry — made governor of the Algarve in 1418 — had the money, influence, enthusiasm, and vision to lead and cajole the best astronomers, cartographers, boat-designers, and seamen of the day to expand Portugal's maritime horizons.
Sent 14: The waters at the western extreme of the Algarve were all that was known to sailors.
Sent 15: Once they were beyond Cabo de São Vicente, they faced the unknown, with no communications and no possibility of rescue if the voyage turned out badly.
Sent 16: Yet out into the unknown they went; for the glory of God and country, and in search of personal fame and fortune.
Sent 17: Their mission was made easier by the craft Algarve shipwrights had developed, a successor to the lumbering ships of the day: the caravel.
Sent 18: It was light, fast, and very maneuverable.

Output: Who designed a craft that was light, fast, and very maneuverable?


Input:
Paragraph- Sent 1: (CNN) -- Former Tunisian President Zine el Abidine Ben Ali will be tried in absentia next week, the country's interim prime minister said Tuesday.
Sent 2: Ben Ali's trial will start on Monday, interim Prime Minister Beji Caid Essebsi told Al Jazeera television.
Sent 3: "He will be tried in a military and in a civilian court," Essebsi told the television network.
Sent 4: Ben Ali fled to Saudi Arabia earlier this year after a revolt led to his ouster and triggered a wave of protests against longtime rulers across North Africa and the Middle East.
Sent 5: Protests against Ben Ali -- who had ruled Tunisia since 1987 -- began to erupt late last year.
Sent 6: Fed up with corruption, unemployment and escalating prices of food, people began demonstrating en masse after the self-immolation suicide of a fruit cart vendor in December.
Sent 7: The former strongman's political party has since been dissolved by a court order.
Sent 8: Parliamentary elections have been scheduled for July.
Sent 9: At least 300 people were killed and 700 injured during the Tunisian uprising, a top U.N. human rights expert said last month.
Sent 10: Earlier this month, Ben Ali said he has been unfairly portrayed and discredited by political opponents seeking to make a break with their country's past.
Sent 11: In a written statement released by his lawyer, Jean-Yves Le Borgne, Ben Ali said it was time to break his silence because he is "tired of being made a scapegoat" and is a victim of "injustice."Sent 12: Ben Ali said that recent searches conducted of his official and personal offices were "merely stage dressing" meant to discredit him.

Output: What two courts did the Interim Prime Minister Beji Caid Essebsi tell the television network that the Former Tunisian President Zine el Abidene Ben Ali would be tried in?


Input:
Paragraph- Sent 1: (CNN) -- Former Tunisian President Zine el Abidine Ben Ali will be tried in absentia next week, the country's interim prime minister said Tuesday.
Sent 2: Ben Ali's trial will start on Monday, interim Prime Minister Beji Caid Essebsi told Al Jazeera television.
Sent 3: "He will be tried in a military and in a civilian court," Essebsi told the television network.
Sent 4: Ben Ali fled to Saudi Arabia earlier this year after a revolt led to his ouster and triggered a wave of protests against longtime rulers across North Africa and the Middle East.
Sent 5: Protests against Ben Ali -- who had ruled Tunisia since 1987 -- began to erupt late last year.
Sent 6: Fed up with corruption, unemployment and escalating prices of food, people began demonstrating en masse after the self-immolation suicide of a fruit cart vendor in December.
Sent 7: The former strongman's political party has since been dissolved by a court order.
Sent 8: Parliamentary elections have been scheduled for July.
Sent 9: At least 300 people were killed and 700 injured during the Tunisian uprising, a top U.N. human rights expert said last month.
Sent 10: Earlier this month, Ben Ali said he has been unfairly portrayed and discredited by political opponents seeking to make a break with their country's past.
Sent 11: In a written statement released by his lawyer, Jean-Yves Le Borgne, Ben Ali said it was time to break his silence because he is "tired of being made a scapegoat" and is a victim of "injustice."Sent 12: Ben Ali said that recent searches conducted of his official and personal offices were "merely stage dressing" meant to discredit him.

Output: After a fruit cart vendor committed suicide, how many people were killed during the demonstrations?


