Input:
Paragraph- Sent 1: Jack and Mackenzie wanted to do something fun during their day off from school.
Sent 2: They knew that the library had story time on Monday, Tuesday, and Wednesday.
Sent 3: Their mother told them they could go to the library every Tuesday for their story time.
Sent 4: They packed up the car and drove to the library, ready for a fun morning.
Sent 5: When they arrived to the story room, there were lots of other children their age, all sitting cross-legged and ready for the story of the day.
Sent 6: The teacher told them they would be reading "The Wild Horse".
Sent 7: She began to tell the story of Majestic, the wild horse who could not be calmed.
Sent 8: His people had tried and tried to break him, but he was wild at heart.
Sent 9: Every time they took him to the river to drink, he would run straight into the water and get soaking wet!
Sent 10: He would splash and play until he was ready to go back home, where he would sleep for hours, having worn himself out playing.

Output: How did Jack and Mackenize get to the library?


Input:
Paragraph- Sent 1: Jack and Mackenzie wanted to do something fun during their day off from school.
Sent 2: They knew that the library had story time on Monday, Tuesday, and Wednesday.
Sent 3: Their mother told them they could go to the library every Tuesday for their story time.
Sent 4: They packed up the car and drove to the library, ready for a fun morning.
Sent 5: When they arrived to the story room, there were lots of other children their age, all sitting cross-legged and ready for the story of the day.
Sent 6: The teacher told them they would be reading "The Wild Horse".
Sent 7: She began to tell the story of Majestic, the wild horse who could not be calmed.
Sent 8: His people had tried and tried to break him, but he was wild at heart.
Sent 9: Every time they took him to the river to drink, he would run straight into the water and get soaking wet!
Sent 10: He would splash and play until he was ready to go back home, where he would sleep for hours, having worn himself out playing.

Output: When Jack and Mackenzie arrived at the library, who did they see?


Input:
Paragraph- Sent 1: Jack and Mackenzie wanted to do something fun during their day off from school.
Sent 2: They knew that the library had story time on Monday, Tuesday, and Wednesday.
Sent 3: Their mother told them they could go to the library every Tuesday for their story time.
Sent 4: They packed up the car and drove to the library, ready for a fun morning.
Sent 5: When they arrived to the story room, there were lots of other children their age, all sitting cross-legged and ready for the story of the day.
Sent 6: The teacher told them they would be reading "The Wild Horse".
Sent 7: She began to tell the story of Majestic, the wild horse who could not be calmed.
Sent 8: His people had tried and tried to break him, but he was wild at heart.
Sent 9: Every time they took him to the river to drink, he would run straight into the water and get soaking wet!
Sent 10: He would splash and play until he was ready to go back home, where he would sleep for hours, having worn himself out playing.

Output: What day did Jack and Mackenzie go to the library?


Input:
Paragraph- Sent 1: Jack and Mackenzie wanted to do something fun during their day off from school.
Sent 2: They knew that the library had story time on Monday, Tuesday, and Wednesday.
Sent 3: Their mother told them they could go to the library every Tuesday for their story time.
Sent 4: They packed up the car and drove to the library, ready for a fun morning.
Sent 5: When they arrived to the story room, there were lots of other children their age, all sitting cross-legged and ready for the story of the day.
Sent 6: The teacher told them they would be reading "The Wild Horse".
Sent 7: She began to tell the story of Majestic, the wild horse who could not be calmed.
Sent 8: His people had tried and tried to break him, but he was wild at heart.
Sent 9: Every time they took him to the river to drink, he would run straight into the water and get soaking wet!
Sent 10: He would splash and play until he was ready to go back home, where he would sleep for hours, having worn himself out playing.

Output: What is the name of the horse who would run straight into the water and get soaking wet?


Input:
Paragraph- Sent 1: Jack and Mackenzie wanted to do something fun during their day off from school.
Sent 2: They knew that the library had story time on Monday, Tuesday, and Wednesday.
Sent 3: Their mother told them they could go to the library every Tuesday for their story time.
Sent 4: They packed up the car and drove to the library, ready for a fun morning.
Sent 5: When they arrived to the story room, there were lots of other children their age, all sitting cross-legged and ready for the story of the day.
Sent 6: The teacher told them they would be reading "The Wild Horse".
Sent 7: She began to tell the story of Majestic, the wild horse who could not be calmed.
Sent 8: His people had tried and tried to break him, but he was wild at heart.
Sent 9: Every time they took him to the river to drink, he would run straight into the water and get soaking wet!
Sent 10: He would splash and play until he was ready to go back home, where he would sleep for hours, having worn himself out playing.

Output: Where are Jack and Mckenzie going?


