Input:
Paragraph- Sent 1: Einstein and Maric married in January 1903.
Sent 2: In May 1904, the couple's first son, Hans Albert Einstein, was born in Bern, Switzerland.
Sent 3: Their second son, Eduard, was born in Zurich in July 1910.
Sent 4: In 1914, the couple separated; Einstein moved to Berlin and his wife remained in Zurich with their sons.
Sent 5: They divorced on 14 February 1919, having lived apart for five years.
Sent 6: Eduard, whom his father called "Tete" (for petit), had a breakdown at about age 20 and was diagnosed with schizophrenia.
Sent 7: His mother cared for him and he was also committed to asylums for several periods, including full-time after her death.
Sent 8: The marriage with Maric does not seem to have been very happy.
Sent 9: In letters revealed in 2015, Einstein wrote to his early love, Marie Winteler, about his marriage and his still strong feelings for Marie.
Sent 10: In 1910 he wrote to her that "I think of you in heartfelt love every spare minute and am so unhappy as only a man can be" while his wife was pregnant with their second child.
Sent 11: Einstein spoke about a "misguided love" and a "missed life" regarding his love for Marie.
Sent 12: Einstein married Elsa Lowenthal on 2 June 1919, after having had a relationship with her since 1912.
Sent 13: She was a first cousin maternally and a second cousin paternally.
Sent 14: In 1933, they emigrated to the United States.
Sent 15: In 1935, Elsa Einstein was diagnosed with heart and kidney problems; she died in December 1936.

Output: How long had Einstein been in a relationship with Elsa before separating from Maric?


Input:
Paragraph- Sent 1: Einstein and Maric married in January 1903.
Sent 2: In May 1904, the couple's first son, Hans Albert Einstein, was born in Bern, Switzerland.
Sent 3: Their second son, Eduard, was born in Zurich in July 1910.
Sent 4: In 1914, the couple separated; Einstein moved to Berlin and his wife remained in Zurich with their sons.
Sent 5: They divorced on 14 February 1919, having lived apart for five years.
Sent 6: Eduard, whom his father called "Tete" (for petit), had a breakdown at about age 20 and was diagnosed with schizophrenia.
Sent 7: His mother cared for him and he was also committed to asylums for several periods, including full-time after her death.
Sent 8: The marriage with Maric does not seem to have been very happy.
Sent 9: In letters revealed in 2015, Einstein wrote to his early love, Marie Winteler, about his marriage and his still strong feelings for Marie.
Sent 10: In 1910 he wrote to her that "I think of you in heartfelt love every spare minute and am so unhappy as only a man can be" while his wife was pregnant with their second child.
Sent 11: Einstein spoke about a "misguided love" and a "missed life" regarding his love for Marie.
Sent 12: Einstein married Elsa Lowenthal on 2 June 1919, after having had a relationship with her since 1912.
Sent 13: She was a first cousin maternally and a second cousin paternally.
Sent 14: In 1933, they emigrated to the United States.
Sent 15: In 1935, Elsa Einstein was diagnosed with heart and kidney problems; she died in December 1936.

Output: After Albert and Maric separated, who remained in Zurich?


Input:
Paragraph- Sent 1: Einstein and Maric married in January 1903.
Sent 2: In May 1904, the couple's first son, Hans Albert Einstein, was born in Bern, Switzerland.
Sent 3: Their second son, Eduard, was born in Zurich in July 1910.
Sent 4: In 1914, the couple separated; Einstein moved to Berlin and his wife remained in Zurich with their sons.
Sent 5: They divorced on 14 February 1919, having lived apart for five years.
Sent 6: Eduard, whom his father called "Tete" (for petit), had a breakdown at about age 20 and was diagnosed with schizophrenia.
Sent 7: His mother cared for him and he was also committed to asylums for several periods, including full-time after her death.
Sent 8: The marriage with Maric does not seem to have been very happy.
Sent 9: In letters revealed in 2015, Einstein wrote to his early love, Marie Winteler, about his marriage and his still strong feelings for Marie.
Sent 10: In 1910 he wrote to her that "I think of you in heartfelt love every spare minute and am so unhappy as only a man can be" while his wife was pregnant with their second child.
Sent 11: Einstein spoke about a "misguided love" and a "missed life" regarding his love for Marie.
Sent 12: Einstein married Elsa Lowenthal on 2 June 1919, after having had a relationship with her since 1912.
Sent 13: She was a first cousin maternally and a second cousin paternally.
Sent 14: In 1933, they emigrated to the United States.
Sent 15: In 1935, Elsa Einstein was diagnosed with heart and kidney problems; she died in December 1936.

Output: In 1930, was Einstein's older or younger son diagnosed with schizophrenia?


Input:
Paragraph- Sent 1: Einstein and Maric married in January 1903.
Sent 2: In May 1904, the couple's first son, Hans Albert Einstein, was born in Bern, Switzerland.
Sent 3: Their second son, Eduard, was born in Zurich in July 1910.
Sent 4: In 1914, the couple separated; Einstein moved to Berlin and his wife remained in Zurich with their sons.
Sent 5: They divorced on 14 February 1919, having lived apart for five years.
Sent 6: Eduard, whom his father called "Tete" (for petit), had a breakdown at about age 20 and was diagnosed with schizophrenia.
Sent 7: His mother cared for him and he was also committed to asylums for several periods, including full-time after her death.
Sent 8: The marriage with Maric does not seem to have been very happy.
Sent 9: In letters revealed in 2015, Einstein wrote to his early love, Marie Winteler, about his marriage and his still strong feelings for Marie.
Sent 10: In 1910 he wrote to her that "I think of you in heartfelt love every spare minute and am so unhappy as only a man can be" while his wife was pregnant with their second child.
Sent 11: Einstein spoke about a "misguided love" and a "missed life" regarding his love for Marie.
Sent 12: Einstein married Elsa Lowenthal on 2 June 1919, after having had a relationship with her since 1912.
Sent 13: She was a first cousin maternally and a second cousin paternally.
Sent 14: In 1933, they emigrated to the United States.
Sent 15: In 1935, Elsa Einstein was diagnosed with heart and kidney problems; she died in December 1936.

