Input:
Paragraph- Sent 1: In passing through these checkpoints, each of the hijackers would have been screened by a walk-through metal detector calibrated to detect items with at least the metal content of a .22-caliber handgun.
Sent 2: Anyone who might have set off that detector would have been screened with a hand wand-a procedure requiring the screener to identify the metal item or items that caused the alarm.
Sent 3: In addition, an X-ray machine would have screened the hijackers' carry-on belongings.
Sent 4: The screening was in place to identify and confiscate weapons and other items prohibited from being carried onto a commercial flight.
Sent 5: None of the checkpoint supervisors recalled the hijackers or reported anything suspicious regarding their screening.
Sent 6: While Atta had been selected by CAPPS in Portland, three members of his hijacking team-Suqami, Wail al Shehri, and Waleed al Shehri-were selected in Boston.
Sent 7: Their selection affected only the handling of their checked bags, not their screening at the checkpoint.
Sent 8: All five men cleared the checkpoint and made their way to the gate for American 11.
Sent 9: Atta, Omari, and Suqami took their seats in business class (seats 8D, 8G, and 10B, respectively).
Sent 10: The Shehri brothers had adjacent seats in row 2 (Wail in 2A, Waleed in 2B), in the firstclass cabin.
Sent 11: They boarded American 11 between 7:31 and 7:40.
Sent 12: The aircraft pushed back from the gate at 7:40.
Sent 13: Shehhi and his team, none of whom had been selected by CAPPS, boarded United 175 between 7:23 and 7:28 (Banihammad in 2A, Shehri in 2B, Shehhi in 6C, Hamza al Ghamdi in 9C, and Ahmed al Ghamdi in 9D).
Sent 14: Their aircraft pushed back from the gate just before 8:00.
Sent 15: Washington Dulles: American 77.
Sent 16: Hundreds of miles southwest of Boston, at Dulles International Airport in the Virginia suburbs of Washington, D.C., five more men were preparing to take their early morning flight.
Sent 17: At 7:15, a pair of them, Khalid al Mihdhar and Majed Moqed, checked in at the American Airlines ticket counter for Flight 77, bound for Los Angeles.
Sent 18: Within the next 20 minutes, they would be followed by Hani Hanjour and two brothers, Nawaf al Hazmi and Salem al Hazmi.

Output: In which three cities did men board aircraft?


Input:
Paragraph- Sent 1: In passing through these checkpoints, each of the hijackers would have been screened by a walk-through metal detector calibrated to detect items with at least the metal content of a .22-caliber handgun.
Sent 2: Anyone who might have set off that detector would have been screened with a hand wand-a procedure requiring the screener to identify the metal item or items that caused the alarm.
Sent 3: In addition, an X-ray machine would have screened the hijackers' carry-on belongings.
Sent 4: The screening was in place to identify and confiscate weapons and other items prohibited from being carried onto a commercial flight.
Sent 5: None of the checkpoint supervisors recalled the hijackers or reported anything suspicious regarding their screening.
Sent 6: While Atta had been selected by CAPPS in Portland, three members of his hijacking team-Suqami, Wail al Shehri, and Waleed al Shehri-were selected in Boston.
Sent 7: Their selection affected only the handling of their checked bags, not their screening at the checkpoint.
Sent 8: All five men cleared the checkpoint and made their way to the gate for American 11.
Sent 9: Atta, Omari, and Suqami took their seats in business class (seats 8D, 8G, and 10B, respectively).
Sent 10: The Shehri brothers had adjacent seats in row 2 (Wail in 2A, Waleed in 2B), in the firstclass cabin.
Sent 11: They boarded American 11 between 7:31 and 7:40.
Sent 12: The aircraft pushed back from the gate at 7:40.
Sent 13: Shehhi and his team, none of whom had been selected by CAPPS, boarded United 175 between 7:23 and 7:28 (Banihammad in 2A, Shehri in 2B, Shehhi in 6C, Hamza al Ghamdi in 9C, and Ahmed al Ghamdi in 9D).
Sent 14: Their aircraft pushed back from the gate just before 8:00.
Sent 15: Washington Dulles: American 77.
Sent 16: Hundreds of miles southwest of Boston, at Dulles International Airport in the Virginia suburbs of Washington, D.C., five more men were preparing to take their early morning flight.
Sent 17: At 7:15, a pair of them, Khalid al Mihdhar and Majed Moqed, checked in at the American Airlines ticket counter for Flight 77, bound for Los Angeles.
Sent 18: Within the next 20 minutes, they would be followed by Hani Hanjour and two brothers, Nawaf al Hazmi and Salem al Hazmi.

Output: Under what circumstances would a person be screened with a hand wand?


Input:
Paragraph- Sent 1: In passing through these checkpoints, each of the hijackers would have been screened by a walk-through metal detector calibrated to detect items with at least the metal content of a .22-caliber handgun.
Sent 2: Anyone who might have set off that detector would have been screened with a hand wand-a procedure requiring the screener to identify the metal item or items that caused the alarm.
Sent 3: In addition, an X-ray machine would have screened the hijackers' carry-on belongings.
Sent 4: The screening was in place to identify and confiscate weapons and other items prohibited from being carried onto a commercial flight.
Sent 5: None of the checkpoint supervisors recalled the hijackers or reported anything suspicious regarding their screening.
Sent 6: While Atta had been selected by CAPPS in Portland, three members of his hijacking team-Suqami, Wail al Shehri, and Waleed al Shehri-were selected in Boston.
Sent 7: Their selection affected only the handling of their checked bags, not their screening at the checkpoint.
Sent 8: All five men cleared the checkpoint and made their way to the gate for American 11.
Sent 9: Atta, Omari, and Suqami took their seats in business class (seats 8D, 8G, and 10B, respectively).
Sent 10: The Shehri brothers had adjacent seats in row 2 (Wail in 2A, Waleed in 2B), in the firstclass cabin.
Sent 11: They boarded American 11 between 7:31 and 7:40.
Sent 12: The aircraft pushed back from the gate at 7:40.
Sent 13: Shehhi and his team, none of whom had been selected by CAPPS, boarded United 175 between 7:23 and 7:28 (Banihammad in 2A, Shehri in 2B, Shehhi in 6C, Hamza al Ghamdi in 9C, and Ahmed al Ghamdi in 9D).
Sent 14: Their aircraft pushed back from the gate just before 8:00.
Sent 15: Washington Dulles: American 77.
Sent 16: Hundreds of miles southwest of Boston, at Dulles International Airport in the Virginia suburbs of Washington, D.C., five more men were preparing to take their early morning flight.
Sent 17: At 7:15, a pair of them, Khalid al Mihdhar and Majed Moqed, checked in at the American Airlines ticket counter for Flight 77, bound for Los Angeles.
Sent 18: Within the next 20 minutes, they would be followed by Hani Hanjour and two brothers, Nawaf al Hazmi and Salem al Hazmi.

Output: who boarded American 11 between 7:31 and 7:40?


Input:
Paragraph- Sent 1: In passing through these checkpoints, each of the hijackers would have been screened by a walk-through metal detector calibrated to detect items with at least the metal content of a .22-caliber handgun.
Sent 2: Anyone who might have set off that detector would have been screened with a hand wand-a procedure requiring the screener to identify the metal item or items that caused the alarm.
Sent 3: In addition, an X-ray machine would have screened the hijackers' carry-on belongings.
Sent 4: The screening was in place to identify and confiscate weapons and other items prohibited from being carried onto a commercial flight.
Sent 5: None of the checkpoint supervisors recalled the hijackers or reported anything suspicious regarding their screening.
Sent 6: While Atta had been selected by CAPPS in Portland, three members of his hijacking team-Suqami, Wail al Shehri, and Waleed al Shehri-were selected in Boston.
Sent 7: Their selection affected only the handling of their checked bags, not their screening at the checkpoint.
Sent 8: All five men cleared the checkpoint and made their way to the gate for American 11.
Sent 9: Atta, Omari, and Suqami took their seats in business class (seats 8D, 8G, and 10B, respectively).
Sent 10: The Shehri brothers had adjacent seats in row 2 (Wail in 2A, Waleed in 2B), in the firstclass cabin.
Sent 11: They boarded American 11 between 7:31 and 7:40.
Sent 12: The aircraft pushed back from the gate at 7:40.
Sent 13: Shehhi and his team, none of whom had been selected by CAPPS, boarded United 175 between 7:23 and 7:28 (Banihammad in 2A, Shehri in 2B, Shehhi in 6C, Hamza al Ghamdi in 9C, and Ahmed al Ghamdi in 9D).
Sent 14: Their aircraft pushed back from the gate just before 8:00.
Sent 15: Washington Dulles: American 77.
Sent 16: Hundreds of miles southwest of Boston, at Dulles International Airport in the Virginia suburbs of Washington, D.C., five more men were preparing to take their early morning flight.
Sent 17: At 7:15, a pair of them, Khalid al Mihdhar and Majed Moqed, checked in at the American Airlines ticket counter for Flight 77, bound for Los Angeles.
Sent 18: Within the next 20 minutes, they would be followed by Hani Hanjour and two brothers, Nawaf al Hazmi and Salem al Hazmi.

Output: How much time lapsed between American 11 and United 175 pushing back from their gates?