Input:
Paragraph- Sent 1: Jack and Mackenzie wanted to do something fun during their day off from school.
Sent 2: They knew that the library had story time on Monday, Tuesday, and Wednesday.
Sent 3: Their mother told them they could go to the library every Tuesday for their story time.
Sent 4: They packed up the car and drove to the library, ready for a fun morning.
Sent 5: When they arrived to the story room, there were lots of other children their age, all sitting cross-legged and ready for the story of the day.
Sent 6: The teacher told them they would be reading "The Wild Horse".
Sent 7: She began to tell the story of Majestic, the wild horse who could not be calmed.
Sent 8: His people had tried and tried to break him, but he was wild at heart.
Sent 9: Every time they took him to the river to drink, he would run straight into the water and get soaking wet!
Sent 10: He would splash and play until he was ready to go back home, where he would sleep for hours, having worn himself out playing.

Output: On what day of the week did the teacher read "The Wild Horse"?


Input:
Paragraph- Sent 1: Jack and Mackenzie wanted to do something fun during their day off from school.
Sent 2: They knew that the library had story time on Monday, Tuesday, and Wednesday.
Sent 3: Their mother told them they could go to the library every Tuesday for their story time.
Sent 4: They packed up the car and drove to the library, ready for a fun morning.
Sent 5: When they arrived to the story room, there were lots of other children their age, all sitting cross-legged and ready for the story of the day.
Sent 6: The teacher told them they would be reading "The Wild Horse".
Sent 7: She began to tell the story of Majestic, the wild horse who could not be calmed.
Sent 8: His people had tried and tried to break him, but he was wild at heart.
Sent 9: Every time they took him to the river to drink, he would run straight into the water and get soaking wet!
Sent 10: He would splash and play until he was ready to go back home, where he would sleep for hours, having worn himself out playing.

Output: What would Majestic do every time they took him to the water for a drink until it was time to go home.?


Input:
Paragraph- Sent 1: Jack and Mackenzie wanted to do something fun during their day off from school.
Sent 2: They knew that the library had story time on Monday, Tuesday, and Wednesday.
Sent 3: Their mother told them they could go to the library every Tuesday for their story time.
Sent 4: They packed up the car and drove to the library, ready for a fun morning.
Sent 5: When they arrived to the story room, there were lots of other children their age, all sitting cross-legged and ready for the story of the day.
Sent 6: The teacher told them they would be reading "The Wild Horse".
Sent 7: She began to tell the story of Majestic, the wild horse who could not be calmed.
Sent 8: His people had tried and tried to break him, but he was wild at heart.
Sent 9: Every time they took him to the river to drink, he would run straight into the water and get soaking wet!
Sent 10: He would splash and play until he was ready to go back home, where he would sleep for hours, having worn himself out playing.

Output: In the story about Majestic, every time they took him to the river to drink water, what would he do?


Input:
Paragraph- Sent 1: Roma captain Francesco Totti set a new Serie A scoring record on Saturday as his side demolished Cesena 5-1.
Sent 2: Two early goals from the 35-year-old striker saw him reach a total of 211 goals for Roma, which means he has scored more goals for one club than any other player in Serie A history.
Sent 3: His tally sees him surpass the previous record of 210 set by the prolific Swedish striker Gunnar Nordahl who played for AC Milan in the 1950s.
Sent 4: "It's what I've always wanted, to wear this shirt and beat one record after another," said Totti, AFP reported.
Sent 5: "I've overtaken Nordahl and I'm proud of that.
Sent 6: Now I'm aiming for Altafini," he added, AFP reported.
Sent 7: Brazilian Jose Altafini is the joint third highest scorer (along with Giuseppe Meazza) in Serie A history with 216 goals.
Sent 8: Totti's early brace and a goal from Fabio Borini put Roma 3-0 up with only eight minutes played.
Sent 9: Juan and Miralem Pjanic added further goals in the second half after CM Eder had pulled a goal back for Cesena on the hour mark.
Sent 10: The win lifts Roma to sixth -- although Napoli will overtake them again if they win at Siena on Sunday -- and boosts their chances of qualifying for European football next season.
Sent 11: Cesena, however, remain mired in trouble hovering just above the foot of the table in 18th place with 15 points.

Output: How old is Francesco Totti?