Output: Which sentences in the passage validate the idea that Albert Einstein's father's infidelity attributed to his parents' failed marriage?


Input:
Paragraph- Sent 1: Einstein and Maric married in January 1903.
Sent 2: In May 1904, the couple's first son, Hans Albert Einstein, was born in Bern, Switzerland.
Sent 3: Their second son, Eduard, was born in Zurich in July 1910.
Sent 4: In 1914, the couple separated; Einstein moved to Berlin and his wife remained in Zurich with their sons.
Sent 5: They divorced on 14 February 1919, having lived apart for five years.
Sent 6: Eduard, whom his father called "Tete" (for petit), had a breakdown at about age 20 and was diagnosed with schizophrenia.
Sent 7: His mother cared for him and he was also committed to asylums for several periods, including full-time after her death.
Sent 8: The marriage with Maric does not seem to have been very happy.
Sent 9: In letters revealed in 2015, Einstein wrote to his early love, Marie Winteler, about his marriage and his still strong feelings for Marie.
Sent 10: In 1910 he wrote to her that "I think of you in heartfelt love every spare minute and am so unhappy as only a man can be" while his wife was pregnant with their second child.
Sent 11: Einstein spoke about a "misguided love" and a "missed life" regarding his love for Marie.
Sent 12: Einstein married Elsa Lowenthal on 2 June 1919, after having had a relationship with her since 1912.
Sent 13: She was a first cousin maternally and a second cousin paternally.
Sent 14: In 1933, they emigrated to the United States.
Sent 15: In 1935, Elsa Einstein was diagnosed with heart and kidney problems; she died in December 1936.

Output: When were the children of Einstein and Maric born?


Input:
Paragraph- Sent 1: Einstein and Maric married in January 1903.
Sent 2: In May 1904, the couple's first son, Hans Albert Einstein, was born in Bern, Switzerland.
Sent 3: Their second son, Eduard, was born in Zurich in July 1910.
Sent 4: In 1914, the couple separated; Einstein moved to Berlin and his wife remained in Zurich with their sons.
Sent 5: They divorced on 14 February 1919, having lived apart for five years.
Sent 6: Eduard, whom his father called "Tete" (for petit), had a breakdown at about age 20 and was diagnosed with schizophrenia.
Sent 7: His mother cared for him and he was also committed to asylums for several periods, including full-time after her death.
Sent 8: The marriage with Maric does not seem to have been very happy.
Sent 9: In letters revealed in 2015, Einstein wrote to his early love, Marie Winteler, about his marriage and his still strong feelings for Marie.
Sent 10: In 1910 he wrote to her that "I think of you in heartfelt love every spare minute and am so unhappy as only a man can be" while his wife was pregnant with their second child.
Sent 11: Einstein spoke about a "misguided love" and a "missed life" regarding his love for Marie.
Sent 12: Einstein married Elsa Lowenthal on 2 June 1919, after having had a relationship with her since 1912.
Sent 13: She was a first cousin maternally and a second cousin paternally.
Sent 14: In 1933, they emigrated to the United States.
Sent 15: In 1935, Elsa Einstein was diagnosed with heart and kidney problems; she died in December 1936.

Output: How long did Albert Einstein's father's extra-marital affair with Elsa last?


Input:
Paragraph- Sent 1: Einstein and Maric married in January 1903.
Sent 2: In May 1904, the couple's first son, Hans Albert Einstein, was born in Bern, Switzerland.
Sent 3: Their second son, Eduard, was born in Zurich in July 1910.
Sent 4: In 1914, the couple separated; Einstein moved to Berlin and his wife remained in Zurich with their sons.
Sent 5: They divorced on 14 February 1919, having lived apart for five years.
Sent 6: Eduard, whom his father called "Tete" (for petit), had a breakdown at about age 20 and was diagnosed with schizophrenia.
Sent 7: His mother cared for him and he was also committed to asylums for several periods, including full-time after her death.
Sent 8: The marriage with Maric does not seem to have been very happy.
Sent 9: In letters revealed in 2015, Einstein wrote to his early love, Marie Winteler, about his marriage and his still strong feelings for Marie.
Sent 10: In 1910 he wrote to her that "I think of you in heartfelt love every spare minute and am so unhappy as only a man can be" while his wife was pregnant with their second child.
Sent 11: Einstein spoke about a "misguided love" and a "missed life" regarding his love for Marie.
Sent 12: Einstein married Elsa Lowenthal on 2 June 1919, after having had a relationship with her since 1912.
Sent 13: She was a first cousin maternally and a second cousin paternally.
Sent 14: In 1933, they emigrated to the United States.
Sent 15: In 1935, Elsa Einstein was diagnosed with heart and kidney problems; she died in December 1936.

Output: How long were Einstein and Maric legally married?


Input:
Paragraph- Sent 1: Einstein and Maric married in January 1903.
Sent 2: In May 1904, the couple's first son, Hans Albert Einstein, was born in Bern, Switzerland.
Sent 3: Their second son, Eduard, was born in Zurich in July 1910.
Sent 4: In 1914, the couple separated; Einstein moved to Berlin and his wife remained in Zurich with their sons.
Sent 5: They divorced on 14 February 1919, having lived apart for five years.
Sent 6: Eduard, whom his father called "Tete" (for petit), had a breakdown at about age 20 and was diagnosed with schizophrenia.
Sent 7: His mother cared for him and he was also committed to asylums for several periods, including full-time after her death.
Sent 8: The marriage with Maric does not seem to have been very happy.
Sent 9: In letters revealed in 2015, Einstein wrote to his early love, Marie Winteler, about his marriage and his still strong feelings for Marie.
Sent 10: In 1910 he wrote to her that "I think of you in heartfelt love every spare minute and am so unhappy as only a man can be" while his wife was pregnant with their second child.
Sent 11: Einstein spoke about a "misguided love" and a "missed life" regarding his love for Marie.
Sent 12: Einstein married Elsa Lowenthal on 2 June 1919, after having had a relationship with her since 1912.
Sent 13: She was a first cousin maternally and a second cousin paternally.
Sent 14: In 1933, they emigrated to the United States.
Sent 15: In 1935, Elsa Einstein was diagnosed with heart and kidney problems; she died in December 1936.