Input:
Paragraph- Sent 1: A congressional agency that funds legal services for low-income Americans is battling Charleston lawyers over control of buildings that once housed legal assistance programs in Charleston, Georgetown and Conway.
Sent 2: At stake is prime real estate in the coastal cities, including a Charleston building in the heart of upscale commercial development on upper King Street.
Sent 3: The Washington-based Legal Services Corp. wants the buildings transferred to the S.C. Centers for Equal Justice, said LSC spokesman Eric Kleiman.
Sent 4: The LSC was once the funding agency for the Neighborhood Legal Assistance Program Corp. in Charleston.
Sent 5: In January, the LSC funding went to the Greenville-based equal justice centers.
Sent 6: In an Aug. 21 letter to NLAP board chairman Gerald A. Kaynard, LSC president John N. Erlenborn said: "If NLAP fails to effectuate these transfers by Aug. 31, LSC will take all necessary steps to protect its interest in these properties."Sent 7: Kaynard did not return repeated phone calls from The Post and Courier.
Sent 8: As part of its funding agreement, the LSC requires property purchased with government funds be returned to the nonprofit corporation if a local agency loses its grant, Kleiman said.
Sent 9: In August, the 4th Circuit Court of Appeals upheld that requirement in a lawsuit LSC filed in a property dispute with a legal services program in Big Stone Gap, Va. Kleiman said, "We will continue to work with NLAP to work out an orderly transfer of the property.
Sent 10: We hope this can be resolved amicably."Sent 11: Last year, NLAP lost its federal grant with a nationwide consolidation of legal aid programs.
Sent 12: In January, the federal agency awarded a $4.4 million grant to the Centers for Equal Justice, which has a Charleston area office and sites in 11 other South Carolina cities.

Output: What requirement created by the LSC did the Circuit Court of Appeals uphold in a lawsuit filed by the LSC?


Input:
Paragraph- Sent 1: A congressional agency that funds legal services for low-income Americans is battling Charleston lawyers over control of buildings that once housed legal assistance programs in Charleston, Georgetown and Conway.
Sent 2: At stake is prime real estate in the coastal cities, including a Charleston building in the heart of upscale commercial development on upper King Street.
Sent 3: The Washington-based Legal Services Corp. wants the buildings transferred to the S.C. Centers for Equal Justice, said LSC spokesman Eric Kleiman.
Sent 4: The LSC was once the funding agency for the Neighborhood Legal Assistance Program Corp. in Charleston.
Sent 5: In January, the LSC funding went to the Greenville-based equal justice centers.
Sent 6: In an Aug. 21 letter to NLAP board chairman Gerald A. Kaynard, LSC president John N. Erlenborn said: "If NLAP fails to effectuate these transfers by Aug. 31, LSC will take all necessary steps to protect its interest in these properties."Sent 7: Kaynard did not return repeated phone calls from The Post and Courier.
Sent 8: As part of its funding agreement, the LSC requires property purchased with government funds be returned to the nonprofit corporation if a local agency loses its grant, Kleiman said.
Sent 9: In August, the 4th Circuit Court of Appeals upheld that requirement in a lawsuit LSC filed in a property dispute with a legal services program in Big Stone Gap, Va. Kleiman said, "We will continue to work with NLAP to work out an orderly transfer of the property.
Sent 10: We hope this can be resolved amicably."Sent 11: Last year, NLAP lost its federal grant with a nationwide consolidation of legal aid programs.
Sent 12: In January, the federal agency awarded a $4.4 million grant to the Centers for Equal Justice, which has a Charleston area office and sites in 11 other South Carolina cities.

Output: What is the full name of the organization that lost its federal grant with a nationwide consolidation of legal aid programs?


Input:
Paragraph- Sent 1: A congressional agency that funds legal services for low-income Americans is battling Charleston lawyers over control of buildings that once housed legal assistance programs in Charleston, Georgetown and Conway.
Sent 2: At stake is prime real estate in the coastal cities, including a Charleston building in the heart of upscale commercial development on upper King Street.
Sent 3: The Washington-based Legal Services Corp. wants the buildings transferred to the S.C. Centers for Equal Justice, said LSC spokesman Eric Kleiman.
Sent 4: The LSC was once the funding agency for the Neighborhood Legal Assistance Program Corp. in Charleston.
Sent 5: In January, the LSC funding went to the Greenville-based equal justice centers.
Sent 6: In an Aug. 21 letter to NLAP board chairman Gerald A. Kaynard, LSC president John N. Erlenborn said: "If NLAP fails to effectuate these transfers by Aug. 31, LSC will take all necessary steps to protect its interest in these properties."Sent 7: Kaynard did not return repeated phone calls from The Post and Courier.
Sent 8: As part of its funding agreement, the LSC requires property purchased with government funds be returned to the nonprofit corporation if a local agency loses its grant, Kleiman said.
Sent 9: In August, the 4th Circuit Court of Appeals upheld that requirement in a lawsuit LSC filed in a property dispute with a legal services program in Big Stone Gap, Va. Kleiman said, "We will continue to work with NLAP to work out an orderly transfer of the property.
Sent 10: We hope this can be resolved amicably."Sent 11: Last year, NLAP lost its federal grant with a nationwide consolidation of legal aid programs.
Sent 12: In January, the federal agency awarded a $4.4 million grant to the Centers for Equal Justice, which has a Charleston area office and sites in 11 other South Carolina cities.

Output: What is the full name of the organization that was once the funding agency for the Neighborhood Legal Assistance Program Corp. in Charleston?


Input:
Paragraph- Sent 1: The violent arena of domestic abuse litigation has grown a bit more volatile here, now that a judge has decided to hold two women in contempt of court for returning to men who had been ordered to stay away from them.
Sent 2: "You can't have it both ways," said Judge Megan Lake Thornton of Fayette County District Court in recently fining two women $100 and $200 respectively for obtaining protective orders forbidding their partners from contacting them, then relenting and contacting the men.
Sent 3: Ruling that the order was mutually binding, Judge Thornton also cited the men for contempt.
Sent 4: "It drives me nuts when people just decide to do whatever they want," said Judge Thornton, who is experienced in the state's thick domestic abuse docket, which produces close to 30,000 emergency protective orders a year.
Sent 5: Kentucky officials say there is a virtual epidemic of abusive relationships in the state.
Sent 6: Judge Thornton's ruling has alarmed advocates for battered women, who plan to appeal it.
Sent 7: The advocates say the finding goes beyond existing law and is unrealistic because some renewed contacts often prove unavoidable in domestic abuse cases, which involve economic and family dependency and other complications of daily living.
Sent 8: The state office on domestic violence has pointedly agreed, warning that the ruling could cause abused women to hesitate in bringing their plight before the courts for fear of being chastised for their trouble.
Sent 9: "The reality is it's easy to say they should never have contact," said Sherry Currens, executive director of the Kentucky Domestic Violence Association, an advocacy and legal protection group.
Sent 10: "But we're talking about people in long-term relationships.
Sent 11: They may have children in common.
Sent 12: It's pretty hard to say, `Never speak again.'Sent 13: People have financial difficulties.
Sent 14: They may love the partner.
Sent 15: It's not an easy thing."Sent 16: But Judge Thornton declared in court, "When these orders are entered, you don't just do whatever you damn well please and ignore them."Sent 17: The ruling stunned Cindra Walker, the lawyer for the two women, who is with Central Kentucky Legal Services, which represents many of the thousands of indigent women caught in abusive relationships.
Sent 18: "For over five years, I've been in court practically every day on these abuse cases," Ms. Walker said, "and I've never before had a victim threatened with contempt.".

Output: What ruling made by Judge Thornton are advocates for battered women planning to appeal?


Input:
Paragraph- Sent 1: The violent arena of domestic abuse litigation has grown a bit more volatile here, now that a judge has decided to hold two women in contempt of court for returning to men who had been ordered to stay away from them.
Sent 2: "You can't have it both ways," said Judge Megan Lake Thornton of Fayette County District Court in recently fining two women $100 and $200 respectively for obtaining protective orders forbidding their partners from contacting them, then relenting and contacting the men.
Sent 3: Ruling that the order was mutually binding, Judge Thornton also cited the men for contempt.
Sent 4: "It drives me nuts when people just decide to do whatever they want," said Judge Thornton, who is experienced in the state's thick domestic abuse docket, which produces close to 30,000 emergency protective orders a year.
Sent 5: Kentucky officials say there is a virtual epidemic of abusive relationships in the state.
Sent 6: Judge Thornton's ruling has alarmed advocates for battered women, who plan to appeal it.
Sent 7: The advocates say the finding goes beyond existing law and is unrealistic because some renewed contacts often prove unavoidable in domestic abuse cases, which involve economic and family dependency and other complications of daily living.
Sent 8: The state office on domestic violence has pointedly agreed, warning that the ruling could cause abused women to hesitate in bringing their plight before the courts for fear of being chastised for their trouble.
Sent 9: "The reality is it's easy to say they should never have contact," said Sherry Currens, executive director of the Kentucky Domestic Violence Association, an advocacy and legal protection group.
Sent 10: "But we're talking about people in long-term relationships.
Sent 11: They may have children in common.
Sent 12: It's pretty hard to say, `Never speak again.'Sent 13: People have financial difficulties.
Sent 14: They may love the partner.
Sent 15: It's not an easy thing."Sent 16: But Judge Thornton declared in court, "When these orders are entered, you don't just do whatever you damn well please and ignore them."Sent 17: The ruling stunned Cindra Walker, the lawyer for the two women, who is with Central Kentucky Legal Services, which represents many of the thousands of indigent women caught in abusive relationships.
Sent 18: "For over five years, I've been in court practically every day on these abuse cases," Ms. Walker said, "and I've never before had a victim threatened with contempt.".