Input:
Paragraph- Sent 1: (CNN) -- Former Tunisian President Zine el Abidine Ben Ali will be tried in absentia next week, the country's interim prime minister said Tuesday.
Sent 2: Ben Ali's trial will start on Monday, interim Prime Minister Beji Caid Essebsi told Al Jazeera television.
Sent 3: "He will be tried in a military and in a civilian court," Essebsi told the television network.
Sent 4: Ben Ali fled to Saudi Arabia earlier this year after a revolt led to his ouster and triggered a wave of protests against longtime rulers across North Africa and the Middle East.
Sent 5: Protests against Ben Ali -- who had ruled Tunisia since 1987 -- began to erupt late last year.
Sent 6: Fed up with corruption, unemployment and escalating prices of food, people began demonstrating en masse after the self-immolation suicide of a fruit cart vendor in December.
Sent 7: The former strongman's political party has since been dissolved by a court order.
Sent 8: Parliamentary elections have been scheduled for July.
Sent 9: At least 300 people were killed and 700 injured during the Tunisian uprising, a top U.N. human rights expert said last month.
Sent 10: Earlier this month, Ben Ali said he has been unfairly portrayed and discredited by political opponents seeking to make a break with their country's past.
Sent 11: In a written statement released by his lawyer, Jean-Yves Le Borgne, Ben Ali said it was time to break his silence because he is "tired of being made a scapegoat" and is a victim of "injustice."Sent 12: Ben Ali said that recent searches conducted of his official and personal offices were "merely stage dressing" meant to discredit him.

Output: Is Ben Ali still the president of Tunisia?


Input:
Paragraph- Sent 1: (CNN) -- Former Tunisian President Zine el Abidine Ben Ali will be tried in absentia next week, the country's interim prime minister said Tuesday.
Sent 2: Ben Ali's trial will start on Monday, interim Prime Minister Beji Caid Essebsi told Al Jazeera television.
Sent 3: "He will be tried in a military and in a civilian court," Essebsi told the television network.
Sent 4: Ben Ali fled to Saudi Arabia earlier this year after a revolt led to his ouster and triggered a wave of protests against longtime rulers across North Africa and the Middle East.
Sent 5: Protests against Ben Ali -- who had ruled Tunisia since 1987 -- began to erupt late last year.
Sent 6: Fed up with corruption, unemployment and escalating prices of food, people began demonstrating en masse after the self-immolation suicide of a fruit cart vendor in December.
Sent 7: The former strongman's political party has since been dissolved by a court order.
Sent 8: Parliamentary elections have been scheduled for July.
Sent 9: At least 300 people were killed and 700 injured during the Tunisian uprising, a top U.N. human rights expert said last month.
Sent 10: Earlier this month, Ben Ali said he has been unfairly portrayed and discredited by political opponents seeking to make a break with their country's past.
Sent 11: In a written statement released by his lawyer, Jean-Yves Le Borgne, Ben Ali said it was time to break his silence because he is "tired of being made a scapegoat" and is a victim of "injustice."Sent 12: Ben Ali said that recent searches conducted of his official and personal offices were "merely stage dressing" meant to discredit him.

Output: Who did Essebsi tell about Ben Ali's trial?


Input:
Paragraph- Sent 1: (CNN) -- Former Tunisian President Zine el Abidine Ben Ali will be tried in absentia next week, the country's interim prime minister said Tuesday.
Sent 2: Ben Ali's trial will start on Monday, interim Prime Minister Beji Caid Essebsi told Al Jazeera television.
Sent 3: "He will be tried in a military and in a civilian court," Essebsi told the television network.
Sent 4: Ben Ali fled to Saudi Arabia earlier this year after a revolt led to his ouster and triggered a wave of protests against longtime rulers across North Africa and the Middle East.
Sent 5: Protests against Ben Ali -- who had ruled Tunisia since 1987 -- began to erupt late last year.
Sent 6: Fed up with corruption, unemployment and escalating prices of food, people began demonstrating en masse after the self-immolation suicide of a fruit cart vendor in December.
Sent 7: The former strongman's political party has since been dissolved by a court order.
Sent 8: Parliamentary elections have been scheduled for July.
Sent 9: At least 300 people were killed and 700 injured during the Tunisian uprising, a top U.N. human rights expert said last month.
Sent 10: Earlier this month, Ben Ali said he has been unfairly portrayed and discredited by political opponents seeking to make a break with their country's past.
Sent 11: In a written statement released by his lawyer, Jean-Yves Le Borgne, Ben Ali said it was time to break his silence because he is "tired of being made a scapegoat" and is a victim of "injustice."Sent 12: Ben Ali said that recent searches conducted of his official and personal offices were "merely stage dressing" meant to discredit him.

Output: When did the Tunisian people begin protesting the corruption, unemployment and high prices for food?


Input:
Paragraph- Sent 1: (CNN) -- Former Tunisian President Zine el Abidine Ben Ali will be tried in absentia next week, the country's interim prime minister said Tuesday.
Sent 2: Ben Ali's trial will start on Monday, interim Prime Minister Beji Caid Essebsi told Al Jazeera television.
Sent 3: "He will be tried in a military and in a civilian court," Essebsi told the television network.
Sent 4: Ben Ali fled to Saudi Arabia earlier this year after a revolt led to his ouster and triggered a wave of protests against longtime rulers across North Africa and the Middle East.
Sent 5: Protests against Ben Ali -- who had ruled Tunisia since 1987 -- began to erupt late last year.
Sent 6: Fed up with corruption, unemployment and escalating prices of food, people began demonstrating en masse after the self-immolation suicide of a fruit cart vendor in December.
Sent 7: The former strongman's political party has since been dissolved by a court order.
Sent 8: Parliamentary elections have been scheduled for July.
Sent 9: At least 300 people were killed and 700 injured during the Tunisian uprising, a top U.N. human rights expert said last month.
Sent 10: Earlier this month, Ben Ali said he has been unfairly portrayed and discredited by political opponents seeking to make a break with their country's past.
Sent 11: In a written statement released by his lawyer, Jean-Yves Le Borgne, Ben Ali said it was time to break his silence because he is "tired of being made a scapegoat" and is a victim of "injustice."Sent 12: Ben Ali said that recent searches conducted of his official and personal offices were "merely stage dressing" meant to discredit him.