Input:
Paragraph- Sent 1: Roma captain Francesco Totti set a new Serie A scoring record on Saturday as his side demolished Cesena 5-1.
Sent 2: Two early goals from the 35-year-old striker saw him reach a total of 211 goals for Roma, which means he has scored more goals for one club than any other player in Serie A history.
Sent 3: His tally sees him surpass the previous record of 210 set by the prolific Swedish striker Gunnar Nordahl who played for AC Milan in the 1950s.
Sent 4: "It's what I've always wanted, to wear this shirt and beat one record after another," said Totti, AFP reported.
Sent 5: "I've overtaken Nordahl and I'm proud of that.
Sent 6: Now I'm aiming for Altafini," he added, AFP reported.
Sent 7: Brazilian Jose Altafini is the joint third highest scorer (along with Giuseppe Meazza) in Serie A history with 216 goals.
Sent 8: Totti's early brace and a goal from Fabio Borini put Roma 3-0 up with only eight minutes played.
Sent 9: Juan and Miralem Pjanic added further goals in the second half after CM Eder had pulled a goal back for Cesena on the hour mark.
Sent 10: The win lifts Roma to sixth -- although Napoli will overtake them again if they win at Siena on Sunday -- and boosts their chances of qualifying for European football next season.
Sent 11: Cesena, however, remain mired in trouble hovering just above the foot of the table in 18th place with 15 points.

Output: After Nordahl, whose record does Francesco want to beat?


Input:
Paragraph- Sent 1: Roma captain Francesco Totti set a new Serie A scoring record on Saturday as his side demolished Cesena 5-1.
Sent 2: Two early goals from the 35-year-old striker saw him reach a total of 211 goals for Roma, which means he has scored more goals for one club than any other player in Serie A history.
Sent 3: His tally sees him surpass the previous record of 210 set by the prolific Swedish striker Gunnar Nordahl who played for AC Milan in the 1950s.
Sent 4: "It's what I've always wanted, to wear this shirt and beat one record after another," said Totti, AFP reported.
Sent 5: "I've overtaken Nordahl and I'm proud of that.
Sent 6: Now I'm aiming for Altafini," he added, AFP reported.
Sent 7: Brazilian Jose Altafini is the joint third highest scorer (along with Giuseppe Meazza) in Serie A history with 216 goals.
Sent 8: Totti's early brace and a goal from Fabio Borini put Roma 3-0 up with only eight minutes played.
Sent 9: Juan and Miralem Pjanic added further goals in the second half after CM Eder had pulled a goal back for Cesena on the hour mark.
Sent 10: The win lifts Roma to sixth -- although Napoli will overtake them again if they win at Siena on Sunday -- and boosts their chances of qualifying for European football next season.
Sent 11: Cesena, however, remain mired in trouble hovering just above the foot of the table in 18th place with 15 points.

Output: How many goals has Francesco Totti made for Roma as of Saturday?


Input:
Paragraph- Sent 1: The rally took place on October 17, the shooting on February 29.
Sent 2: Again, standard filmmaking techniques are interpreted as smooth distortion: "Moore works by depriving you of context and guiding your mind to fill the vacuum -- with completely false ideas.
Sent 3: It is brilliantly, if unethically, done."Sent 4: As noted above, the "from my cold dead hands" part is simply Moore's way to introduce Heston.
Sent 5: Did anyone but Moore's critics view it as anything else?
Sent 6: He certainly does not "attribute it to a speech where it was not uttered" and, as noted above, doing so twice would make no sense whatsoever if Moore was the mastermind deceiver that his critics claim he is.
Sent 7: Concerning the Georgetown Hoya interview where Heston was asked about Rolland, you write: "There is no indication that [Heston] recognized Kayla Rolland's case."Sent 8: This is naive to the extreme -- Heston would not be president of the NRA if he was not kept up to date on the most prominent cases of gun violence.
Sent 9: Even if he did not respond to that part of the interview, he certainly knew about the case at that point.
Sent 10: Regarding the NRA website excerpt about the case and the highlighting of the phrase "48 hours after Kayla Rolland is pronounced dead": This is one valid criticism, but far from the deliberate distortion you make it out to be; rather, it is an example for how the facts can sometimes be easy to miss with Moore's fast pace editing.
Sent 11: The reason the sentence is highlighted is not to deceive the viewer into believing that Heston hurried to Flint to immediately hold a rally there (as will become quite obvious), but simply to highlight the first mention of the name "Kayla Rolland" in the text, which is in this paragraph.

Output: Who was president of the NRA on February 29?