Output: Why did Maric have to care for Eduard at age 20?


Input:
Paragraph- Sent 1: Einstein and Maric married in January 1903.
Sent 2: In May 1904, the couple's first son, Hans Albert Einstein, was born in Bern, Switzerland.
Sent 3: Their second son, Eduard, was born in Zurich in July 1910.
Sent 4: In 1914, the couple separated; Einstein moved to Berlin and his wife remained in Zurich with their sons.
Sent 5: They divorced on 14 February 1919, having lived apart for five years.
Sent 6: Eduard, whom his father called "Tete" (for petit), had a breakdown at about age 20 and was diagnosed with schizophrenia.
Sent 7: His mother cared for him and he was also committed to asylums for several periods, including full-time after her death.
Sent 8: The marriage with Maric does not seem to have been very happy.
Sent 9: In letters revealed in 2015, Einstein wrote to his early love, Marie Winteler, about his marriage and his still strong feelings for Marie.
Sent 10: In 1910 he wrote to her that "I think of you in heartfelt love every spare minute and am so unhappy as only a man can be" while his wife was pregnant with their second child.
Sent 11: Einstein spoke about a "misguided love" and a "missed life" regarding his love for Marie.
Sent 12: Einstein married Elsa Lowenthal on 2 June 1919, after having had a relationship with her since 1912.
Sent 13: She was a first cousin maternally and a second cousin paternally.
Sent 14: In 1933, they emigrated to the United States.
Sent 15: In 1935, Elsa Einstein was diagnosed with heart and kidney problems; she died in December 1936.

Output: How much time passed, after Albert Einstein's father divorced his mother, that he re-married?


Input:
Paragraph- Sent 1: Einstein and Maric married in January 1903.
Sent 2: In May 1904, the couple's first son, Hans Albert Einstein, was born in Bern, Switzerland.
Sent 3: Their second son, Eduard, was born in Zurich in July 1910.
Sent 4: In 1914, the couple separated; Einstein moved to Berlin and his wife remained in Zurich with their sons.
Sent 5: They divorced on 14 February 1919, having lived apart for five years.
Sent 6: Eduard, whom his father called "Tete" (for petit), had a breakdown at about age 20 and was diagnosed with schizophrenia.
Sent 7: His mother cared for him and he was also committed to asylums for several periods, including full-time after her death.
Sent 8: The marriage with Maric does not seem to have been very happy.
Sent 9: In letters revealed in 2015, Einstein wrote to his early love, Marie Winteler, about his marriage and his still strong feelings for Marie.
Sent 10: In 1910 he wrote to her that "I think of you in heartfelt love every spare minute and am so unhappy as only a man can be" while his wife was pregnant with their second child.
Sent 11: Einstein spoke about a "misguided love" and a "missed life" regarding his love for Marie.
Sent 12: Einstein married Elsa Lowenthal on 2 June 1919, after having had a relationship with her since 1912.
Sent 13: She was a first cousin maternally and a second cousin paternally.
Sent 14: In 1933, they emigrated to the United States.
Sent 15: In 1935, Elsa Einstein was diagnosed with heart and kidney problems; she died in December 1936.

Output: When did Einstein and Elsa marry?


Input:
Paragraph- Sent 1: Einstein and Maric married in January 1903.
Sent 2: In May 1904, the couple's first son, Hans Albert Einstein, was born in Bern, Switzerland.
Sent 3: Their second son, Eduard, was born in Zurich in July 1910.
Sent 4: In 1914, the couple separated; Einstein moved to Berlin and his wife remained in Zurich with their sons.
Sent 5: They divorced on 14 February 1919, having lived apart for five years.
Sent 6: Eduard, whom his father called "Tete" (for petit), had a breakdown at about age 20 and was diagnosed with schizophrenia.
Sent 7: His mother cared for him and he was also committed to asylums for several periods, including full-time after her death.
Sent 8: The marriage with Maric does not seem to have been very happy.
Sent 9: In letters revealed in 2015, Einstein wrote to his early love, Marie Winteler, about his marriage and his still strong feelings for Marie.
Sent 10: In 1910 he wrote to her that "I think of you in heartfelt love every spare minute and am so unhappy as only a man can be" while his wife was pregnant with their second child.
Sent 11: Einstein spoke about a "misguided love" and a "missed life" regarding his love for Marie.
Sent 12: Einstein married Elsa Lowenthal on 2 June 1919, after having had a relationship with her since 1912.
Sent 13: She was a first cousin maternally and a second cousin paternally.
Sent 14: In 1933, they emigrated to the United States.
Sent 15: In 1935, Elsa Einstein was diagnosed with heart and kidney problems; she died in December 1936.

Output: When did the couple divorce?