Output: "But we're talking about people in long-term relationships. They may have children in common. It's pretty hard to say, Never speak again."?


Input:
Paragraph- Sent 1: The violent arena of domestic abuse litigation has grown a bit more volatile here, now that a judge has decided to hold two women in contempt of court for returning to men who had been ordered to stay away from them.
Sent 2: "You can't have it both ways," said Judge Megan Lake Thornton of Fayette County District Court in recently fining two women $100 and $200 respectively for obtaining protective orders forbidding their partners from contacting them, then relenting and contacting the men.
Sent 3: Ruling that the order was mutually binding, Judge Thornton also cited the men for contempt.
Sent 4: "It drives me nuts when people just decide to do whatever they want," said Judge Thornton, who is experienced in the state's thick domestic abuse docket, which produces close to 30,000 emergency protective orders a year.
Sent 5: Kentucky officials say there is a virtual epidemic of abusive relationships in the state.
Sent 6: Judge Thornton's ruling has alarmed advocates for battered women, who plan to appeal it.
Sent 7: The advocates say the finding goes beyond existing law and is unrealistic because some renewed contacts often prove unavoidable in domestic abuse cases, which involve economic and family dependency and other complications of daily living.
Sent 8: The state office on domestic violence has pointedly agreed, warning that the ruling could cause abused women to hesitate in bringing their plight before the courts for fear of being chastised for their trouble.
Sent 9: "The reality is it's easy to say they should never have contact," said Sherry Currens, executive director of the Kentucky Domestic Violence Association, an advocacy and legal protection group.
Sent 10: "But we're talking about people in long-term relationships.
Sent 11: They may have children in common.
Sent 12: It's pretty hard to say, `Never speak again.'Sent 13: People have financial difficulties.
Sent 14: They may love the partner.
Sent 15: It's not an easy thing."Sent 16: But Judge Thornton declared in court, "When these orders are entered, you don't just do whatever you damn well please and ignore them."Sent 17: The ruling stunned Cindra Walker, the lawyer for the two women, who is with Central Kentucky Legal Services, which represents many of the thousands of indigent women caught in abusive relationships.
Sent 18: "For over five years, I've been in court practically every day on these abuse cases," Ms. Walker said, "and I've never before had a victim threatened with contempt.".

Output: Which county and state does Judge Megan Lake Thornton work for ?


Input:
Paragraph- Sent 1: The violent arena of domestic abuse litigation has grown a bit more volatile here, now that a judge has decided to hold two women in contempt of court for returning to men who had been ordered to stay away from them.
Sent 2: "You can't have it both ways," said Judge Megan Lake Thornton of Fayette County District Court in recently fining two women $100 and $200 respectively for obtaining protective orders forbidding their partners from contacting them, then relenting and contacting the men.
Sent 3: Ruling that the order was mutually binding, Judge Thornton also cited the men for contempt.
Sent 4: "It drives me nuts when people just decide to do whatever they want," said Judge Thornton, who is experienced in the state's thick domestic abuse docket, which produces close to 30,000 emergency protective orders a year.
Sent 5: Kentucky officials say there is a virtual epidemic of abusive relationships in the state.
Sent 6: Judge Thornton's ruling has alarmed advocates for battered women, who plan to appeal it.
Sent 7: The advocates say the finding goes beyond existing law and is unrealistic because some renewed contacts often prove unavoidable in domestic abuse cases, which involve economic and family dependency and other complications of daily living.
Sent 8: The state office on domestic violence has pointedly agreed, warning that the ruling could cause abused women to hesitate in bringing their plight before the courts for fear of being chastised for their trouble.
Sent 9: "The reality is it's easy to say they should never have contact," said Sherry Currens, executive director of the Kentucky Domestic Violence Association, an advocacy and legal protection group.
Sent 10: "But we're talking about people in long-term relationships.
Sent 11: They may have children in common.
Sent 12: It's pretty hard to say, `Never speak again.'Sent 13: People have financial difficulties.
Sent 14: They may love the partner.
Sent 15: It's not an easy thing."Sent 16: But Judge Thornton declared in court, "When these orders are entered, you don't just do whatever you damn well please and ignore them."Sent 17: The ruling stunned Cindra Walker, the lawyer for the two women, who is with Central Kentucky Legal Services, which represents many of the thousands of indigent women caught in abusive relationships.
Sent 18: "For over five years, I've been in court practically every day on these abuse cases," Ms. Walker said, "and I've never before had a victim threatened with contempt.".

Output: What prompted Judge Megan Lake Thornton to make the statement: "You can't have it both ways."?


Input:
Paragraph- Sent 1: The violent arena of domestic abuse litigation has grown a bit more volatile here, now that a judge has decided to hold two women in contempt of court for returning to men who had been ordered to stay away from them.
Sent 2: "You can't have it both ways," said Judge Megan Lake Thornton of Fayette County District Court in recently fining two women $100 and $200 respectively for obtaining protective orders forbidding their partners from contacting them, then relenting and contacting the men.
Sent 3: Ruling that the order was mutually binding, Judge Thornton also cited the men for contempt.
Sent 4: "It drives me nuts when people just decide to do whatever they want," said Judge Thornton, who is experienced in the state's thick domestic abuse docket, which produces close to 30,000 emergency protective orders a year.
Sent 5: Kentucky officials say there is a virtual epidemic of abusive relationships in the state.
Sent 6: Judge Thornton's ruling has alarmed advocates for battered women, who plan to appeal it.
Sent 7: The advocates say the finding goes beyond existing law and is unrealistic because some renewed contacts often prove unavoidable in domestic abuse cases, which involve economic and family dependency and other complications of daily living.
Sent 8: The state office on domestic violence has pointedly agreed, warning that the ruling could cause abused women to hesitate in bringing their plight before the courts for fear of being chastised for their trouble.
Sent 9: "The reality is it's easy to say they should never have contact," said Sherry Currens, executive director of the Kentucky Domestic Violence Association, an advocacy and legal protection group.
Sent 10: "But we're talking about people in long-term relationships.
Sent 11: They may have children in common.
Sent 12: It's pretty hard to say, `Never speak again.'Sent 13: People have financial difficulties.
Sent 14: They may love the partner.
Sent 15: It's not an easy thing."Sent 16: But Judge Thornton declared in court, "When these orders are entered, you don't just do whatever you damn well please and ignore them."Sent 17: The ruling stunned Cindra Walker, the lawyer for the two women, who is with Central Kentucky Legal Services, which represents many of the thousands of indigent women caught in abusive relationships.
Sent 18: "For over five years, I've been in court practically every day on these abuse cases," Ms. Walker said, "and I've never before had a victim threatened with contempt.".

Output: What punishment did judge Megan Lake Thornton give to Cindra Walker's clients ?


Input:
Paragraph- Sent 1: The violent arena of domestic abuse litigation has grown a bit more volatile here, now that a judge has decided to hold two women in contempt of court for returning to men who had been ordered to stay away from them.
Sent 2: "You can't have it both ways," said Judge Megan Lake Thornton of Fayette County District Court in recently fining two women $100 and $200 respectively for obtaining protective orders forbidding their partners from contacting them, then relenting and contacting the men.
Sent 3: Ruling that the order was mutually binding, Judge Thornton also cited the men for contempt.
Sent 4: "It drives me nuts when people just decide to do whatever they want," said Judge Thornton, who is experienced in the state's thick domestic abuse docket, which produces close to 30,000 emergency protective orders a year.
Sent 5: Kentucky officials say there is a virtual epidemic of abusive relationships in the state.
Sent 6: Judge Thornton's ruling has alarmed advocates for battered women, who plan to appeal it.
Sent 7: The advocates say the finding goes beyond existing law and is unrealistic because some renewed contacts often prove unavoidable in domestic abuse cases, which involve economic and family dependency and other complications of daily living.
Sent 8: The state office on domestic violence has pointedly agreed, warning that the ruling could cause abused women to hesitate in bringing their plight before the courts for fear of being chastised for their trouble.
Sent 9: "The reality is it's easy to say they should never have contact," said Sherry Currens, executive director of the Kentucky Domestic Violence Association, an advocacy and legal protection group.
Sent 10: "But we're talking about people in long-term relationships.
Sent 11: They may have children in common.
Sent 12: It's pretty hard to say, `Never speak again.'Sent 13: People have financial difficulties.
Sent 14: They may love the partner.
Sent 15: It's not an easy thing."Sent 16: But Judge Thornton declared in court, "When these orders are entered, you don't just do whatever you damn well please and ignore them."Sent 17: The ruling stunned Cindra Walker, the lawyer for the two women, who is with Central Kentucky Legal Services, which represents many of the thousands of indigent women caught in abusive relationships.
Sent 18: "For over five years, I've been in court practically every day on these abuse cases," Ms. Walker said, "and I've never before had a victim threatened with contempt.".

Output: What are two of the reasons Sherry Currens gives for people violating protective orders ?