Input:
Paragraph- Sent 1: The rally took place on October 17, the shooting on February 29.
Sent 2: Again, standard filmmaking techniques are interpreted as smooth distortion: "Moore works by depriving you of context and guiding your mind to fill the vacuum -- with completely false ideas.
Sent 3: It is brilliantly, if unethically, done."Sent 4: As noted above, the "from my cold dead hands" part is simply Moore's way to introduce Heston.
Sent 5: Did anyone but Moore's critics view it as anything else?
Sent 6: He certainly does not "attribute it to a speech where it was not uttered" and, as noted above, doing so twice would make no sense whatsoever if Moore was the mastermind deceiver that his critics claim he is.
Sent 7: Concerning the Georgetown Hoya interview where Heston was asked about Rolland, you write: "There is no indication that [Heston] recognized Kayla Rolland's case."Sent 8: This is naive to the extreme -- Heston would not be president of the NRA if he was not kept up to date on the most prominent cases of gun violence.
Sent 9: Even if he did not respond to that part of the interview, he certainly knew about the case at that point.
Sent 10: Regarding the NRA website excerpt about the case and the highlighting of the phrase "48 hours after Kayla Rolland is pronounced dead": This is one valid criticism, but far from the deliberate distortion you make it out to be; rather, it is an example for how the facts can sometimes be easy to miss with Moore's fast pace editing.
Sent 11: The reason the sentence is highlighted is not to deceive the viewer into believing that Heston hurried to Flint to immediately hold a rally there (as will become quite obvious), but simply to highlight the first mention of the name "Kayla Rolland" in the text, which is in this paragraph.

Output: When could the Georgetown Hoya interview not have taken place?


Input:
Paragraph- Sent 1: The rally took place on October 17, the shooting on February 29.
Sent 2: Again, standard filmmaking techniques are interpreted as smooth distortion: "Moore works by depriving you of context and guiding your mind to fill the vacuum -- with completely false ideas.
Sent 3: It is brilliantly, if unethically, done."Sent 4: As noted above, the "from my cold dead hands" part is simply Moore's way to introduce Heston.
Sent 5: Did anyone but Moore's critics view it as anything else?
Sent 6: He certainly does not "attribute it to a speech where it was not uttered" and, as noted above, doing so twice would make no sense whatsoever if Moore was the mastermind deceiver that his critics claim he is.
Sent 7: Concerning the Georgetown Hoya interview where Heston was asked about Rolland, you write: "There is no indication that [Heston] recognized Kayla Rolland's case."Sent 8: This is naive to the extreme -- Heston would not be president of the NRA if he was not kept up to date on the most prominent cases of gun violence.
Sent 9: Even if he did not respond to that part of the interview, he certainly knew about the case at that point.
Sent 10: Regarding the NRA website excerpt about the case and the highlighting of the phrase "48 hours after Kayla Rolland is pronounced dead": This is one valid criticism, but far from the deliberate distortion you make it out to be; rather, it is an example for how the facts can sometimes be easy to miss with Moore's fast pace editing.
Sent 11: The reason the sentence is highlighted is not to deceive the viewer into believing that Heston hurried to Flint to immediately hold a rally there (as will become quite obvious), but simply to highlight the first mention of the name "Kayla Rolland" in the text, which is in this paragraph.

Output: When was Kayla Rolland shot?


Input:
Paragraph- Sent 1: The rally took place on October 17, the shooting on February 29.
Sent 2: Again, standard filmmaking techniques are interpreted as smooth distortion: "Moore works by depriving you of context and guiding your mind to fill the vacuum -- with completely false ideas.
Sent 3: It is brilliantly, if unethically, done."Sent 4: As noted above, the "from my cold dead hands" part is simply Moore's way to introduce Heston.
Sent 5: Did anyone but Moore's critics view it as anything else?
Sent 6: He certainly does not "attribute it to a speech where it was not uttered" and, as noted above, doing so twice would make no sense whatsoever if Moore was the mastermind deceiver that his critics claim he is.
Sent 7: Concerning the Georgetown Hoya interview where Heston was asked about Rolland, you write: "There is no indication that [Heston] recognized Kayla Rolland's case."Sent 8: This is naive to the extreme -- Heston would not be president of the NRA if he was not kept up to date on the most prominent cases of gun violence.
Sent 9: Even if he did not respond to that part of the interview, he certainly knew about the case at that point.
Sent 10: Regarding the NRA website excerpt about the case and the highlighting of the phrase "48 hours after Kayla Rolland is pronounced dead": This is one valid criticism, but far from the deliberate distortion you make it out to be; rather, it is an example for how the facts can sometimes be easy to miss with Moore's fast pace editing.
Sent 11: The reason the sentence is highlighted is not to deceive the viewer into believing that Heston hurried to Flint to immediately hold a rally there (as will become quite obvious), but simply to highlight the first mention of the name "Kayla Rolland" in the text, which is in this paragraph.

Output: What organization had a rally in Flint on October 17?