Input:
Paragraph- Sent 1: Einstein and Maric married in January 1903.
Sent 2: In May 1904, the couple's first son, Hans Albert Einstein, was born in Bern, Switzerland.
Sent 3: Their second son, Eduard, was born in Zurich in July 1910.
Sent 4: In 1914, the couple separated; Einstein moved to Berlin and his wife remained in Zurich with their sons.
Sent 5: They divorced on 14 February 1919, having lived apart for five years.
Sent 6: Eduard, whom his father called "Tete" (for petit), had a breakdown at about age 20 and was diagnosed with schizophrenia.
Sent 7: His mother cared for him and he was also committed to asylums for several periods, including full-time after her death.
Sent 8: The marriage with Maric does not seem to have been very happy.
Sent 9: In letters revealed in 2015, Einstein wrote to his early love, Marie Winteler, about his marriage and his still strong feelings for Marie.
Sent 10: In 1910 he wrote to her that "I think of you in heartfelt love every spare minute and am so unhappy as only a man can be" while his wife was pregnant with their second child.
Sent 11: Einstein spoke about a "misguided love" and a "missed life" regarding his love for Marie.
Sent 12: Einstein married Elsa Lowenthal on 2 June 1919, after having had a relationship with her since 1912.
Sent 13: She was a first cousin maternally and a second cousin paternally.
Sent 14: In 1933, they emigrated to the United States.
Sent 15: In 1935, Elsa Einstein was diagnosed with heart and kidney problems; she died in December 1936.

Output: When did the couple separate?


Input:
Paragraph- Sent 1: Before 9/11, the CIA did not invest in developing a robust capability to conduct paramilitary operations with U.S. personnel.
Sent 2: It relied on proxies instead, organized by CIA operatives without the requisite military training.
Sent 3: The results were unsatisfactory.
Sent 4: Whether the price is measured in either money or people, the United States cannot afford to build two separate capabilities for carrying out secret military operations, secretly operating standoff missiles, and secretly training foreign military or paramilitary forces.
Sent 5: The United States should concentrate responsibility and necessary legal authorities in one entity.
Sent 6: The post-9/11 Afghanistan precedent of using joint CIA-military teams for covert and clandestine operations was a good one.
Sent 7: We believe this proposal to be consistent with it.
Sent 8: Each agency would concentrate on its comparative advantages in building capabilities for joint missions.
Sent 9: The operation itself would be planned in common.
Sent 10: The CIA has a reputation for agility in operations.
Sent 11: The military has a reputation for being methodical and cumbersome.
Sent 12: We do not know if these stereotypes match current reality; they may also be one more symptom of the civil-military misunderstandings we described in chapter 4.
Sent 13: It is a problem to be resolved in policy guidance and agency management, not in the creation of redundant, overlapping capabilities and authorities in such sensitive work.
Sent 14: The CIA's experts should be integrated into the military's training, exercises, and planning.
Sent 15: To quote a CIA official now serving in the field:"One fight, one team."Sent 16: Finally, to combat the secrecy and complexity we have described, the overall amounts of money being appropriated for national intelligence and to its component agencies should no longer be kept secret.
Sent 17: Congress should pass a separate appropriations act for intelligence, defending the broad allocation of how these tens of billions of dollars have been assigned among the varieties of intelligence work.
Sent 18: The specifics of the intelligence appropriation would remain classified, as they are today.

Output: When did the United States concentrate responsibility and necessary legal authorities as a joint CIA-military team?


Input:
Paragraph- Sent 1: Before 9/11, the CIA did not invest in developing a robust capability to conduct paramilitary operations with U.S. personnel.
Sent 2: It relied on proxies instead, organized by CIA operatives without the requisite military training.
Sent 3: The results were unsatisfactory.
Sent 4: Whether the price is measured in either money or people, the United States cannot afford to build two separate capabilities for carrying out secret military operations, secretly operating standoff missiles, and secretly training foreign military or paramilitary forces.
Sent 5: The United States should concentrate responsibility and necessary legal authorities in one entity.
Sent 6: The post-9/11 Afghanistan precedent of using joint CIA-military teams for covert and clandestine operations was a good one.
Sent 7: We believe this proposal to be consistent with it.
Sent 8: Each agency would concentrate on its comparative advantages in building capabilities for joint missions.
Sent 9: The operation itself would be planned in common.
Sent 10: The CIA has a reputation for agility in operations.
Sent 11: The military has a reputation for being methodical and cumbersome.
Sent 12: We do not know if these stereotypes match current reality; they may also be one more symptom of the civil-military misunderstandings we described in chapter 4.
Sent 13: It is a problem to be resolved in policy guidance and agency management, not in the creation of redundant, overlapping capabilities and authorities in such sensitive work.
Sent 14: The CIA's experts should be integrated into the military's training, exercises, and planning.
Sent 15: To quote a CIA official now serving in the field:"One fight, one team."Sent 16: Finally, to combat the secrecy and complexity we have described, the overall amounts of money being appropriated for national intelligence and to its component agencies should no longer be kept secret.
Sent 17: Congress should pass a separate appropriations act for intelligence, defending the broad allocation of how these tens of billions of dollars have been assigned among the varieties of intelligence work.
Sent 18: The specifics of the intelligence appropriation would remain classified, as they are today.

Output: The CIA is stereotyped for having what kind of reputation in operations?


Input:
Paragraph- Sent 1: Before 9/11, the CIA did not invest in developing a robust capability to conduct paramilitary operations with U.S. personnel.
Sent 2: It relied on proxies instead, organized by CIA operatives without the requisite military training.
Sent 3: The results were unsatisfactory.
Sent 4: Whether the price is measured in either money or people, the United States cannot afford to build two separate capabilities for carrying out secret military operations, secretly operating standoff missiles, and secretly training foreign military or paramilitary forces.
Sent 5: The United States should concentrate responsibility and necessary legal authorities in one entity.
Sent 6: The post-9/11 Afghanistan precedent of using joint CIA-military teams for covert and clandestine operations was a good one.
Sent 7: We believe this proposal to be consistent with it.
Sent 8: Each agency would concentrate on its comparative advantages in building capabilities for joint missions.
Sent 9: The operation itself would be planned in common.
Sent 10: The CIA has a reputation for agility in operations.
Sent 11: The military has a reputation for being methodical and cumbersome.
Sent 12: We do not know if these stereotypes match current reality; they may also be one more symptom of the civil-military misunderstandings we described in chapter 4.
Sent 13: It is a problem to be resolved in policy guidance and agency management, not in the creation of redundant, overlapping capabilities and authorities in such sensitive work.
Sent 14: The CIA's experts should be integrated into the military's training, exercises, and planning.
Sent 15: To quote a CIA official now serving in the field:"One fight, one team."Sent 16: Finally, to combat the secrecy and complexity we have described, the overall amounts of money being appropriated for national intelligence and to its component agencies should no longer be kept secret.
Sent 17: Congress should pass a separate appropriations act for intelligence, defending the broad allocation of how these tens of billions of dollars have been assigned among the varieties of intelligence work.
Sent 18: The specifics of the intelligence appropriation would remain classified, as they are today.