Input:
Paragraph- Sent 1: Federal Emergency Management Agency officials will be in Kerrville Friday to open a Disaster Relief Center to help local residents and business owners impacted by last week's floods.
Sent 2: FEMA information officer Bill Lindsay announced Wednesday that the relief center will be open from 9 a.m.
Sent 3: to 6 p.m., seven days a week, until further notice at Trinity Baptist Church.
Sent 4: FEMA personnel will be on hand to meet with flood victims to answer questions and provide recovery information and written materials about various assistance programs.
Sent 5: Among the disaster programs available are temporary housing assistance, individual and family grants, low interest Small Business Administration loans, disaster un-employment assistance and crisis counseling.
Sent 6: "This is a great opportunity for people in Kerrville and Kerr County to sit down with the different agencies and get their recovery questions answered," said Mindy Wendele, City of Kerrville spokeswoman.
Sent 7: "Although the Disaster Recovery Center will open Friday, it is extremely important for individuals and businesses to call the FEMA disaster number to begin the application process.".

Output: What is the full name of the organization that Bill Lindsay works for?


Input:
Paragraph- Sent 1: Federal Emergency Management Agency officials will be in Kerrville Friday to open a Disaster Relief Center to help local residents and business owners impacted by last week's floods.
Sent 2: FEMA information officer Bill Lindsay announced Wednesday that the relief center will be open from 9 a.m.
Sent 3: to 6 p.m., seven days a week, until further notice at Trinity Baptist Church.
Sent 4: FEMA personnel will be on hand to meet with flood victims to answer questions and provide recovery information and written materials about various assistance programs.
Sent 5: Among the disaster programs available are temporary housing assistance, individual and family grants, low interest Small Business Administration loans, disaster un-employment assistance and crisis counseling.
Sent 6: "This is a great opportunity for people in Kerrville and Kerr County to sit down with the different agencies and get their recovery questions answered," said Mindy Wendele, City of Kerrville spokeswoman.
Sent 7: "Although the Disaster Recovery Center will open Friday, it is extremely important for individuals and businesses to call the FEMA disaster number to begin the application process.".

Output: Who will be available to provide flood victims with information regarding temporary housing assistance as well as individual and family grants?


Input:
Paragraph- Sent 1: Federal Emergency Management Agency officials will be in Kerrville Friday to open a Disaster Relief Center to help local residents and business owners impacted by last week's floods.
Sent 2: FEMA information officer Bill Lindsay announced Wednesday that the relief center will be open from 9 a.m.
Sent 3: to 6 p.m., seven days a week, until further notice at Trinity Baptist Church.
Sent 4: FEMA personnel will be on hand to meet with flood victims to answer questions and provide recovery information and written materials about various assistance programs.
Sent 5: Among the disaster programs available are temporary housing assistance, individual and family grants, low interest Small Business Administration loans, disaster un-employment assistance and crisis counseling.
Sent 6: "This is a great opportunity for people in Kerrville and Kerr County to sit down with the different agencies and get their recovery questions answered," said Mindy Wendele, City of Kerrville spokeswoman.
Sent 7: "Although the Disaster Recovery Center will open Friday, it is extremely important for individuals and businesses to call the FEMA disaster number to begin the application process.".

Output: What are the hours of operation of the relief center?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: How many forces  does an object have?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: What pulls you down?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: At what level of force does the table oppose gravity?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: What forces acts on a book on a table?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: What is the unit used  for force?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: Is it rare for objects on Earth to have at least two forces acting on them?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: If two children push a swing at the same time, will the swing go higher?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: What part of one's body can hold them up against the force of gravity?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: How would gravity affect a book resting on a table/?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: Does a swing go higher when two children push on it rather than just one child?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: Give two examples of combined forces action on an object?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: Do all objects on Earth have force?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: At what level of force does gravity pull the book downwards?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: How many forces do you have on you right now?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: What direction is the force of a table on a book that is resting on it?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: Why would a swing go higher when two children push it at the same time?


Input:
Paragraph- Sent 1: What if two children push a swing at the same time?
Sent 2: Would the swing go higher?
Sent 3: Yes, together their force would be more.
Sent 4: It is common for forces to be combined.
Sent 5: Most objects on Earth have at least two forces acting on them.
Sent 6: Do you know what one of them is?
Sent 7: Of course, that force is gravity.
Sent 8: How many forces do you have on you right now?
Sent 9: Gravity pulls you down toward the center of Earth.
Sent 10: Your legs exert a downward force.
Sent 11: They hold you up against the pull of gravity.
Sent 12: Consider the example in Figure 1.3.
Sent 13: A book is resting on a table.
Sent 14: Gravity pulls the book downward.
Sent 15: It has a force of 20 newtons.
Sent 16: At the same time, the table pushes the book upward.
Sent 17: Its force is also 20 newtons.
Sent 18: The table opposes the pull of gravity.

Output: Which forces affect a book resting on a table?


Input:
Paragraph- Sent 1: Historically, LSEO letter-writing campaigns generated from $11,000 to $25,000 annually, recalls Dallas Ferguson, a Tulsa attorney and board president of the new LASO.
Sent 2: That amount hardly offset enormous cuts, beginning in 1996, by Congress to Legal Services Corp., the chief funding source for state legal-aid agencies.
Sent 3: Threatened with extinction, LSEO clawed its way back with the help of state funding, grant money and the Tulsa Area United Way.
Sent 4: Meanwhile, the clients keep coming.
Sent 5: At least three-quarters are women and children living in poverty.
Sent 6: The agency helps more than 12,000 children a year.
Sent 7: A third of LSEO's clients are the working poor who receive no government benefits.
Sent 8: Many are senior citizens.
Sent 9: Riggs regrets that retired Tulsa attorney John Athens, a champion of legal aid, did not live to see how much the money has meant.
Sent 10: Athens died last year.
Sent 11: In his honor, The Oxley Foundation donated $200,000 to expand a client hot line.
Sent 12: That service, which will be expanded statewide, enables needy people to consult an attorney about civil legal problems, including rent and contract disputes, domestic abuse, consumer issues and custody matters.
Sent 13: Attorneys handle no criminal cases.
Sent 14: R.H. Harbaugh, foundation trustee and a colleague of Athens at the Conner & Winters law firm, said his mentor had "a special interest in people who could not afford legal services.
Sent 15: He was aware of the hot line and supported its expansion."Sent 16: Said Riggs: "We use lofty phrases such as 'with justice for all,' when we talk about our legal system.
Sent 17: That phrase is etched on our U.S. Supreme Court building.
Sent 18: Those are just empty words if people don't have access to that system.".

Output: What amount did the Oxley foundation donate and what was it used for?


Input:
Paragraph- Sent 1: Historically, LSEO letter-writing campaigns generated from $11,000 to $25,000 annually, recalls Dallas Ferguson, a Tulsa attorney and board president of the new LASO.
Sent 2: That amount hardly offset enormous cuts, beginning in 1996, by Congress to Legal Services Corp., the chief funding source for state legal-aid agencies.
Sent 3: Threatened with extinction, LSEO clawed its way back with the help of state funding, grant money and the Tulsa Area United Way.
Sent 4: Meanwhile, the clients keep coming.
Sent 5: At least three-quarters are women and children living in poverty.
Sent 6: The agency helps more than 12,000 children a year.
Sent 7: A third of LSEO's clients are the working poor who receive no government benefits.
Sent 8: Many are senior citizens.
Sent 9: Riggs regrets that retired Tulsa attorney John Athens, a champion of legal aid, did not live to see how much the money has meant.
Sent 10: Athens died last year.
Sent 11: In his honor, The Oxley Foundation donated $200,000 to expand a client hot line.
Sent 12: That service, which will be expanded statewide, enables needy people to consult an attorney about civil legal problems, including rent and contract disputes, domestic abuse, consumer issues and custody matters.
Sent 13: Attorneys handle no criminal cases.
Sent 14: R.H. Harbaugh, foundation trustee and a colleague of Athens at the Conner & Winters law firm, said his mentor had "a special interest in people who could not afford legal services.
Sent 15: He was aware of the hot line and supported its expansion."Sent 16: Said Riggs: "We use lofty phrases such as 'with justice for all,' when we talk about our legal system.
Sent 17: That phrase is etched on our U.S. Supreme Court building.
Sent 18: Those are just empty words if people don't have access to that system.".

Output: Who are the Majority clients of  LSEO?


Input:
Paragraph- Sent 1: Historically, LSEO letter-writing campaigns generated from $11,000 to $25,000 annually, recalls Dallas Ferguson, a Tulsa attorney and board president of the new LASO.
Sent 2: That amount hardly offset enormous cuts, beginning in 1996, by Congress to Legal Services Corp., the chief funding source for state legal-aid agencies.
Sent 3: Threatened with extinction, LSEO clawed its way back with the help of state funding, grant money and the Tulsa Area United Way.
Sent 4: Meanwhile, the clients keep coming.
Sent 5: At least three-quarters are women and children living in poverty.
Sent 6: The agency helps more than 12,000 children a year.
Sent 7: A third of LSEO's clients are the working poor who receive no government benefits.
Sent 8: Many are senior citizens.
Sent 9: Riggs regrets that retired Tulsa attorney John Athens, a champion of legal aid, did not live to see how much the money has meant.
Sent 10: Athens died last year.
Sent 11: In his honor, The Oxley Foundation donated $200,000 to expand a client hot line.
Sent 12: That service, which will be expanded statewide, enables needy people to consult an attorney about civil legal problems, including rent and contract disputes, domestic abuse, consumer issues and custody matters.
Sent 13: Attorneys handle no criminal cases.
Sent 14: R.H. Harbaugh, foundation trustee and a colleague of Athens at the Conner & Winters law firm, said his mentor had "a special interest in people who could not afford legal services.
Sent 15: He was aware of the hot line and supported its expansion."Sent 16: Said Riggs: "We use lofty phrases such as 'with justice for all,' when we talk about our legal system.
Sent 17: That phrase is etched on our U.S. Supreme Court building.
Sent 18: Those are just empty words if people don't have access to that system.".