Input:
Paragraph- Sent 1: The rally took place on October 17, the shooting on February 29.
Sent 2: Again, standard filmmaking techniques are interpreted as smooth distortion: "Moore works by depriving you of context and guiding your mind to fill the vacuum -- with completely false ideas.
Sent 3: It is brilliantly, if unethically, done."Sent 4: As noted above, the "from my cold dead hands" part is simply Moore's way to introduce Heston.
Sent 5: Did anyone but Moore's critics view it as anything else?
Sent 6: He certainly does not "attribute it to a speech where it was not uttered" and, as noted above, doing so twice would make no sense whatsoever if Moore was the mastermind deceiver that his critics claim he is.
Sent 7: Concerning the Georgetown Hoya interview where Heston was asked about Rolland, you write: "There is no indication that [Heston] recognized Kayla Rolland's case."Sent 8: This is naive to the extreme -- Heston would not be president of the NRA if he was not kept up to date on the most prominent cases of gun violence.
Sent 9: Even if he did not respond to that part of the interview, he certainly knew about the case at that point.
Sent 10: Regarding the NRA website excerpt about the case and the highlighting of the phrase "48 hours after Kayla Rolland is pronounced dead": This is one valid criticism, but far from the deliberate distortion you make it out to be; rather, it is an example for how the facts can sometimes be easy to miss with Moore's fast pace editing.
Sent 11: The reason the sentence is highlighted is not to deceive the viewer into believing that Heston hurried to Flint to immediately hold a rally there (as will become quite obvious), but simply to highlight the first mention of the name "Kayla Rolland" in the text, which is in this paragraph.

Output: How many times does Moore use the "from my cold, dead hands" quote?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: What is a mold?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: What are other ways organisms can be preserved?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: What can scientists study about a fossil found in amber, that they normally cannot with most fossils?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: What are three materials an organism can be preserved in?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: How is amber made?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: What is created when an animal or aplant organism breaks down completely and preserved in a rock?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: When is an organisms fossil DNA is fully preserved and can be studied?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: How is a mold of an footprint made?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: What are other fossils besides amber and molds?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: What other ways can fossils be preserved and formed in addition to tree sap and falling in a tar pit?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: What type of fossil is made from when the animal breaks down completely, and only leaves an imprint of the organism?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: Leaving your footprint in mud, is similar to what process that creates fossils?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: How can fossils be completely preserved?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: When tree sap covers an organism and hardens, what does it become?


Input:
Paragraph- Sent 1: Fossils may form in other ways.
Sent 2: Fossils can be preserved almost completely.
Sent 3: In this process, the organism doesnt change much.
Sent 4: As seen below, tree sap may cover an organism.
Sent 5: With time, the sap hardens.
Sent 6: It turns to into amber.
Sent 7: The original organism is preserved.
Sent 8: This is very exciting for scientists.
Sent 9: They are able to study the DNA of the organism that no longer lives on Earth.
Sent 10: Some animals have been found frozen in ice.
Sent 11: Others have been found in tar pits after falling in.
Sent 12: Molds and casts are another way organisms can be fossilized.
Sent 13: Have you ever walked in soft mud and left footprints?
Sent 14: Once in a while, these traces of organisms can be preserved.
Sent 15: In this case, nothing is left of the organism.
Sent 16: A mold is an imprint of an organism that is preserved in rock.
Sent 17: The organisms remains break down completely.
Sent 18: There is nothing left of the original plant and animal.

Output: Why is amber so exciting for scientists?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: What are two benefits that the Earth receives from nuclear fusion?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: Nuclear fusion happens inside what space body?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: What type of nuclear energy process occurs in the sun?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: Is the atoms do not split apart but are fused together it is called?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: What is the process called when the nuclei of the atoms are fused, or joined together.?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: Some of the Sun's energy travels to Earth and becomes energy for what process?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: What are the two nuclear processes called?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: What happens to atoms during nuclear fusion?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: What happens to the energy of an atom if the nucleus is split apart?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: What is the center of the atom held together by?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: What type of stored energy do atoms have?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: What is the process to produce nuclear energy in nuclear powerplants called?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: Does the atoms nuclei in the Sun split apart?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: What kind of nuclear energy provides energy for photosynthesis?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: Some of the suns energy travels to earth, what is the energy used for on earth?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: What is the stored energy at the center of the atom called?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: What can be done with the stored energy that holds the center of atoms together?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: What are the 2 processes called to form nuclear energy?


Input:
Paragraph- Sent 1: The center of an atom is held together by powerful forces.
Sent 2: This gives them a huge amount of stored energy.
Sent 3: This type of energy is called nuclear energy.
Sent 4: This energy can be released and used to do work.
Sent 5: This happens in nuclear power plants where they split apart the nucleus of an atom.
Sent 6: This splitting apart is called nuclear fission.
Sent 7: Another type of nuclear energy happens in the Sun.
Sent 8: Here the atoms nuclei are not split apart.
Sent 9: Instead, the nuclei of the atoms are fused, or joined together.
Sent 10: This process is called nuclear fusion.
Sent 11: Some of the suns energy travels to Earth.
Sent 12: This energy from nuclear fusion warms the planet and provides the energy for photosynthesis.

Output: How do nuclear fission and nuclear fusion differ?