Output: Before 9/11, who relied on proxies instead of developing a robust capabilities?


Input:
Paragraph- Sent 1: Before 9/11, the CIA did not invest in developing a robust capability to conduct paramilitary operations with U.S. personnel.
Sent 2: It relied on proxies instead, organized by CIA operatives without the requisite military training.
Sent 3: The results were unsatisfactory.
Sent 4: Whether the price is measured in either money or people, the United States cannot afford to build two separate capabilities for carrying out secret military operations, secretly operating standoff missiles, and secretly training foreign military or paramilitary forces.
Sent 5: The United States should concentrate responsibility and necessary legal authorities in one entity.
Sent 6: The post-9/11 Afghanistan precedent of using joint CIA-military teams for covert and clandestine operations was a good one.
Sent 7: We believe this proposal to be consistent with it.
Sent 8: Each agency would concentrate on its comparative advantages in building capabilities for joint missions.
Sent 9: The operation itself would be planned in common.
Sent 10: The CIA has a reputation for agility in operations.
Sent 11: The military has a reputation for being methodical and cumbersome.
Sent 12: We do not know if these stereotypes match current reality; they may also be one more symptom of the civil-military misunderstandings we described in chapter 4.
Sent 13: It is a problem to be resolved in policy guidance and agency management, not in the creation of redundant, overlapping capabilities and authorities in such sensitive work.
Sent 14: The CIA's experts should be integrated into the military's training, exercises, and planning.
Sent 15: To quote a CIA official now serving in the field:"One fight, one team."Sent 16: Finally, to combat the secrecy and complexity we have described, the overall amounts of money being appropriated for national intelligence and to its component agencies should no longer be kept secret.
Sent 17: Congress should pass a separate appropriations act for intelligence, defending the broad allocation of how these tens of billions of dollars have been assigned among the varieties of intelligence work.
Sent 18: The specifics of the intelligence appropriation would remain classified, as they are today.

Output: What should the United States do instead of concentrating on two entities to carry out secret military operations?


Input:
Paragraph- Sent 1: Before 9/11, the CIA did not invest in developing a robust capability to conduct paramilitary operations with U.S. personnel.
Sent 2: It relied on proxies instead, organized by CIA operatives without the requisite military training.
Sent 3: The results were unsatisfactory.
Sent 4: Whether the price is measured in either money or people, the United States cannot afford to build two separate capabilities for carrying out secret military operations, secretly operating standoff missiles, and secretly training foreign military or paramilitary forces.
Sent 5: The United States should concentrate responsibility and necessary legal authorities in one entity.
Sent 6: The post-9/11 Afghanistan precedent of using joint CIA-military teams for covert and clandestine operations was a good one.
Sent 7: We believe this proposal to be consistent with it.
Sent 8: Each agency would concentrate on its comparative advantages in building capabilities for joint missions.
Sent 9: The operation itself would be planned in common.
Sent 10: The CIA has a reputation for agility in operations.
Sent 11: The military has a reputation for being methodical and cumbersome.
Sent 12: We do not know if these stereotypes match current reality; they may also be one more symptom of the civil-military misunderstandings we described in chapter 4.
Sent 13: It is a problem to be resolved in policy guidance and agency management, not in the creation of redundant, overlapping capabilities and authorities in such sensitive work.
Sent 14: The CIA's experts should be integrated into the military's training, exercises, and planning.
Sent 15: To quote a CIA official now serving in the field:"One fight, one team."Sent 16: Finally, to combat the secrecy and complexity we have described, the overall amounts of money being appropriated for national intelligence and to its component agencies should no longer be kept secret.
Sent 17: Congress should pass a separate appropriations act for intelligence, defending the broad allocation of how these tens of billions of dollars have been assigned among the varieties of intelligence work.
Sent 18: The specifics of the intelligence appropriation would remain classified, as they are today.

Output: What was unsatisfactory without requisite military training?


Input:
Paragraph- Sent 1: Before 9/11, the CIA did not invest in developing a robust capability to conduct paramilitary operations with U.S. personnel.
Sent 2: It relied on proxies instead, organized by CIA operatives without the requisite military training.
Sent 3: The results were unsatisfactory.
Sent 4: Whether the price is measured in either money or people, the United States cannot afford to build two separate capabilities for carrying out secret military operations, secretly operating standoff missiles, and secretly training foreign military or paramilitary forces.
Sent 5: The United States should concentrate responsibility and necessary legal authorities in one entity.
Sent 6: The post-9/11 Afghanistan precedent of using joint CIA-military teams for covert and clandestine operations was a good one.
Sent 7: We believe this proposal to be consistent with it.
Sent 8: Each agency would concentrate on its comparative advantages in building capabilities for joint missions.
Sent 9: The operation itself would be planned in common.
Sent 10: The CIA has a reputation for agility in operations.
Sent 11: The military has a reputation for being methodical and cumbersome.
Sent 12: We do not know if these stereotypes match current reality; they may also be one more symptom of the civil-military misunderstandings we described in chapter 4.
Sent 13: It is a problem to be resolved in policy guidance and agency management, not in the creation of redundant, overlapping capabilities and authorities in such sensitive work.
Sent 14: The CIA's experts should be integrated into the military's training, exercises, and planning.
Sent 15: To quote a CIA official now serving in the field:"One fight, one team."Sent 16: Finally, to combat the secrecy and complexity we have described, the overall amounts of money being appropriated for national intelligence and to its component agencies should no longer be kept secret.
Sent 17: Congress should pass a separate appropriations act for intelligence, defending the broad allocation of how these tens of billions of dollars have been assigned among the varieties of intelligence work.
Sent 18: The specifics of the intelligence appropriation would remain classified, as they are today.