Output: What did Ben Ali's fleeing cause?


Input:
Paragraph- Sent 1: A dancer named Eliza was part of the New York Ballet Performance and Arts Company.
Sent 2: She spent all hours of the day practicing for her recital.
Sent 3: Eliza had difficulties doing both her schoolwork and her dancing; she often fell behind in math.
Sent 4: Her best friend Maddy was also a dancer; they often competed with each other to get the top parts in the dances.
Sent 5: Their moms thought that because they competed with each other they might become mean towards one another but they did not let that get in the way of their friendship.
Sent 6: In their latest recital Eliza had got the top part in the dance called "The Beauty and the Rain".
Sent 7: The hours were long and draining on their bodies.
Sent 8: All the girls and boys who left the performance center looked so tired.
Sent 9: They couldn't pick up their practice bags off of the floor as they walked to their parents to go home and their eyelids were droopy.
Sent 10: When Eliza got home, the last thing on her mind was her math problems.
Sent 11: All she could think of was bathing her sore feet and her head hitting her soft fluffy pillow.
Sent 12: Her teachers started to become aware of Eliza's problems in the classroom and called her parents into school to talk to her teachers.
Sent 13: Her parents knew that dancing was Eliza's dream and would not let anything get in the way of her performances.
Sent 14: It was important for her parents for Eliza to do well in all parts of her life, but her dancing is what lit a fire in her eyes.
Sent 15: Her parents got her extra help to help with her homework, which helped Eliza keep track of all parts of her life.

Output: Why were the girls and boys tired?


Input:
Paragraph- Sent 1: A dancer named Eliza was part of the New York Ballet Performance and Arts Company.
Sent 2: She spent all hours of the day practicing for her recital.
Sent 3: Eliza had difficulties doing both her schoolwork and her dancing; she often fell behind in math.
Sent 4: Her best friend Maddy was also a dancer; they often competed with each other to get the top parts in the dances.
Sent 5: Their moms thought that because they competed with each other they might become mean towards one another but they did not let that get in the way of their friendship.
Sent 6: In their latest recital Eliza had got the top part in the dance called "The Beauty and the Rain".
Sent 7: The hours were long and draining on their bodies.
Sent 8: All the girls and boys who left the performance center looked so tired.
Sent 9: They couldn't pick up their practice bags off of the floor as they walked to their parents to go home and their eyelids were droopy.
Sent 10: When Eliza got home, the last thing on her mind was her math problems.
Sent 11: All she could think of was bathing her sore feet and her head hitting her soft fluffy pillow.
Sent 12: Her teachers started to become aware of Eliza's problems in the classroom and called her parents into school to talk to her teachers.
Sent 13: Her parents knew that dancing was Eliza's dream and would not let anything get in the way of her performances.
Sent 14: It was important for her parents for Eliza to do well in all parts of her life, but her dancing is what lit a fire in her eyes.
Sent 15: Her parents got her extra help to help with her homework, which helped Eliza keep track of all parts of her life.

Output: What happened when her teachers expressed concern for her classwork?


Input:
Paragraph- Sent 1: A dancer named Eliza was part of the New York Ballet Performance and Arts Company.
Sent 2: She spent all hours of the day practicing for her recital.
Sent 3: Eliza had difficulties doing both her schoolwork and her dancing; she often fell behind in math.
Sent 4: Her best friend Maddy was also a dancer; they often competed with each other to get the top parts in the dances.
Sent 5: Their moms thought that because they competed with each other they might become mean towards one another but they did not let that get in the way of their friendship.
Sent 6: In their latest recital Eliza had got the top part in the dance called "The Beauty and the Rain".
Sent 7: The hours were long and draining on their bodies.
Sent 8: All the girls and boys who left the performance center looked so tired.
Sent 9: They couldn't pick up their practice bags off of the floor as they walked to their parents to go home and their eyelids were droopy.
Sent 10: When Eliza got home, the last thing on her mind was her math problems.
Sent 11: All she could think of was bathing her sore feet and her head hitting her soft fluffy pillow.
Sent 12: Her teachers started to become aware of Eliza's problems in the classroom and called her parents into school to talk to her teachers.
Sent 13: Her parents knew that dancing was Eliza's dream and would not let anything get in the way of her performances.
Sent 14: It was important for her parents for Eliza to do well in all parts of her life, but her dancing is what lit a fire in her eyes.
Sent 15: Her parents got her extra help to help with her homework, which helped Eliza keep track of all parts of her life.