Output: What agency helps more than 12,000 children a year?


Input:
Paragraph- Sent 1: Historically, LSEO letter-writing campaigns generated from $11,000 to $25,000 annually, recalls Dallas Ferguson, a Tulsa attorney and board president of the new LASO.
Sent 2: That amount hardly offset enormous cuts, beginning in 1996, by Congress to Legal Services Corp., the chief funding source for state legal-aid agencies.
Sent 3: Threatened with extinction, LSEO clawed its way back with the help of state funding, grant money and the Tulsa Area United Way.
Sent 4: Meanwhile, the clients keep coming.
Sent 5: At least three-quarters are women and children living in poverty.
Sent 6: The agency helps more than 12,000 children a year.
Sent 7: A third of LSEO's clients are the working poor who receive no government benefits.
Sent 8: Many are senior citizens.
Sent 9: Riggs regrets that retired Tulsa attorney John Athens, a champion of legal aid, did not live to see how much the money has meant.
Sent 10: Athens died last year.
Sent 11: In his honor, The Oxley Foundation donated $200,000 to expand a client hot line.
Sent 12: That service, which will be expanded statewide, enables needy people to consult an attorney about civil legal problems, including rent and contract disputes, domestic abuse, consumer issues and custody matters.
Sent 13: Attorneys handle no criminal cases.
Sent 14: R.H. Harbaugh, foundation trustee and a colleague of Athens at the Conner & Winters law firm, said his mentor had "a special interest in people who could not afford legal services.
Sent 15: He was aware of the hot line and supported its expansion."Sent 16: Said Riggs: "We use lofty phrases such as 'with justice for all,' when we talk about our legal system.
Sent 17: That phrase is etched on our U.S. Supreme Court building.
Sent 18: Those are just empty words if people don't have access to that system.".

Output: Who made the cuts to the LSEO and how did it manage to survive?


Input:
Paragraph- Sent 1: Historically, LSEO letter-writing campaigns generated from $11,000 to $25,000 annually, recalls Dallas Ferguson, a Tulsa attorney and board president of the new LASO.
Sent 2: That amount hardly offset enormous cuts, beginning in 1996, by Congress to Legal Services Corp., the chief funding source for state legal-aid agencies.
Sent 3: Threatened with extinction, LSEO clawed its way back with the help of state funding, grant money and the Tulsa Area United Way.
Sent 4: Meanwhile, the clients keep coming.
Sent 5: At least three-quarters are women and children living in poverty.
Sent 6: The agency helps more than 12,000 children a year.
Sent 7: A third of LSEO's clients are the working poor who receive no government benefits.
Sent 8: Many are senior citizens.
Sent 9: Riggs regrets that retired Tulsa attorney John Athens, a champion of legal aid, did not live to see how much the money has meant.
Sent 10: Athens died last year.
Sent 11: In his honor, The Oxley Foundation donated $200,000 to expand a client hot line.
Sent 12: That service, which will be expanded statewide, enables needy people to consult an attorney about civil legal problems, including rent and contract disputes, domestic abuse, consumer issues and custody matters.
Sent 13: Attorneys handle no criminal cases.
Sent 14: R.H. Harbaugh, foundation trustee and a colleague of Athens at the Conner & Winters law firm, said his mentor had "a special interest in people who could not afford legal services.
Sent 15: He was aware of the hot line and supported its expansion."Sent 16: Said Riggs: "We use lofty phrases such as 'with justice for all,' when we talk about our legal system.
Sent 17: That phrase is etched on our U.S. Supreme Court building.
Sent 18: Those are just empty words if people don't have access to that system.".

Output: What phrase is etched on our U.S. Supreme Court building?


Input:
Paragraph- Sent 1: Historically, LSEO letter-writing campaigns generated from $11,000 to $25,000 annually, recalls Dallas Ferguson, a Tulsa attorney and board president of the new LASO.
Sent 2: That amount hardly offset enormous cuts, beginning in 1996, by Congress to Legal Services Corp., the chief funding source for state legal-aid agencies.
Sent 3: Threatened with extinction, LSEO clawed its way back with the help of state funding, grant money and the Tulsa Area United Way.
Sent 4: Meanwhile, the clients keep coming.
Sent 5: At least three-quarters are women and children living in poverty.
Sent 6: The agency helps more than 12,000 children a year.
Sent 7: A third of LSEO's clients are the working poor who receive no government benefits.
Sent 8: Many are senior citizens.
Sent 9: Riggs regrets that retired Tulsa attorney John Athens, a champion of legal aid, did not live to see how much the money has meant.
Sent 10: Athens died last year.
Sent 11: In his honor, The Oxley Foundation donated $200,000 to expand a client hot line.
Sent 12: That service, which will be expanded statewide, enables needy people to consult an attorney about civil legal problems, including rent and contract disputes, domestic abuse, consumer issues and custody matters.
Sent 13: Attorneys handle no criminal cases.
Sent 14: R.H. Harbaugh, foundation trustee and a colleague of Athens at the Conner & Winters law firm, said his mentor had "a special interest in people who could not afford legal services.
Sent 15: He was aware of the hot line and supported its expansion."Sent 16: Said Riggs: "We use lofty phrases such as 'with justice for all,' when we talk about our legal system.
Sent 17: That phrase is etched on our U.S. Supreme Court building.
Sent 18: Those are just empty words if people don't have access to that system.".

Output: The Oxley Foundation donated $200,000 to expand a client hot line in who's honor?


Input:
Paragraph- Sent 1: { { lang } } centers on a man who roams the street night after night .
Sent 2: Hidden under his hat and rain jacket he strives for one goal : to find the culprit - the one whom he can make responsible for his suffering .
Sent 3: If he wanted to , he could confront him , but he lacks the audacity to do so .
Sent 4: He considers suicide , but his courage fails him once again .
Sent 5: The options do not appear to present him with a way out and would not personally satisfy him .
Sent 6: Finley blames not himself , but only others .
Sent 7: In this case he looks to his girlfriend , Violet .
Sent 8: He drowns Violet in the bath whilst giving her a massage , which had become a common ritual for them .
Sent 9: On one hand he does this out of malice , on the other to be close to her just one more time .
Sent 10: Through this action he wishes to break the growing distance he has come to feel between them , though the actual outcome is the infliction of the greatest possible loneliness , as he turns into a monster .
Sent 11: Finley only realizes with hindsight that his misdeeds far surpass those of Violet .

Output: What is Finley looking for night after night?


Input:
Paragraph- Sent 1: { { lang } } centers on a man who roams the street night after night .
Sent 2: Hidden under his hat and rain jacket he strives for one goal : to find the culprit - the one whom he can make responsible for his suffering .
Sent 3: If he wanted to , he could confront him , but he lacks the audacity to do so .
Sent 4: He considers suicide , but his courage fails him once again .
Sent 5: The options do not appear to present him with a way out and would not personally satisfy him .
Sent 6: Finley blames not himself , but only others .
Sent 7: In this case he looks to his girlfriend , Violet .
Sent 8: He drowns Violet in the bath whilst giving her a massage , which had become a common ritual for them .
Sent 9: On one hand he does this out of malice , on the other to be close to her just one more time .
Sent 10: Through this action he wishes to break the growing distance he has come to feel between them , though the actual outcome is the infliction of the greatest possible loneliness , as he turns into a monster .
Sent 11: Finley only realizes with hindsight that his misdeeds far surpass those of Violet .

Output: What was Finley doing with Violet before he killed her?


Input:
Paragraph- Sent 1: { { lang } } centers on a man who roams the street night after night .
Sent 2: Hidden under his hat and rain jacket he strives for one goal : to find the culprit - the one whom he can make responsible for his suffering .
Sent 3: If he wanted to , he could confront him , but he lacks the audacity to do so .
Sent 4: He considers suicide , but his courage fails him once again .
Sent 5: The options do not appear to present him with a way out and would not personally satisfy him .
Sent 6: Finley blames not himself , but only others .
Sent 7: In this case he looks to his girlfriend , Violet .
Sent 8: He drowns Violet in the bath whilst giving her a massage , which had become a common ritual for them .
Sent 9: On one hand he does this out of malice , on the other to be close to her just one more time .
Sent 10: Through this action he wishes to break the growing distance he has come to feel between them , though the actual outcome is the infliction of the greatest possible loneliness , as he turns into a monster .
Sent 11: Finley only realizes with hindsight that his misdeeds far surpass those of Violet .

Output: Why does'nt Finley end his suffering by  committing suicide.?


Input:
Paragraph- Sent 1: { { lang } } centers on a man who roams the street night after night .
Sent 2: Hidden under his hat and rain jacket he strives for one goal : to find the culprit - the one whom he can make responsible for his suffering .
Sent 3: If he wanted to , he could confront him , but he lacks the audacity to do so .
Sent 4: He considers suicide , but his courage fails him once again .
Sent 5: The options do not appear to present him with a way out and would not personally satisfy him .
Sent 6: Finley blames not himself , but only others .
Sent 7: In this case he looks to his girlfriend , Violet .
Sent 8: He drowns Violet in the bath whilst giving her a massage , which had become a common ritual for them .
Sent 9: On one hand he does this out of malice , on the other to be close to her just one more time .
Sent 10: Through this action he wishes to break the growing distance he has come to feel between them , though the actual outcome is the infliction of the greatest possible loneliness , as he turns into a monster .
Sent 11: Finley only realizes with hindsight that his misdeeds far surpass those of Violet .