Output: What do the CIA and Military known for?


Input:
Paragraph- Sent 1: Before 9/11, the CIA did not invest in developing a robust capability to conduct paramilitary operations with U.S. personnel.
Sent 2: It relied on proxies instead, organized by CIA operatives without the requisite military training.
Sent 3: The results were unsatisfactory.
Sent 4: Whether the price is measured in either money or people, the United States cannot afford to build two separate capabilities for carrying out secret military operations, secretly operating standoff missiles, and secretly training foreign military or paramilitary forces.
Sent 5: The United States should concentrate responsibility and necessary legal authorities in one entity.
Sent 6: The post-9/11 Afghanistan precedent of using joint CIA-military teams for covert and clandestine operations was a good one.
Sent 7: We believe this proposal to be consistent with it.
Sent 8: Each agency would concentrate on its comparative advantages in building capabilities for joint missions.
Sent 9: The operation itself would be planned in common.
Sent 10: The CIA has a reputation for agility in operations.
Sent 11: The military has a reputation for being methodical and cumbersome.
Sent 12: We do not know if these stereotypes match current reality; they may also be one more symptom of the civil-military misunderstandings we described in chapter 4.
Sent 13: It is a problem to be resolved in policy guidance and agency management, not in the creation of redundant, overlapping capabilities and authorities in such sensitive work.
Sent 14: The CIA's experts should be integrated into the military's training, exercises, and planning.
Sent 15: To quote a CIA official now serving in the field:"One fight, one team."Sent 16: Finally, to combat the secrecy and complexity we have described, the overall amounts of money being appropriated for national intelligence and to its component agencies should no longer be kept secret.
Sent 17: Congress should pass a separate appropriations act for intelligence, defending the broad allocation of how these tens of billions of dollars have been assigned among the varieties of intelligence work.
Sent 18: The specifics of the intelligence appropriation would remain classified, as they are today.

Output: What did the CIA rely on before 9/11 to work with US personnel?


Input:
Paragraph- Sent 1: Before 9/11, the CIA did not invest in developing a robust capability to conduct paramilitary operations with U.S. personnel.
Sent 2: It relied on proxies instead, organized by CIA operatives without the requisite military training.
Sent 3: The results were unsatisfactory.
Sent 4: Whether the price is measured in either money or people, the United States cannot afford to build two separate capabilities for carrying out secret military operations, secretly operating standoff missiles, and secretly training foreign military or paramilitary forces.
Sent 5: The United States should concentrate responsibility and necessary legal authorities in one entity.
Sent 6: The post-9/11 Afghanistan precedent of using joint CIA-military teams for covert and clandestine operations was a good one.
Sent 7: We believe this proposal to be consistent with it.
Sent 8: Each agency would concentrate on its comparative advantages in building capabilities for joint missions.
Sent 9: The operation itself would be planned in common.
Sent 10: The CIA has a reputation for agility in operations.
Sent 11: The military has a reputation for being methodical and cumbersome.
Sent 12: We do not know if these stereotypes match current reality; they may also be one more symptom of the civil-military misunderstandings we described in chapter 4.
Sent 13: It is a problem to be resolved in policy guidance and agency management, not in the creation of redundant, overlapping capabilities and authorities in such sensitive work.
Sent 14: The CIA's experts should be integrated into the military's training, exercises, and planning.
Sent 15: To quote a CIA official now serving in the field:"One fight, one team."Sent 16: Finally, to combat the secrecy and complexity we have described, the overall amounts of money being appropriated for national intelligence and to its component agencies should no longer be kept secret.
Sent 17: Congress should pass a separate appropriations act for intelligence, defending the broad allocation of how these tens of billions of dollars have been assigned among the varieties of intelligence work.
Sent 18: The specifics of the intelligence appropriation would remain classified, as they are today.

Output: Who should concentrate on one entity instead of two separate capabilities?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: When you inhale, does air first go through your nose, then through your windpipe, and finally into your lungs?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: What is happening when your chest decreases in size while breathing?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: What happens to the air pressure inside the lungs when the diaphragm muscle tightens?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: What happens to the size of the chest when the diaphragm muscle relaxes?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: What happens to the air pressure inside your lungs when you inhale?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: What is happening when your chest increases in size while breathing?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: What is the muscle called that tightens and relaxes, allowing you to breathe?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: Breathing process depends on which muscle?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: When you breathe in, what happens to the size of your chest?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: When you exhale, why does air leave your lungs?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: How does air leave our lungs?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: What happens to the size of your chest when you relax your diaphragm muscle?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: The process of breathing depends on what muscle?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: What warms the air?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: Does the nose trap dust and moisten the air?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: What happens in the nose as air passes through to the lungs?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: The nose, diaphragm, lungs, and windpipe are all a part of what system in our body?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: What is located below the lungs?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: What leads to decrease in size of chest while exhaling?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: Why inhaling increases size of chest?


Input:
Paragraph- Sent 1: Breathing is the process of moving air into and out of the lungs.
Sent 2: The process depends on a muscle called the diaphragm.
Sent 3: This is a large, sheet-like muscle below the lungs.
Sent 4: Inhaling, or breathing in, occurs when the diaphragm muscle tightens.
Sent 5: This increases the size of the chest.
Sent 6: This too decreases air pressure inside the lungs.
Sent 7: This action allows air and gases to enter the lungs.
Sent 8: Exhaling, or breathing out, occurs when the diaphragm muscle relaxes.
Sent 9: This decreases the size of the chest.
Sent 10: This increases air pressure inside the lungs.
Sent 11: This action allows for air to leave the lungs.
Sent 12: When you inhale, air enters the respiratory system through your nose and ends up in your lungs, where gas exchange with the blood takes place.
Sent 13: What happens to the air along the way?
Sent 14: In the nose, mucus and hairs trap any dust or other particles in the air.
Sent 15: The air is also warmed and moistened.
Sent 16: Next, air passes through a passageway that is connected to the windpipe.
Sent 17: The air then finds its way to the lungs.
Sent 18: In the chest, the windpipe splits so that air enters both the right and left lung.