Input:
Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.
Sent 2: Edo was renamed Tokyo ("Eastern Capital"), and Mitsuhito took over the Tokugawa castle as his palace.
Sent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji ("Enlightened Rule") was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.
Sent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.
Sent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.
Sent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.
Sent 7: And to show just how fast Japan's new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.
Sent 8: There was an inevitable reaction to rapid Westernization.
Sent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.
Sent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.
Sent 11: If the singing in school of military songs such as "Come, Foes, Come!
Sent 12: " or "Though the Enemy Be Tens of Thousands Strong" seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.
Sent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.
Sent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan's modernized army over China's larger but much less well-organized forces.
Sent 15: More impressive still was Japan's success against the powerful war machine of Czarist Russia (1904-1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.
Sent 16: The West was forced to accept Japan's occupation of southern Manchuria and the annexation of Korea in 1910.
Sent 17: In just 40 years, Japan had established itself as a viable world power.

Output: How old was Mitsuhito when he took over the Tokugawa castle as his palace?


Input:
Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.
Sent 2: Edo was renamed Tokyo ("Eastern Capital"), and Mitsuhito took over the Tokugawa castle as his palace.
Sent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji ("Enlightened Rule") was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.
Sent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.
Sent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.
Sent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.
Sent 7: And to show just how fast Japan's new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.
Sent 8: There was an inevitable reaction to rapid Westernization.
Sent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.
Sent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.
Sent 11: If the singing in school of military songs such as "Come, Foes, Come!
Sent 12: " or "Though the Enemy Be Tens of Thousands Strong" seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.
Sent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.
Sent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan's modernized army over China's larger but much less well-organized forces.
Sent 15: More impressive still was Japan's success against the powerful war machine of Czarist Russia (1904-1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.
Sent 16: The West was forced to accept Japan's occupation of southern Manchuria and the annexation of Korea in 1910.
Sent 17: In just 40 years, Japan had established itself as a viable world power.

Output: Who emphasized the need to acquire Western military and industrial skills and technology?


Input:
Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.
Sent 2: Edo was renamed Tokyo ("Eastern Capital"), and Mitsuhito took over the Tokugawa castle as his palace.
Sent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji ("Enlightened Rule") was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.
Sent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.
Sent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.
Sent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.
Sent 7: And to show just how fast Japan's new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.
Sent 8: There was an inevitable reaction to rapid Westernization.
Sent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.
Sent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.
Sent 11: If the singing in school of military songs such as "Come, Foes, Come!
Sent 12: " or "Though the Enemy Be Tens of Thousands Strong" seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.
Sent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.
Sent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan's modernized army over China's larger but much less well-organized forces.
Sent 15: More impressive still was Japan's success against the powerful war machine of Czarist Russia (1904-1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.
Sent 16: The West was forced to accept Japan's occupation of southern Manchuria and the annexation of Korea in 1910.
Sent 17: In just 40 years, Japan had established itself as a viable world power.

Output: What successes did Japan achieve in terms of military wins and aggregated land occupation?


Input:
Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.
Sent 2: Edo was renamed Tokyo ("Eastern Capital"), and Mitsuhito took over the Tokugawa castle as his palace.
Sent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji ("Enlightened Rule") was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.
Sent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.
Sent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.
Sent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.
Sent 7: And to show just how fast Japan's new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.
Sent 8: There was an inevitable reaction to rapid Westernization.
Sent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.
Sent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.
Sent 11: If the singing in school of military songs such as "Come, Foes, Come!
Sent 12: " or "Though the Enemy Be Tens of Thousands Strong" seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.
Sent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.
Sent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan's modernized army over China's larger but much less well-organized forces.
Sent 15: More impressive still was Japan's success against the powerful war machine of Czarist Russia (1904-1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.
Sent 16: The West was forced to accept Japan's occupation of southern Manchuria and the annexation of Korea in 1910.
Sent 17: In just 40 years, Japan had established itself as a viable world power.

Output: What was the reaction of the rapid Westernization of Japan?


Input:
Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.
Sent 2: Edo was renamed Tokyo ("Eastern Capital"), and Mitsuhito took over the Tokugawa castle as his palace.
Sent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji ("Enlightened Rule") was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.
Sent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.
Sent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.
Sent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.
Sent 7: And to show just how fast Japan's new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.
Sent 8: There was an inevitable reaction to rapid Westernization.
Sent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.
Sent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.
Sent 11: If the singing in school of military songs such as "Come, Foes, Come!
Sent 12: " or "Though the Enemy Be Tens of Thousands Strong" seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.
Sent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.
Sent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan's modernized army over China's larger but much less well-organized forces.
Sent 15: More impressive still was Japan's success against the powerful war machine of Czarist Russia (1904-1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.
Sent 16: The West was forced to accept Japan's occupation of southern Manchuria and the annexation of Korea in 1910.
Sent 17: In just 40 years, Japan had established itself as a viable world power.