Output: What does Finley realize after Violet is dead?


Input:
Paragraph- Sent 1: { { lang } } centers on a man who roams the street night after night .
Sent 2: Hidden under his hat and rain jacket he strives for one goal : to find the culprit - the one whom he can make responsible for his suffering .
Sent 3: If he wanted to , he could confront him , but he lacks the audacity to do so .
Sent 4: He considers suicide , but his courage fails him once again .
Sent 5: The options do not appear to present him with a way out and would not personally satisfy him .
Sent 6: Finley blames not himself , but only others .
Sent 7: In this case he looks to his girlfriend , Violet .
Sent 8: He drowns Violet in the bath whilst giving her a massage , which had become a common ritual for them .
Sent 9: On one hand he does this out of malice , on the other to be close to her just one more time .
Sent 10: Through this action he wishes to break the growing distance he has come to feel between them , though the actual outcome is the infliction of the greatest possible loneliness , as he turns into a monster .
Sent 11: Finley only realizes with hindsight that his misdeeds far surpass those of Violet .

Output: Who does Finley think is the cause of his current suffering?


Input:
Paragraph- Sent 1: Born in Moscow, Pushkin published his first poem at the age of fifteen.
Sent 2: By the time he finished school as part of the first graduating class of the prestigious Imperial Lyceum in Tsarskoe Selo near Saint Petersburg, his talent was already widely recognized within the Russian literary scene.
Sent 3: After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.
Sent 4: In 1820 he published his first long poem, Ruslan and Lyudmila, amidst much controversy about its subject and style.
Sent 5: Pushkin gradually became committed to social reform and emerged as a spokesman for literary radicals.
Sent 6: This angered the government, and led to his transfer from the capital (1820).
Sent 7: He went to the Caucasus and to the Crimea, then to Kamenka and Chisinau, where he became a Freemason.

Output: What was going on with Pushkin in 1820?


Input:
Paragraph- Sent 1: Born in Moscow, Pushkin published his first poem at the age of fifteen.
Sent 2: By the time he finished school as part of the first graduating class of the prestigious Imperial Lyceum in Tsarskoe Selo near Saint Petersburg, his talent was already widely recognized within the Russian literary scene.
Sent 3: After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.
Sent 4: In 1820 he published his first long poem, Ruslan and Lyudmila, amidst much controversy about its subject and style.
Sent 5: Pushkin gradually became committed to social reform and emerged as a spokesman for literary radicals.
Sent 6: This angered the government, and led to his transfer from the capital (1820).
Sent 7: He went to the Caucasus and to the Crimea, then to Kamenka and Chisinau, where he became a Freemason.

Output: In what year did Pushkin publish his first long poem?


Input:
Paragraph- Sent 1: Born in Moscow, Pushkin published his first poem at the age of fifteen.
Sent 2: By the time he finished school as part of the first graduating class of the prestigious Imperial Lyceum in Tsarskoe Selo near Saint Petersburg, his talent was already widely recognized within the Russian literary scene.
Sent 3: After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.
Sent 4: In 1820 he published his first long poem, Ruslan and Lyudmila, amidst much controversy about its subject and style.
Sent 5: Pushkin gradually became committed to social reform and emerged as a spokesman for literary radicals.
Sent 6: This angered the government, and led to his transfer from the capital (1820).
Sent 7: He went to the Caucasus and to the Crimea, then to Kamenka and Chisinau, where he became a Freemason.

Output: What age did Pushkin publish his first poem?


Input:
Paragraph- Sent 1: Born in Moscow, Pushkin published his first poem at the age of fifteen.
Sent 2: By the time he finished school as part of the first graduating class of the prestigious Imperial Lyceum in Tsarskoe Selo near Saint Petersburg, his talent was already widely recognized within the Russian literary scene.
Sent 3: After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.
Sent 4: In 1820 he published his first long poem, Ruslan and Lyudmila, amidst much controversy about its subject and style.
Sent 5: Pushkin gradually became committed to social reform and emerged as a spokesman for literary radicals.
Sent 6: This angered the government, and led to his transfer from the capital (1820).
Sent 7: He went to the Caucasus and to the Crimea, then to Kamenka and Chisinau, where he became a Freemason.

Output: What organization did Pushkin join in Kamenka and Chisinau?


Input:
Paragraph- Sent 1: Born in Moscow, Pushkin published his first poem at the age of fifteen.
Sent 2: By the time he finished school as part of the first graduating class of the prestigious Imperial Lyceum in Tsarskoe Selo near Saint Petersburg, his talent was already widely recognized within the Russian literary scene.
Sent 3: After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.
Sent 4: In 1820 he published his first long poem, Ruslan and Lyudmila, amidst much controversy about its subject and style.
Sent 5: Pushkin gradually became committed to social reform and emerged as a spokesman for literary radicals.
Sent 6: This angered the government, and led to his transfer from the capital (1820).
Sent 7: He went to the Caucasus and to the Crimea, then to Kamenka and Chisinau, where he became a Freemason.

Output: What were main events in Pushkin's early years of writing poetry? After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.?


Input:
Paragraph- Sent 1: Born in Moscow, Pushkin published his first poem at the age of fifteen.
Sent 2: By the time he finished school as part of the first graduating class of the prestigious Imperial Lyceum in Tsarskoe Selo near Saint Petersburg, his talent was already widely recognized within the Russian literary scene.
Sent 3: After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.
Sent 4: In 1820 he published his first long poem, Ruslan and Lyudmila, amidst much controversy about its subject and style.
Sent 5: Pushkin gradually became committed to social reform and emerged as a spokesman for literary radicals.
Sent 6: This angered the government, and led to his transfer from the capital (1820).
Sent 7: He went to the Caucasus and to the Crimea, then to Kamenka and Chisinau, where he became a Freemason.

Output: What activities did Pushkin plunged into after  completion of school ?


Input:
Paragraph- Sent 1: Born in Moscow, Pushkin published his first poem at the age of fifteen.
Sent 2: By the time he finished school as part of the first graduating class of the prestigious Imperial Lyceum in Tsarskoe Selo near Saint Petersburg, his talent was already widely recognized within the Russian literary scene.
Sent 3: After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.
Sent 4: In 1820 he published his first long poem, Ruslan and Lyudmila, amidst much controversy about its subject and style.
Sent 5: Pushkin gradually became committed to social reform and emerged as a spokesman for literary radicals.
Sent 6: This angered the government, and led to his transfer from the capital (1820).
Sent 7: He went to the Caucasus and to the Crimea, then to Kamenka and Chisinau, where he became a Freemason.

Output: Did Pushkin get involved in  raucous intellectual youth culture and social reform?


Input:
Paragraph- Sent 1: Born in Moscow, Pushkin published his first poem at the age of fifteen.
Sent 2: By the time he finished school as part of the first graduating class of the prestigious Imperial Lyceum in Tsarskoe Selo near Saint Petersburg, his talent was already widely recognized within the Russian literary scene.
Sent 3: After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.
Sent 4: In 1820 he published his first long poem, Ruslan and Lyudmila, amidst much controversy about its subject and style.
Sent 5: Pushkin gradually became committed to social reform and emerged as a spokesman for literary radicals.
Sent 6: This angered the government, and led to his transfer from the capital (1820).
Sent 7: He went to the Caucasus and to the Crimea, then to Kamenka and Chisinau, where he became a Freemason.

Output: Where was Pushkin living when he published his first poem ?


Input:
Paragraph- Sent 1: Born in Moscow, Pushkin published his first poem at the age of fifteen.
Sent 2: By the time he finished school as part of the first graduating class of the prestigious Imperial Lyceum in Tsarskoe Selo near Saint Petersburg, his talent was already widely recognized within the Russian literary scene.
Sent 3: After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.
Sent 4: In 1820 he published his first long poem, Ruslan and Lyudmila, amidst much controversy about its subject and style.
Sent 5: Pushkin gradually became committed to social reform and emerged as a spokesman for literary radicals.
Sent 6: This angered the government, and led to his transfer from the capital (1820).
Sent 7: He went to the Caucasus and to the Crimea, then to Kamenka and Chisinau, where he became a Freemason.

Output: At what school was Pushkinpart of the first graduating class?


Input:
Paragraph- Sent 1: Born in Moscow, Pushkin published his first poem at the age of fifteen.
Sent 2: By the time he finished school as part of the first graduating class of the prestigious Imperial Lyceum in Tsarskoe Selo near Saint Petersburg, his talent was already widely recognized within the Russian literary scene.
Sent 3: After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.
Sent 4: In 1820 he published his first long poem, Ruslan and Lyudmila, amidst much controversy about its subject and style.
Sent 5: Pushkin gradually became committed to social reform and emerged as a spokesman for literary radicals.
Sent 6: This angered the government, and led to his transfer from the capital (1820).
Sent 7: He went to the Caucasus and to the Crimea, then to Kamenka and Chisinau, where he became a Freemason.

Output: Which year was pushkin transferred by the goverment from the capital and relocated to Caucasus ?