Output: What happens to the size of the chest when the diaphragm muscle tightens?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: What does Lucy do with the dog they are pet-sitting?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: What makes Oliver wag his tail?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: On what day did Martha come home with Oliver?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: What is the name of the person who brought home a dog?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: Where does Martha put Lucy's drawing of her family?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: What can Oliver do, that Lucy wishes Andy could do?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: Does Lucy have any brothers or sisters?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: Who is included in the picture that Lucy drew?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: What dog does Martha tell Lucy she can play with?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: Who says "woof" and wants to play fetch?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: Who is 8 years old and excited?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: Did Lucy enjoy playing with Oliver?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: Is Oliver Lucy's dog?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: What is the name of the person who draws a picture of her family?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: Who giggles and wished a bird could play fetch?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: What does Martha hang on a silver refridgerator?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: Why was Lucy allowed to play with Oliver?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: What does Lucy draw while sitting at the kitchen table?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: What does Oliver do when Lucy pets him?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: What colors are definitely used in the picture Lucy drew?


Input:
Paragraph- Sent 1: Lucy is an eight year old girl who lives with her parents and pet bird.
Sent 2: One Saturday afternoon, she sits at the kitchen table.
Sent 3: She draws a picture of her family.
Sent 4: She makes sure to draw her mom named Martha wearing a purple dress, because that is her favorite.
Sent 5: She draws many yellow feathers for her pet bird named Andy.
Sent 6: After she is done, she gives the picture to her mom.
Sent 7: Her mom hangs it up on the silver refrigerator.
Sent 8: The next day, Lucy's mom comes home with a brown dog named Oliver.
Sent 9: She tells Lucy that she is pet-sitting, which is like babysitting but with a friend's dog.
Sent 10: Lucy's mom tells her she can play with the dog as long as she takes good care of him.
Sent 11: Lucy is excited.
Sent 12: She pets Oliver nicely on his soft back.
Sent 13: He wags his tail.
Sent 14: He barks, "Woof!"Sent 15: and shows he wants to play fetch with her.
Sent 16: Lucy giggles and throws a ball for him to catch.
Sent 17: She wishes her bird could play like this with her every day!.

Output: What does Martha put on the silver refrigerator?


Input:
Paragraph- Sent 1: In India to purchase some horses , British aristocrat , Lord Esketh and his wife , Edwina , come to the town of Ranchipur at the invitation of the elderly Maharani .
Sent 2: Their marriage is an unhappy one and Lord Esketh announces his intention to return to England and begin divorce proceedings .
Sent 3: The spoiled , insensitive Edwina scoffs at this .
Sent 4: She renews in Ranchipur an acquaintance with a former lover , Tom Ransome , now a dissolute alcoholic .
Sent 5: She also meets and attempts to seduce a distinguished Hindu physician , Dr. Rama Safti , a decent man who is the elderly Maharani 's personal choice to succeed her someday .
Sent 6: Safti at first resists , but ultimately succumbs to Edwina 's charms and falls hopelessly in love with her .
Sent 7: Lord Esketh becomes aware of this , but Safti saves him from a man-eating tiger during a safari .
Sent 8: Safti admits his love for Edwina to Lord Esketh , who is now sympathetic toward this good man 's plight .
Sent 9: Ransome feels the same way , warning Edwina to stay away from Safti , a friend he admires .
Sent 10: Edwina similarly falls into disfavor with the Maharani , who explains that Safti has been raised to lead a pure life and that Edwina is unworthy of him .
Sent 11: Ranchipur suddenly is ravaged by a natural disaster , an earthquake and flood .
Sent 12: Dr. Safti is so busy saving lives that he can not personally care for Edwina , who has fallen ill .
Sent 13: Ransome looks after her as well as for young Fern Simon , who has declared her love for him .
Sent 14: When a dam is exploded by dynamite and as a result the flood waters recede , it is Dr. Safti who reveals that Ransome is the one who risked his personal safety to save the people of Ranchipur .

Output: Who are sympathetic to Safti?


Input:
Paragraph- Sent 1: In India to purchase some horses , British aristocrat , Lord Esketh and his wife , Edwina , come to the town of Ranchipur at the invitation of the elderly Maharani .
Sent 2: Their marriage is an unhappy one and Lord Esketh announces his intention to return to England and begin divorce proceedings .
Sent 3: The spoiled , insensitive Edwina scoffs at this .
Sent 4: She renews in Ranchipur an acquaintance with a former lover , Tom Ransome , now a dissolute alcoholic .
Sent 5: She also meets and attempts to seduce a distinguished Hindu physician , Dr. Rama Safti , a decent man who is the elderly Maharani 's personal choice to succeed her someday .
Sent 6: Safti at first resists , but ultimately succumbs to Edwina 's charms and falls hopelessly in love with her .
Sent 7: Lord Esketh becomes aware of this , but Safti saves him from a man-eating tiger during a safari .
Sent 8: Safti admits his love for Edwina to Lord Esketh , who is now sympathetic toward this good man 's plight .
Sent 9: Ransome feels the same way , warning Edwina to stay away from Safti , a friend he admires .
Sent 10: Edwina similarly falls into disfavor with the Maharani , who explains that Safti has been raised to lead a pure life and that Edwina is unworthy of him .
Sent 11: Ranchipur suddenly is ravaged by a natural disaster , an earthquake and flood .
Sent 12: Dr. Safti is so busy saving lives that he can not personally care for Edwina , who has fallen ill .
Sent 13: Ransome looks after her as well as for young Fern Simon , who has declared her love for him .
Sent 14: When a dam is exploded by dynamite and as a result the flood waters recede , it is Dr. Safti who reveals that Ransome is the one who risked his personal safety to save the people of Ranchipur .