Output: What country was 14-year-old Mitsuhito emperor ovever?


Input:
Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.
Sent 2: Edo was renamed Tokyo ("Eastern Capital"), and Mitsuhito took over the Tokugawa castle as his palace.
Sent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji ("Enlightened Rule") was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.
Sent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.
Sent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.
Sent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.
Sent 7: And to show just how fast Japan's new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.
Sent 8: There was an inevitable reaction to rapid Westernization.
Sent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.
Sent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.
Sent 11: If the singing in school of military songs such as "Come, Foes, Come!
Sent 12: " or "Though the Enemy Be Tens of Thousands Strong" seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.
Sent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.
Sent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan's modernized army over China's larger but much less well-organized forces.
Sent 15: More impressive still was Japan's success against the powerful war machine of Czarist Russia (1904-1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.
Sent 16: The West was forced to accept Japan's occupation of southern Manchuria and the annexation of Korea in 1910.
Sent 17: In just 40 years, Japan had established itself as a viable world power.

Output: Name two opponents in Japan's wars in the post-feudal period.?


Input:
Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.
Sent 2: Edo was renamed Tokyo ("Eastern Capital"), and Mitsuhito took over the Tokugawa castle as his palace.
Sent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji ("Enlightened Rule") was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.
Sent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.
Sent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.
Sent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.
Sent 7: And to show just how fast Japan's new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.
Sent 8: There was an inevitable reaction to rapid Westernization.
Sent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.
Sent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.
Sent 11: If the singing in school of military songs such as "Come, Foes, Come!
Sent 12: " or "Though the Enemy Be Tens of Thousands Strong" seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.
Sent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.
Sent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan's modernized army over China's larger but much less well-organized forces.
Sent 15: More impressive still was Japan's success against the powerful war machine of Czarist Russia (1904-1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.
Sent 16: The West was forced to accept Japan's occupation of southern Manchuria and the annexation of Korea in 1910.
Sent 17: In just 40 years, Japan had established itself as a viable world power.

Output: What hostile songs were mentioned that were used?


Input:
Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.
Sent 2: Edo was renamed Tokyo ("Eastern Capital"), and Mitsuhito took over the Tokugawa castle as his palace.
Sent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji ("Enlightened Rule") was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.
Sent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.
Sent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.
Sent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.
Sent 7: And to show just how fast Japan's new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.
Sent 8: There was an inevitable reaction to rapid Westernization.
Sent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.
Sent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.
Sent 11: If the singing in school of military songs such as "Come, Foes, Come!
Sent 12: " or "Though the Enemy Be Tens of Thousands Strong" seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.
Sent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.
Sent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan's modernized army over China's larger but much less well-organized forces.
Sent 15: More impressive still was Japan's success against the powerful war machine of Czarist Russia (1904-1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.
Sent 16: The West was forced to accept Japan's occupation of southern Manchuria and the annexation of Korea in 1910.
Sent 17: In just 40 years, Japan had established itself as a viable world power.

Output: By what year had Japan established itself as a viable world power?


Input:
Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.
Sent 2: Edo was renamed Tokyo ("Eastern Capital"), and Mitsuhito took over the Tokugawa castle as his palace.
Sent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji ("Enlightened Rule") was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.
Sent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.
Sent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.
Sent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.
Sent 7: And to show just how fast Japan's new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.
Sent 8: There was an inevitable reaction to rapid Westernization.
Sent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.
Sent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.
Sent 11: If the singing in school of military songs such as "Come, Foes, Come!
Sent 12: " or "Though the Enemy Be Tens of Thousands Strong" seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.
Sent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.
Sent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan's modernized army over China's larger but much less well-organized forces.
Sent 15: More impressive still was Japan's success against the powerful war machine of Czarist Russia (1904-1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.
Sent 16: The West was forced to accept Japan's occupation of southern Manchuria and the annexation of Korea in 1910.
Sent 17: In just 40 years, Japan had established itself as a viable world power.

Output: What are the names of two military songs that might have been sung in schools of Japan?


Input:
Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.
Sent 2: Edo was renamed Tokyo ("Eastern Capital"), and Mitsuhito took over the Tokugawa castle as his palace.
Sent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji ("Enlightened Rule") was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.
Sent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.
Sent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.
Sent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.
Sent 7: And to show just how fast Japan's new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.
Sent 8: There was an inevitable reaction to rapid Westernization.
Sent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.
Sent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.
Sent 11: If the singing in school of military songs such as "Come, Foes, Come!
Sent 12: " or "Though the Enemy Be Tens of Thousands Strong" seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.
Sent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.
Sent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan's modernized army over China's larger but much less well-organized forces.
Sent 15: More impressive still was Japan's success against the powerful war machine of Czarist Russia (1904-1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.
Sent 16: The West was forced to accept Japan's occupation of southern Manchuria and the annexation of Korea in 1910.
Sent 17: In just 40 years, Japan had established itself as a viable world power.