Output: Why did Eliza fall behind in her studies?


Input:
Paragraph- Sent 1: A dancer named Eliza was part of the New York Ballet Performance and Arts Company.
Sent 2: She spent all hours of the day practicing for her recital.
Sent 3: Eliza had difficulties doing both her schoolwork and her dancing; she often fell behind in math.
Sent 4: Her best friend Maddy was also a dancer; they often competed with each other to get the top parts in the dances.
Sent 5: Their moms thought that because they competed with each other they might become mean towards one another but they did not let that get in the way of their friendship.
Sent 6: In their latest recital Eliza had got the top part in the dance called "The Beauty and the Rain".
Sent 7: The hours were long and draining on their bodies.
Sent 8: All the girls and boys who left the performance center looked so tired.
Sent 9: They couldn't pick up their practice bags off of the floor as they walked to their parents to go home and their eyelids were droopy.
Sent 10: When Eliza got home, the last thing on her mind was her math problems.
Sent 11: All she could think of was bathing her sore feet and her head hitting her soft fluffy pillow.
Sent 12: Her teachers started to become aware of Eliza's problems in the classroom and called her parents into school to talk to her teachers.
Sent 13: Her parents knew that dancing was Eliza's dream and would not let anything get in the way of her performances.
Sent 14: It was important for her parents for Eliza to do well in all parts of her life, but her dancing is what lit a fire in her eyes.
Sent 15: Her parents got her extra help to help with her homework, which helped Eliza keep track of all parts of her life.

Output: Why did Eliza's parents get her extra help in school?


Input:
Paragraph- Sent 1: A dancer named Eliza was part of the New York Ballet Performance and Arts Company.
Sent 2: She spent all hours of the day practicing for her recital.
Sent 3: Eliza had difficulties doing both her schoolwork and her dancing; she often fell behind in math.
Sent 4: Her best friend Maddy was also a dancer; they often competed with each other to get the top parts in the dances.
Sent 5: Their moms thought that because they competed with each other they might become mean towards one another but they did not let that get in the way of their friendship.
Sent 6: In their latest recital Eliza had got the top part in the dance called "The Beauty and the Rain".
Sent 7: The hours were long and draining on their bodies.
Sent 8: All the girls and boys who left the performance center looked so tired.
Sent 9: They couldn't pick up their practice bags off of the floor as they walked to their parents to go home and their eyelids were droopy.
Sent 10: When Eliza got home, the last thing on her mind was her math problems.
Sent 11: All she could think of was bathing her sore feet and her head hitting her soft fluffy pillow.
Sent 12: Her teachers started to become aware of Eliza's problems in the classroom and called her parents into school to talk to her teachers.
Sent 13: Her parents knew that dancing was Eliza's dream and would not let anything get in the way of her performances.
Sent 14: It was important for her parents for Eliza to do well in all parts of her life, but her dancing is what lit a fire in her eyes.
Sent 15: Her parents got her extra help to help with her homework, which helped Eliza keep track of all parts of her life.

Output: Why did Eliza have difficulty doing her schoolwork?


Input:
Paragraph- Sent 1: A dancer named Eliza was part of the New York Ballet Performance and Arts Company.
Sent 2: She spent all hours of the day practicing for her recital.
Sent 3: Eliza had difficulties doing both her schoolwork and her dancing; she often fell behind in math.
Sent 4: Her best friend Maddy was also a dancer; they often competed with each other to get the top parts in the dances.
Sent 5: Their moms thought that because they competed with each other they might become mean towards one another but they did not let that get in the way of their friendship.
Sent 6: In their latest recital Eliza had got the top part in the dance called "The Beauty and the Rain".
Sent 7: The hours were long and draining on their bodies.
Sent 8: All the girls and boys who left the performance center looked so tired.
Sent 9: They couldn't pick up their practice bags off of the floor as they walked to their parents to go home and their eyelids were droopy.
Sent 10: When Eliza got home, the last thing on her mind was her math problems.
Sent 11: All she could think of was bathing her sore feet and her head hitting her soft fluffy pillow.
Sent 12: Her teachers started to become aware of Eliza's problems in the classroom and called her parents into school to talk to her teachers.
Sent 13: Her parents knew that dancing was Eliza's dream and would not let anything get in the way of her performances.
Sent 14: It was important for her parents for Eliza to do well in all parts of her life, but her dancing is what lit a fire in her eyes.
Sent 15: Her parents got her extra help to help with her homework, which helped Eliza keep track of all parts of her life.