Output: Who renews an acquaintance with a former lover, Tom Ransome?


Input:
Paragraph- Sent 1: In India to purchase some horses , British aristocrat , Lord Esketh and his wife , Edwina , come to the town of Ranchipur at the invitation of the elderly Maharani .
Sent 2: Their marriage is an unhappy one and Lord Esketh announces his intention to return to England and begin divorce proceedings .
Sent 3: The spoiled , insensitive Edwina scoffs at this .
Sent 4: She renews in Ranchipur an acquaintance with a former lover , Tom Ransome , now a dissolute alcoholic .
Sent 5: She also meets and attempts to seduce a distinguished Hindu physician , Dr. Rama Safti , a decent man who is the elderly Maharani 's personal choice to succeed her someday .
Sent 6: Safti at first resists , but ultimately succumbs to Edwina 's charms and falls hopelessly in love with her .
Sent 7: Lord Esketh becomes aware of this , but Safti saves him from a man-eating tiger during a safari .
Sent 8: Safti admits his love for Edwina to Lord Esketh , who is now sympathetic toward this good man 's plight .
Sent 9: Ransome feels the same way , warning Edwina to stay away from Safti , a friend he admires .
Sent 10: Edwina similarly falls into disfavor with the Maharani , who explains that Safti has been raised to lead a pure life and that Edwina is unworthy of him .
Sent 11: Ranchipur suddenly is ravaged by a natural disaster , an earthquake and flood .
Sent 12: Dr. Safti is so busy saving lives that he can not personally care for Edwina , who has fallen ill .
Sent 13: Ransome looks after her as well as for young Fern Simon , who has declared her love for him .
Sent 14: When a dam is exploded by dynamite and as a result the flood waters recede , it is Dr. Safti who reveals that Ransome is the one who risked his personal safety to save the people of Ranchipur .

Output: What does Lord Esketh's wife scoff at?


Input:
Paragraph- Sent 1: In India to purchase some horses , British aristocrat , Lord Esketh and his wife , Edwina , come to the town of Ranchipur at the invitation of the elderly Maharani .
Sent 2: Their marriage is an unhappy one and Lord Esketh announces his intention to return to England and begin divorce proceedings .
Sent 3: The spoiled , insensitive Edwina scoffs at this .
Sent 4: She renews in Ranchipur an acquaintance with a former lover , Tom Ransome , now a dissolute alcoholic .
Sent 5: She also meets and attempts to seduce a distinguished Hindu physician , Dr. Rama Safti , a decent man who is the elderly Maharani 's personal choice to succeed her someday .
Sent 6: Safti at first resists , but ultimately succumbs to Edwina 's charms and falls hopelessly in love with her .
Sent 7: Lord Esketh becomes aware of this , but Safti saves him from a man-eating tiger during a safari .
Sent 8: Safti admits his love for Edwina to Lord Esketh , who is now sympathetic toward this good man 's plight .
Sent 9: Ransome feels the same way , warning Edwina to stay away from Safti , a friend he admires .
Sent 10: Edwina similarly falls into disfavor with the Maharani , who explains that Safti has been raised to lead a pure life and that Edwina is unworthy of him .
Sent 11: Ranchipur suddenly is ravaged by a natural disaster , an earthquake and flood .
Sent 12: Dr. Safti is so busy saving lives that he can not personally care for Edwina , who has fallen ill .
Sent 13: Ransome looks after her as well as for young Fern Simon , who has declared her love for him .
Sent 14: When a dam is exploded by dynamite and as a result the flood waters recede , it is Dr. Safti who reveals that Ransome is the one who risked his personal safety to save the people of Ranchipur .

Output: Who tries to seduce the man who saves Lord Esketh from a man-eating tiger during a safari?


Input:
Paragraph- Sent 1: In India to purchase some horses , British aristocrat , Lord Esketh and his wife , Edwina , come to the town of Ranchipur at the invitation of the elderly Maharani .
Sent 2: Their marriage is an unhappy one and Lord Esketh announces his intention to return to England and begin divorce proceedings .
Sent 3: The spoiled , insensitive Edwina scoffs at this .
Sent 4: She renews in Ranchipur an acquaintance with a former lover , Tom Ransome , now a dissolute alcoholic .
Sent 5: She also meets and attempts to seduce a distinguished Hindu physician , Dr. Rama Safti , a decent man who is the elderly Maharani 's personal choice to succeed her someday .
Sent 6: Safti at first resists , but ultimately succumbs to Edwina 's charms and falls hopelessly in love with her .
Sent 7: Lord Esketh becomes aware of this , but Safti saves him from a man-eating tiger during a safari .
Sent 8: Safti admits his love for Edwina to Lord Esketh , who is now sympathetic toward this good man 's plight .
Sent 9: Ransome feels the same way , warning Edwina to stay away from Safti , a friend he admires .
Sent 10: Edwina similarly falls into disfavor with the Maharani , who explains that Safti has been raised to lead a pure life and that Edwina is unworthy of him .
Sent 11: Ranchipur suddenly is ravaged by a natural disaster , an earthquake and flood .
Sent 12: Dr. Safti is so busy saving lives that he can not personally care for Edwina , who has fallen ill .
Sent 13: Ransome looks after her as well as for young Fern Simon , who has declared her love for him .
Sent 14: When a dam is exploded by dynamite and as a result the flood waters recede , it is Dr. Safti who reveals that Ransome is the one who risked his personal safety to save the people of Ranchipur .

Output: Who looks after Edwina and Fern after the flood and earthquake?