Input:
Paragraph- Sent 1: Born in Moscow, Pushkin published his first poem at the age of fifteen.
Sent 2: By the time he finished school as part of the first graduating class of the prestigious Imperial Lyceum in Tsarskoe Selo near Saint Petersburg, his talent was already widely recognized within the Russian literary scene.
Sent 3: After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.
Sent 4: In 1820 he published his first long poem, Ruslan and Lyudmila, amidst much controversy about its subject and style.
Sent 5: Pushkin gradually became committed to social reform and emerged as a spokesman for literary radicals.
Sent 6: This angered the government, and led to his transfer from the capital (1820).
Sent 7: He went to the Caucasus and to the Crimea, then to Kamenka and Chisinau, where he became a Freemason.

Output: Why did Pushkin move to the Caucasus and Crimea?


Input:
Paragraph- Sent 1: Born in Moscow, Pushkin published his first poem at the age of fifteen.
Sent 2: By the time he finished school as part of the first graduating class of the prestigious Imperial Lyceum in Tsarskoe Selo near Saint Petersburg, his talent was already widely recognized within the Russian literary scene.
Sent 3: After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.
Sent 4: In 1820 he published his first long poem, Ruslan and Lyudmila, amidst much controversy about its subject and style.
Sent 5: Pushkin gradually became committed to social reform and emerged as a spokesman for literary radicals.
Sent 6: This angered the government, and led to his transfer from the capital (1820).
Sent 7: He went to the Caucasus and to the Crimea, then to Kamenka and Chisinau, where he became a Freemason.

Output: How did Pushkin became a famous Russian poet?


Input:
Paragraph- Sent 1: Born in Moscow, Pushkin published his first poem at the age of fifteen.
Sent 2: By the time he finished school as part of the first graduating class of the prestigious Imperial Lyceum in Tsarskoe Selo near Saint Petersburg, his talent was already widely recognized within the Russian literary scene.
Sent 3: After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.
Sent 4: In 1820 he published his first long poem, Ruslan and Lyudmila, amidst much controversy about its subject and style.
Sent 5: Pushkin gradually became committed to social reform and emerged as a spokesman for literary radicals.
Sent 6: This angered the government, and led to his transfer from the capital (1820).
Sent 7: He went to the Caucasus and to the Crimea, then to Kamenka and Chisinau, where he became a Freemason.

Output: What talent did Pushkin posses ?


Input:
Paragraph- Sent 1: Born in Moscow, Pushkin published his first poem at the age of fifteen.
Sent 2: By the time he finished school as part of the first graduating class of the prestigious Imperial Lyceum in Tsarskoe Selo near Saint Petersburg, his talent was already widely recognized within the Russian literary scene.
Sent 3: After school, Pushkin plunged into the vibrant and raucous intellectual youth culture of the capital, Saint Petersburg.
Sent 4: In 1820 he published his first long poem, Ruslan and Lyudmila, amidst much controversy about its subject and style.
Sent 5: Pushkin gradually became committed to social reform and emerged as a spokesman for literary radicals.
Sent 6: This angered the government, and led to his transfer from the capital (1820).
Sent 7: He went to the Caucasus and to the Crimea, then to Kamenka and Chisinau, where he became a Freemason.

Output: Was Pushkin a published author and recognized by the Russian literary scene?


Input:
Paragraph- Sent 1: Some traits help a living thing survive.
Sent 2: These traits are called adaptations.
Sent 3: Some adaptations are better than others.
Sent 4: Look at the cactus in Figure 3.1.
Sent 5: Its leaves look like needles.
Sent 6: Their shape helps the plant live in dry climates.
Sent 7: The needle-like leaves help it to not lose water.
Sent 8: Why is that important for a cactus?
Sent 9: Cactus live in deserts.
Sent 10: Deserts receive very little rainfall.
Sent 11: Other plants are better suited for locations that are wet and shady.
Sent 12: These are opposite conditions to the desert.
Sent 13: Palm trees grow in the rainforest.
Sent 14: Rainforests have a lot of rainfall.
Sent 15: The palm tree has very large leaves.
Sent 16: They do not have to worry about losing water through their leaves.
Sent 17: As a result, palm leaves are very wide.
Sent 18: Plants that live in sunny locations do not need large leaves.

Output: Do any plants with leaves that look like needles live in the desert?


Input:
Paragraph- Sent 1: Some traits help a living thing survive.
Sent 2: These traits are called adaptations.
Sent 3: Some adaptations are better than others.
Sent 4: Look at the cactus in Figure 3.1.
Sent 5: Its leaves look like needles.
Sent 6: Their shape helps the plant live in dry climates.
Sent 7: The needle-like leaves help it to not lose water.
Sent 8: Why is that important for a cactus?
Sent 9: Cactus live in deserts.
Sent 10: Deserts receive very little rainfall.
Sent 11: Other plants are better suited for locations that are wet and shady.
Sent 12: These are opposite conditions to the desert.
Sent 13: Palm trees grow in the rainforest.
Sent 14: Rainforests have a lot of rainfall.
Sent 15: The palm tree has very large leaves.
Sent 16: They do not have to worry about losing water through their leaves.
Sent 17: As a result, palm leaves are very wide.
Sent 18: Plants that live in sunny locations do not need large leaves.

Output: How do cactus survive in a desert?


Input:
Paragraph- Sent 1: Some traits help a living thing survive.
Sent 2: These traits are called adaptations.
Sent 3: Some adaptations are better than others.
Sent 4: Look at the cactus in Figure 3.1.
Sent 5: Its leaves look like needles.
Sent 6: Their shape helps the plant live in dry climates.
Sent 7: The needle-like leaves help it to not lose water.
Sent 8: Why is that important for a cactus?
Sent 9: Cactus live in deserts.
Sent 10: Deserts receive very little rainfall.
Sent 11: Other plants are better suited for locations that are wet and shady.
Sent 12: These are opposite conditions to the desert.
Sent 13: Palm trees grow in the rainforest.
Sent 14: Rainforests have a lot of rainfall.
Sent 15: The palm tree has very large leaves.
Sent 16: They do not have to worry about losing water through their leaves.
Sent 17: As a result, palm leaves are very wide.
Sent 18: Plants that live in sunny locations do not need large leaves.

Output: How are palm leaves different from cactus leaves?


Input:
Paragraph- Sent 1: Some traits help a living thing survive.
Sent 2: These traits are called adaptations.
Sent 3: Some adaptations are better than others.
Sent 4: Look at the cactus in Figure 3.1.
Sent 5: Its leaves look like needles.
Sent 6: Their shape helps the plant live in dry climates.
Sent 7: The needle-like leaves help it to not lose water.
Sent 8: Why is that important for a cactus?
Sent 9: Cactus live in deserts.
Sent 10: Deserts receive very little rainfall.
Sent 11: Other plants are better suited for locations that are wet and shady.
Sent 12: These are opposite conditions to the desert.
Sent 13: Palm trees grow in the rainforest.
Sent 14: Rainforests have a lot of rainfall.
Sent 15: The palm tree has very large leaves.
Sent 16: They do not have to worry about losing water through their leaves.
Sent 17: As a result, palm leaves are very wide.
Sent 18: Plants that live in sunny locations do not need large leaves.

Output: What are adaptations?


Input:
Paragraph- Sent 1: Some traits help a living thing survive.
Sent 2: These traits are called adaptations.
Sent 3: Some adaptations are better than others.
Sent 4: Look at the cactus in Figure 3.1.
Sent 5: Its leaves look like needles.
Sent 6: Their shape helps the plant live in dry climates.
Sent 7: The needle-like leaves help it to not lose water.
Sent 8: Why is that important for a cactus?
Sent 9: Cactus live in deserts.
Sent 10: Deserts receive very little rainfall.
Sent 11: Other plants are better suited for locations that are wet and shady.
Sent 12: These are opposite conditions to the desert.
Sent 13: Palm trees grow in the rainforest.
Sent 14: Rainforests have a lot of rainfall.
Sent 15: The palm tree has very large leaves.
Sent 16: They do not have to worry about losing water through their leaves.
Sent 17: As a result, palm leaves are very wide.
Sent 18: Plants that live in sunny locations do not need large leaves.

Output: What makes the desert and rainforest different?


Input:
Paragraph- Sent 1: Some traits help a living thing survive.
Sent 2: These traits are called adaptations.
Sent 3: Some adaptations are better than others.
Sent 4: Look at the cactus in Figure 3.1.
Sent 5: Its leaves look like needles.
Sent 6: Their shape helps the plant live in dry climates.
Sent 7: The needle-like leaves help it to not lose water.
Sent 8: Why is that important for a cactus?
Sent 9: Cactus live in deserts.
Sent 10: Deserts receive very little rainfall.
Sent 11: Other plants are better suited for locations that are wet and shady.
Sent 12: These are opposite conditions to the desert.
Sent 13: Palm trees grow in the rainforest.
Sent 14: Rainforests have a lot of rainfall.
Sent 15: The palm tree has very large leaves.
Sent 16: They do not have to worry about losing water through their leaves.
Sent 17: As a result, palm leaves are very wide.
Sent 18: Plants that live in sunny locations do not need large leaves.

Output: What plant has leaves that look like needles?