Output: Why was the last thing on Eliza's mind math problems?


Input:
Paragraph- Sent 1: A dancer named Eliza was part of the New York Ballet Performance and Arts Company.
Sent 2: She spent all hours of the day practicing for her recital.
Sent 3: Eliza had difficulties doing both her schoolwork and her dancing; she often fell behind in math.
Sent 4: Her best friend Maddy was also a dancer; they often competed with each other to get the top parts in the dances.
Sent 5: Their moms thought that because they competed with each other they might become mean towards one another but they did not let that get in the way of their friendship.
Sent 6: In their latest recital Eliza had got the top part in the dance called "The Beauty and the Rain".
Sent 7: The hours were long and draining on their bodies.
Sent 8: All the girls and boys who left the performance center looked so tired.
Sent 9: They couldn't pick up their practice bags off of the floor as they walked to their parents to go home and their eyelids were droopy.
Sent 10: When Eliza got home, the last thing on her mind was her math problems.
Sent 11: All she could think of was bathing her sore feet and her head hitting her soft fluffy pillow.
Sent 12: Her teachers started to become aware of Eliza's problems in the classroom and called her parents into school to talk to her teachers.
Sent 13: Her parents knew that dancing was Eliza's dream and would not let anything get in the way of her performances.
Sent 14: It was important for her parents for Eliza to do well in all parts of her life, but her dancing is what lit a fire in her eyes.
Sent 15: Her parents got her extra help to help with her homework, which helped Eliza keep track of all parts of her life.

Output: Which part did Eliza get and at which company?


Input:
Paragraph- Sent 1: A dancer named Eliza was part of the New York Ballet Performance and Arts Company.
Sent 2: She spent all hours of the day practicing for her recital.
Sent 3: Eliza had difficulties doing both her schoolwork and her dancing; she often fell behind in math.
Sent 4: Her best friend Maddy was also a dancer; they often competed with each other to get the top parts in the dances.
Sent 5: Their moms thought that because they competed with each other they might become mean towards one another but they did not let that get in the way of their friendship.
Sent 6: In their latest recital Eliza had got the top part in the dance called "The Beauty and the Rain".
Sent 7: The hours were long and draining on their bodies.
Sent 8: All the girls and boys who left the performance center looked so tired.
Sent 9: They couldn't pick up their practice bags off of the floor as they walked to their parents to go home and their eyelids were droopy.
Sent 10: When Eliza got home, the last thing on her mind was her math problems.
Sent 11: All she could think of was bathing her sore feet and her head hitting her soft fluffy pillow.
Sent 12: Her teachers started to become aware of Eliza's problems in the classroom and called her parents into school to talk to her teachers.
Sent 13: Her parents knew that dancing was Eliza's dream and would not let anything get in the way of her performances.
Sent 14: It was important for her parents for Eliza to do well in all parts of her life, but her dancing is what lit a fire in her eyes.
Sent 15: Her parents got her extra help to help with her homework, which helped Eliza keep track of all parts of her life.

Output: Who was Eliza's best friend?


Input:
Paragraph- Sent 1: A dancer named Eliza was part of the New York Ballet Performance and Arts Company.
Sent 2: She spent all hours of the day practicing for her recital.
Sent 3: Eliza had difficulties doing both her schoolwork and her dancing; she often fell behind in math.
Sent 4: Her best friend Maddy was also a dancer; they often competed with each other to get the top parts in the dances.
Sent 5: Their moms thought that because they competed with each other they might become mean towards one another but they did not let that get in the way of their friendship.
Sent 6: In their latest recital Eliza had got the top part in the dance called "The Beauty and the Rain".
Sent 7: The hours were long and draining on their bodies.
Sent 8: All the girls and boys who left the performance center looked so tired.
Sent 9: They couldn't pick up their practice bags off of the floor as they walked to their parents to go home and their eyelids were droopy.
Sent 10: When Eliza got home, the last thing on her mind was her math problems.
Sent 11: All she could think of was bathing her sore feet and her head hitting her soft fluffy pillow.
Sent 12: Her teachers started to become aware of Eliza's problems in the classroom and called her parents into school to talk to her teachers.
Sent 13: Her parents knew that dancing was Eliza's dream and would not let anything get in the way of her performances.
Sent 14: It was important for her parents for Eliza to do well in all parts of her life, but her dancing is what lit a fire in her eyes.
Sent 15: Her parents got her extra help to help with her homework, which helped Eliza keep track of all parts of her life.

Output: Why did the boys and girls have difficulty picking up their practice bags as they walked to their parents to go home?


Input:
Paragraph- Sent 1: A dancer named Eliza was part of the New York Ballet Performance and Arts Company.
Sent 2: She spent all hours of the day practicing for her recital.
Sent 3: Eliza had difficulties doing both her schoolwork and her dancing; she often fell behind in math.
Sent 4: Her best friend Maddy was also a dancer; they often competed with each other to get the top parts in the dances.
Sent 5: Their moms thought that because they competed with each other they might become mean towards one another but they did not let that get in the way of their friendship.
Sent 6: In their latest recital Eliza had got the top part in the dance called "The Beauty and the Rain".
Sent 7: The hours were long and draining on their bodies.
Sent 8: All the girls and boys who left the performance center looked so tired.
Sent 9: They couldn't pick up their practice bags off of the floor as they walked to their parents to go home and their eyelids were droopy.
Sent 10: When Eliza got home, the last thing on her mind was her math problems.
Sent 11: All she could think of was bathing her sore feet and her head hitting her soft fluffy pillow.
Sent 12: Her teachers started to become aware of Eliza's problems in the classroom and called her parents into school to talk to her teachers.
Sent 13: Her parents knew that dancing was Eliza's dream and would not let anything get in the way of her performances.
Sent 14: It was important for her parents for Eliza to do well in all parts of her life, but her dancing is what lit a fire in her eyes.
Sent 15: Her parents got her extra help to help with her homework, which helped Eliza keep track of all parts of her life.

Output: When Eliza got home from practice what did she want to do and not want to do?


Input:
Paragraph- Sent 1: A dancer named Eliza was part of the New York Ballet Performance and Arts Company.
Sent 2: She spent all hours of the day practicing for her recital.
Sent 3: Eliza had difficulties doing both her schoolwork and her dancing; she often fell behind in math.
Sent 4: Her best friend Maddy was also a dancer; they often competed with each other to get the top parts in the dances.
Sent 5: Their moms thought that because they competed with each other they might become mean towards one another but they did not let that get in the way of their friendship.
Sent 6: In their latest recital Eliza had got the top part in the dance called "The Beauty and the Rain".
Sent 7: The hours were long and draining on their bodies.
Sent 8: All the girls and boys who left the performance center looked so tired.
Sent 9: They couldn't pick up their practice bags off of the floor as they walked to their parents to go home and their eyelids were droopy.
Sent 10: When Eliza got home, the last thing on her mind was her math problems.
Sent 11: All she could think of was bathing her sore feet and her head hitting her soft fluffy pillow.
Sent 12: Her teachers started to become aware of Eliza's problems in the classroom and called her parents into school to talk to her teachers.
Sent 13: Her parents knew that dancing was Eliza's dream and would not let anything get in the way of her performances.
Sent 14: It was important for her parents for Eliza to do well in all parts of her life, but her dancing is what lit a fire in her eyes.
Sent 15: Her parents got her extra help to help with her homework, which helped Eliza keep track of all parts of her life.

Output: Who was Eliza's friend from the ballet school and what did their mom's think?


Input:
Paragraph- Sent 1: Representing yourself in court can be a tricky endeavor.
Sent 2: There are confusing legal terms to learn, strict procedures to follow and volumes of case law that often need to be understood to prepare a case.
Sent 3: Lake County officials and a private agency that assists indigent litigants in Illinois want to make the practice easier by creating a self-help center for people who choose to represent themselves in legal matters.
Sent 4: The center, which will be housed in the law library at the main courthouse in Waukegan, could open later this summer.
Sent 5: "I think it's going to be extremely helpful," Court Administrator Bob Zastany said.
Sent 6: "There is a population out there that will take advantage of this resource."Sent 7: The self-help center will be the only one of its kind in the county.
Sent 8: Only a few operate nationwide, officials said.
Sent 9: The project is the work of Lake County circuit court officials and Prairie State Legal Services, a statewide agency with an office in Waukegan that provides information and legal assistance to poor and elderly Illinois residents.
Sent 10: The organization has received a $25,000 grant from the Illinois Equal Justice Foundation, a nonprofit group that funds programs designed to increase access to legal information and assistance, to help pay for the effort.
Sent 11: Prairie State will share the money with the county.
Sent 12: The county's law library is on the first floor of the governmental center at 18 N. County St. The new self-help center will be designed to help litigants find the information they need to properly represent themselves in court, an undertaking that can be complicated and confusing.
Sent 13: "Some people can do OK on their own, and some people can do OK with some help," said Linda Rothnagel, the managing attorney for Prairie State Legal Services.
Sent 14: "But other people can't do it.
Sent 15: It's not always easy."Sent 16: Self-representation is a right affirmed by the U.S. Supreme Court.
Sent 17: The practice is far more common in civil matters than in criminal cases.
Sent 18: In fact, self-represented litigants - formally called "pro se" in Latin, or "for oneself" - in criminal defenses are so rare that statistics about the practice generally are not kept, legal experts say.

Output: Is self representation more common in civil cases or criminal cases?