Input:
Paragraph- Sent 1: Some traits help a living thing survive.
Sent 2: These traits are called adaptations.
Sent 3: Some adaptations are better than others.
Sent 4: Look at the cactus in Figure 3.1.
Sent 5: Its leaves look like needles.
Sent 6: Their shape helps the plant live in dry climates.
Sent 7: The needle-like leaves help it to not lose water.
Sent 8: Why is that important for a cactus?
Sent 9: Cactus live in deserts.
Sent 10: Deserts receive very little rainfall.
Sent 11: Other plants are better suited for locations that are wet and shady.
Sent 12: These are opposite conditions to the desert.
Sent 13: Palm trees grow in the rainforest.
Sent 14: Rainforests have a lot of rainfall.
Sent 15: The palm tree has very large leaves.
Sent 16: They do not have to worry about losing water through their leaves.
Sent 17: As a result, palm leaves are very wide.
Sent 18: Plants that live in sunny locations do not need large leaves.

Output: Whot does adaptations do?


Input:
Paragraph- Sent 1: Some traits help a living thing survive.
Sent 2: These traits are called adaptations.
Sent 3: Some adaptations are better than others.
Sent 4: Look at the cactus in Figure 3.1.
Sent 5: Its leaves look like needles.
Sent 6: Their shape helps the plant live in dry climates.
Sent 7: The needle-like leaves help it to not lose water.
Sent 8: Why is that important for a cactus?
Sent 9: Cactus live in deserts.
Sent 10: Deserts receive very little rainfall.
Sent 11: Other plants are better suited for locations that are wet and shady.
Sent 12: These are opposite conditions to the desert.
Sent 13: Palm trees grow in the rainforest.
Sent 14: Rainforests have a lot of rainfall.
Sent 15: The palm tree has very large leaves.
Sent 16: They do not have to worry about losing water through their leaves.
Sent 17: As a result, palm leaves are very wide.
Sent 18: Plants that live in sunny locations do not need large leaves.

Output: What are traits called that help a living thing survive?


Input:
Paragraph- Sent 1: Some traits help a living thing survive.
Sent 2: These traits are called adaptations.
Sent 3: Some adaptations are better than others.
Sent 4: Look at the cactus in Figure 3.1.
Sent 5: Its leaves look like needles.
Sent 6: Their shape helps the plant live in dry climates.
Sent 7: The needle-like leaves help it to not lose water.
Sent 8: Why is that important for a cactus?
Sent 9: Cactus live in deserts.
Sent 10: Deserts receive very little rainfall.
Sent 11: Other plants are better suited for locations that are wet and shady.
Sent 12: These are opposite conditions to the desert.
Sent 13: Palm trees grow in the rainforest.
Sent 14: Rainforests have a lot of rainfall.
Sent 15: The palm tree has very large leaves.
Sent 16: They do not have to worry about losing water through their leaves.
Sent 17: As a result, palm leaves are very wide.
Sent 18: Plants that live in sunny locations do not need large leaves.

Output: Which trait helps cactus to survive in dry climates and how?


Input:
Paragraph- Sent 1: Some traits help a living thing survive.
Sent 2: These traits are called adaptations.
Sent 3: Some adaptations are better than others.
Sent 4: Look at the cactus in Figure 3.1.
Sent 5: Its leaves look like needles.
Sent 6: Their shape helps the plant live in dry climates.
Sent 7: The needle-like leaves help it to not lose water.
Sent 8: Why is that important for a cactus?
Sent 9: Cactus live in deserts.
Sent 10: Deserts receive very little rainfall.
Sent 11: Other plants are better suited for locations that are wet and shady.
Sent 12: These are opposite conditions to the desert.
Sent 13: Palm trees grow in the rainforest.
Sent 14: Rainforests have a lot of rainfall.
Sent 15: The palm tree has very large leaves.
Sent 16: They do not have to worry about losing water through their leaves.
Sent 17: As a result, palm leaves are very wide.
Sent 18: Plants that live in sunny locations do not need large leaves.

Output: Name a tree that is better suited for wet abd shady locations.?


Input:
Paragraph- Sent 1: Some traits help a living thing survive.
Sent 2: These traits are called adaptations.
Sent 3: Some adaptations are better than others.
Sent 4: Look at the cactus in Figure 3.1.
Sent 5: Its leaves look like needles.
Sent 6: Their shape helps the plant live in dry climates.
Sent 7: The needle-like leaves help it to not lose water.
Sent 8: Why is that important for a cactus?
Sent 9: Cactus live in deserts.
Sent 10: Deserts receive very little rainfall.
Sent 11: Other plants are better suited for locations that are wet and shady.
Sent 12: These are opposite conditions to the desert.
Sent 13: Palm trees grow in the rainforest.
Sent 14: Rainforests have a lot of rainfall.
Sent 15: The palm tree has very large leaves.
Sent 16: They do not have to worry about losing water through their leaves.
Sent 17: As a result, palm leaves are very wide.
Sent 18: Plants that live in sunny locations do not need large leaves.

Output: Why do palm trees not have to worry about losing water through their leaves?


Input:
Paragraph- Sent 1: Some traits help a living thing survive.
Sent 2: These traits are called adaptations.
Sent 3: Some adaptations are better than others.
Sent 4: Look at the cactus in Figure 3.1.
Sent 5: Its leaves look like needles.
Sent 6: Their shape helps the plant live in dry climates.
Sent 7: The needle-like leaves help it to not lose water.
Sent 8: Why is that important for a cactus?
Sent 9: Cactus live in deserts.
Sent 10: Deserts receive very little rainfall.
Sent 11: Other plants are better suited for locations that are wet and shady.
Sent 12: These are opposite conditions to the desert.
Sent 13: Palm trees grow in the rainforest.
Sent 14: Rainforests have a lot of rainfall.
Sent 15: The palm tree has very large leaves.
Sent 16: They do not have to worry about losing water through their leaves.
Sent 17: As a result, palm leaves are very wide.
Sent 18: Plants that live in sunny locations do not need large leaves.

Output: What makes the desert and rainforest similar?


Input:
Paragraph- Sent 1: The Romans: Legend says Rome was founded by Romulus, sired with twin brother Remus by Mars of a Vestal Virgin and abandoned on the Palatine Hill to be suckled by a she-wolf.
Sent 2: Historians agree with the mythmakers that the site and traditional founding date of 753 b.c.
Sent 3: are just about right.
Sent 4: Under Etruscan domination, Rome had been a monarchy until a revolt in 510 b.c.
Sent 5: established a patrician republic, which lasted five centuries.
Sent 6: In contrast to other Italian cities weakened by internal rivalries and unstable government, Rome drew strength from a solid aristocracy of consuls and senate ruling over plebeians proud of their Roman citizenship and only rarely rebellious.
Sent 7: Recovering quickly from the Gallic invasion of 390 b.c.
Sent 8: , the Romans took effective control of the peninsula by a military conquest reinforced by a network of roads with names that exist to this day: Via Appia, Flaminia, Aurelia.
Sent 9: All roads did indeed lead to — and from — Rome.
Sent 10: By 250 b.c.
Sent 11: , the city's population had grown to an impressive 100,000.
Sent 12: Roman power extended throughout the Mediterranean with a victory in the Punic Wars against Carthage (now Tunisia) and conquests in Macedonia, Asia Minor, Spain, and southern France.
Sent 13: The rest of Italy participated only by tax contributions to the war effort and minor involvement in commerce and colonization.
Sent 14: Resentment surfaced when former Etruscan or Greek cities such as Capua, Syracuse, and Taranto supported Hannibal's invasion in 218 b.c.
Sent 15: Rome followed up defeat of the Carthaginians with large-scale massacres and enslavement of their Italian supporters.
Sent 16: The Third and final Punic War ended in 149 b.c.
Sent 17: , though national solidarity was still a long way off.
Sent 18: Under Julius Caesar, elected in 59 b.c.

Output: What event established a patrician republic in Rome for five centuries?


Input:
Paragraph- Sent 1: The Romans: Legend says Rome was founded by Romulus, sired with twin brother Remus by Mars of a Vestal Virgin and abandoned on the Palatine Hill to be suckled by a she-wolf.
Sent 2: Historians agree with the mythmakers that the site and traditional founding date of 753 b.c.
Sent 3: are just about right.
Sent 4: Under Etruscan domination, Rome had been a monarchy until a revolt in 510 b.c.
Sent 5: established a patrician republic, which lasted five centuries.
Sent 6: In contrast to other Italian cities weakened by internal rivalries and unstable government, Rome drew strength from a solid aristocracy of consuls and senate ruling over plebeians proud of their Roman citizenship and only rarely rebellious.
Sent 7: Recovering quickly from the Gallic invasion of 390 b.c.
Sent 8: , the Romans took effective control of the peninsula by a military conquest reinforced by a network of roads with names that exist to this day: Via Appia, Flaminia, Aurelia.
Sent 9: All roads did indeed lead to — and from — Rome.
Sent 10: By 250 b.c.
Sent 11: , the city's population had grown to an impressive 100,000.
Sent 12: Roman power extended throughout the Mediterranean with a victory in the Punic Wars against Carthage (now Tunisia) and conquests in Macedonia, Asia Minor, Spain, and southern France.
Sent 13: The rest of Italy participated only by tax contributions to the war effort and minor involvement in commerce and colonization.
Sent 14: Resentment surfaced when former Etruscan or Greek cities such as Capua, Syracuse, and Taranto supported Hannibal's invasion in 218 b.c.
Sent 15: Rome followed up defeat of the Carthaginians with large-scale massacres and enslavement of their Italian supporters.
Sent 16: The Third and final Punic War ended in 149 b.c.
Sent 17: , though national solidarity was still a long way off.
Sent 18: Under Julius Caesar, elected in 59 b.c.

Output: What leader gave Rome national solidarity?