Input:
Paragraph- Sent 1: Representing yourself in court can be a tricky endeavor.
Sent 2: There are confusing legal terms to learn, strict procedures to follow and volumes of case law that often need to be understood to prepare a case.
Sent 3: Lake County officials and a private agency that assists indigent litigants in Illinois want to make the practice easier by creating a self-help center for people who choose to represent themselves in legal matters.
Sent 4: The center, which will be housed in the law library at the main courthouse in Waukegan, could open later this summer.
Sent 5: "I think it's going to be extremely helpful," Court Administrator Bob Zastany said.
Sent 6: "There is a population out there that will take advantage of this resource."Sent 7: The self-help center will be the only one of its kind in the county.
Sent 8: Only a few operate nationwide, officials said.
Sent 9: The project is the work of Lake County circuit court officials and Prairie State Legal Services, a statewide agency with an office in Waukegan that provides information and legal assistance to poor and elderly Illinois residents.
Sent 10: The organization has received a $25,000 grant from the Illinois Equal Justice Foundation, a nonprofit group that funds programs designed to increase access to legal information and assistance, to help pay for the effort.
Sent 11: Prairie State will share the money with the county.
Sent 12: The county's law library is on the first floor of the governmental center at 18 N. County St. The new self-help center will be designed to help litigants find the information they need to properly represent themselves in court, an undertaking that can be complicated and confusing.
Sent 13: "Some people can do OK on their own, and some people can do OK with some help," said Linda Rothnagel, the managing attorney for Prairie State Legal Services.
Sent 14: "But other people can't do it.
Sent 15: It's not always easy."Sent 16: Self-representation is a right affirmed by the U.S. Supreme Court.
Sent 17: The practice is far more common in civil matters than in criminal cases.
Sent 18: In fact, self-represented litigants - formally called "pro se" in Latin, or "for oneself" - in criminal defenses are so rare that statistics about the practice generally are not kept, legal experts say.

Output: What are some facts about self-representation?


Input:
Paragraph- Sent 1: Representing yourself in court can be a tricky endeavor.
Sent 2: There are confusing legal terms to learn, strict procedures to follow and volumes of case law that often need to be understood to prepare a case.
Sent 3: Lake County officials and a private agency that assists indigent litigants in Illinois want to make the practice easier by creating a self-help center for people who choose to represent themselves in legal matters.
Sent 4: The center, which will be housed in the law library at the main courthouse in Waukegan, could open later this summer.
Sent 5: "I think it's going to be extremely helpful," Court Administrator Bob Zastany said.
Sent 6: "There is a population out there that will take advantage of this resource."Sent 7: The self-help center will be the only one of its kind in the county.
Sent 8: Only a few operate nationwide, officials said.
Sent 9: The project is the work of Lake County circuit court officials and Prairie State Legal Services, a statewide agency with an office in Waukegan that provides information and legal assistance to poor and elderly Illinois residents.
Sent 10: The organization has received a $25,000 grant from the Illinois Equal Justice Foundation, a nonprofit group that funds programs designed to increase access to legal information and assistance, to help pay for the effort.
Sent 11: Prairie State will share the money with the county.
Sent 12: The county's law library is on the first floor of the governmental center at 18 N. County St. The new self-help center will be designed to help litigants find the information they need to properly represent themselves in court, an undertaking that can be complicated and confusing.
Sent 13: "Some people can do OK on their own, and some people can do OK with some help," said Linda Rothnagel, the managing attorney for Prairie State Legal Services.
Sent 14: "But other people can't do it.
Sent 15: It's not always easy."Sent 16: Self-representation is a right affirmed by the U.S. Supreme Court.
Sent 17: The practice is far more common in civil matters than in criminal cases.
Sent 18: In fact, self-represented litigants - formally called "pro se" in Latin, or "for oneself" - in criminal defenses are so rare that statistics about the practice generally are not kept, legal experts say.

Output: Which organization has received a $25,000 grant from the Illinois Equal Justice Foundation?


Input:
Paragraph- Sent 1: Representing yourself in court can be a tricky endeavor.
Sent 2: There are confusing legal terms to learn, strict procedures to follow and volumes of case law that often need to be understood to prepare a case.
Sent 3: Lake County officials and a private agency that assists indigent litigants in Illinois want to make the practice easier by creating a self-help center for people who choose to represent themselves in legal matters.
Sent 4: The center, which will be housed in the law library at the main courthouse in Waukegan, could open later this summer.
Sent 5: "I think it's going to be extremely helpful," Court Administrator Bob Zastany said.
Sent 6: "There is a population out there that will take advantage of this resource."Sent 7: The self-help center will be the only one of its kind in the county.
Sent 8: Only a few operate nationwide, officials said.
Sent 9: The project is the work of Lake County circuit court officials and Prairie State Legal Services, a statewide agency with an office in Waukegan that provides information and legal assistance to poor and elderly Illinois residents.
Sent 10: The organization has received a $25,000 grant from the Illinois Equal Justice Foundation, a nonprofit group that funds programs designed to increase access to legal information and assistance, to help pay for the effort.
Sent 11: Prairie State will share the money with the county.
Sent 12: The county's law library is on the first floor of the governmental center at 18 N. County St. The new self-help center will be designed to help litigants find the information they need to properly represent themselves in court, an undertaking that can be complicated and confusing.
Sent 13: "Some people can do OK on their own, and some people can do OK with some help," said Linda Rothnagel, the managing attorney for Prairie State Legal Services.
Sent 14: "But other people can't do it.
Sent 15: It's not always easy."Sent 16: Self-representation is a right affirmed by the U.S. Supreme Court.
Sent 17: The practice is far more common in civil matters than in criminal cases.
Sent 18: In fact, self-represented litigants - formally called "pro se" in Latin, or "for oneself" - in criminal defenses are so rare that statistics about the practice generally are not kept, legal experts say.

Output: How is the center being created?


Input:
Paragraph- Sent 1: Representing yourself in court can be a tricky endeavor.
Sent 2: There are confusing legal terms to learn, strict procedures to follow and volumes of case law that often need to be understood to prepare a case.
Sent 3: Lake County officials and a private agency that assists indigent litigants in Illinois want to make the practice easier by creating a self-help center for people who choose to represent themselves in legal matters.
Sent 4: The center, which will be housed in the law library at the main courthouse in Waukegan, could open later this summer.
Sent 5: "I think it's going to be extremely helpful," Court Administrator Bob Zastany said.
Sent 6: "There is a population out there that will take advantage of this resource."Sent 7: The self-help center will be the only one of its kind in the county.
Sent 8: Only a few operate nationwide, officials said.
Sent 9: The project is the work of Lake County circuit court officials and Prairie State Legal Services, a statewide agency with an office in Waukegan that provides information and legal assistance to poor and elderly Illinois residents.
Sent 10: The organization has received a $25,000 grant from the Illinois Equal Justice Foundation, a nonprofit group that funds programs designed to increase access to legal information and assistance, to help pay for the effort.
Sent 11: Prairie State will share the money with the county.
Sent 12: The county's law library is on the first floor of the governmental center at 18 N. County St. The new self-help center will be designed to help litigants find the information they need to properly represent themselves in court, an undertaking that can be complicated and confusing.
Sent 13: "Some people can do OK on their own, and some people can do OK with some help," said Linda Rothnagel, the managing attorney for Prairie State Legal Services.
Sent 14: "But other people can't do it.
Sent 15: It's not always easy."Sent 16: Self-representation is a right affirmed by the U.S. Supreme Court.
Sent 17: The practice is far more common in civil matters than in criminal cases.
Sent 18: In fact, self-represented litigants - formally called "pro se" in Latin, or "for oneself" - in criminal defenses are so rare that statistics about the practice generally are not kept, legal experts say.

Output: Where is the self help center located?


Input:
Paragraph- Sent 1: Representing yourself in court can be a tricky endeavor.
Sent 2: There are confusing legal terms to learn, strict procedures to follow and volumes of case law that often need to be understood to prepare a case.
Sent 3: Lake County officials and a private agency that assists indigent litigants in Illinois want to make the practice easier by creating a self-help center for people who choose to represent themselves in legal matters.
Sent 4: The center, which will be housed in the law library at the main courthouse in Waukegan, could open later this summer.
Sent 5: "I think it's going to be extremely helpful," Court Administrator Bob Zastany said.
Sent 6: "There is a population out there that will take advantage of this resource."Sent 7: The self-help center will be the only one of its kind in the county.
Sent 8: Only a few operate nationwide, officials said.
Sent 9: The project is the work of Lake County circuit court officials and Prairie State Legal Services, a statewide agency with an office in Waukegan that provides information and legal assistance to poor and elderly Illinois residents.
Sent 10: The organization has received a $25,000 grant from the Illinois Equal Justice Foundation, a nonprofit group that funds programs designed to increase access to legal information and assistance, to help pay for the effort.
Sent 11: Prairie State will share the money with the county.
Sent 12: The county's law library is on the first floor of the governmental center at 18 N. County St. The new self-help center will be designed to help litigants find the information they need to properly represent themselves in court, an undertaking that can be complicated and confusing.
Sent 13: "Some people can do OK on their own, and some people can do OK with some help," said Linda Rothnagel, the managing attorney for Prairie State Legal Services.
Sent 14: "But other people can't do it.
Sent 15: It's not always easy."Sent 16: Self-representation is a right affirmed by the U.S. Supreme Court.
Sent 17: The practice is far more common in civil matters than in criminal cases.
Sent 18: In fact, self-represented litigants - formally called "pro se" in Latin, or "for oneself" - in criminal defenses are so rare that statistics about the practice generally are not kept, legal experts say.

Output: Why can representing yourself in court be "a tricky endeavor"?