Output: Who were the new administators of Japan going to confront?


Input:
Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.
Sent 2: Edo was renamed Tokyo ("Eastern Capital"), and Mitsuhito took over the Tokugawa castle as his palace.
Sent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji ("Enlightened Rule") was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.
Sent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.
Sent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.
Sent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.
Sent 7: And to show just how fast Japan's new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.
Sent 8: There was an inevitable reaction to rapid Westernization.
Sent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.
Sent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.
Sent 11: If the singing in school of military songs such as "Come, Foes, Come!
Sent 12: " or "Though the Enemy Be Tens of Thousands Strong" seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.
Sent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.
Sent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan's modernized army over China's larger but much less well-organized forces.
Sent 15: More impressive still was Japan's success against the powerful war machine of Czarist Russia (1904-1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.
Sent 16: The West was forced to accept Japan's occupation of southern Manchuria and the annexation of Korea in 1910.
Sent 17: In just 40 years, Japan had established itself as a viable world power.

Output: What western industries were active at the time and needed to expand to stimulate the economy?


Input:
Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.
Sent 2: Edo was renamed Tokyo ("Eastern Capital"), and Mitsuhito took over the Tokugawa castle as his palace.
Sent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji ("Enlightened Rule") was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.
Sent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.
Sent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.
Sent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.
Sent 7: And to show just how fast Japan's new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.
Sent 8: There was an inevitable reaction to rapid Westernization.
Sent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.
Sent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.
Sent 11: If the singing in school of military songs such as "Come, Foes, Come!
Sent 12: " or "Though the Enemy Be Tens of Thousands Strong" seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.
Sent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.
Sent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan's modernized army over China's larger but much less well-organized forces.
Sent 15: More impressive still was Japan's success against the powerful war machine of Czarist Russia (1904-1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.
Sent 16: The West was forced to accept Japan's occupation of southern Manchuria and the annexation of Korea in 1910.
Sent 17: In just 40 years, Japan had established itself as a viable world power.

Output: What group emphasized the need to acquire Western military and industrial skills and technology?


Input:
Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.
Sent 2: Edo was renamed Tokyo ("Eastern Capital"), and Mitsuhito took over the Tokugawa castle as his palace.
Sent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji ("Enlightened Rule") was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.
Sent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.
Sent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.
Sent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.
Sent 7: And to show just how fast Japan's new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.
Sent 8: There was an inevitable reaction to rapid Westernization.
Sent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.
Sent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.
Sent 11: If the singing in school of military songs such as "Come, Foes, Come!
Sent 12: " or "Though the Enemy Be Tens of Thousands Strong" seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.
Sent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.
Sent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan's modernized army over China's larger but much less well-organized forces.
Sent 15: More impressive still was Japan's success against the powerful war machine of Czarist Russia (1904-1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.
Sent 16: The West was forced to accept Japan's occupation of southern Manchuria and the annexation of Korea in 1910.
Sent 17: In just 40 years, Japan had established itself as a viable world power.

Output: What Japanese traditions were reinstituted under Mitsuhito?


Input:
Paragraph- Sent 1: The Meiji Restoration: In 1868 the Satsuma and Choshu clans, never a real threat to Tokugawa authority as long as they remained rivals, joined forces to overthrow the shogun and restore the authority of the emperor, the 14-year-old Mitsuhito.
Sent 2: Edo was renamed Tokyo ("Eastern Capital"), and Mitsuhito took over the Tokugawa castle as his palace.
Sent 3: But important though the resuscitated imperial authority undoubtedly was, the real power under the restoration known as Meiji ("Enlightened Rule") was in the hands of a new generation of forward-looking administrators, who set about abolishing the ancient feudal apparatus in favor of a modern government based on merit rather than ancestry.
Sent 4: They emphasized the need to acquire Western military and industrial skills and technology with which to confront the West itself and eliminate unfair trade tariffs and other unjust aspects of the foreign treaties.
Sent 5: Agriculture, commerce, and traditional manufacturing were expanded to provide a sound economic base for investment in the modern technology of textiles and other industries.
Sent 6: Shipbuilding and weapons manufacture were already under way; railways and telegraph lines quickly followed.
Sent 7: And to show just how fast Japan's new rulers were catching on, two punitive expeditions were launched against Korea and China in the grand manner of 19th-century gunboat diplomacy.
Sent 8: There was an inevitable reaction to rapid Westernization.
Sent 9: Traditional Japanese theater, the tea ceremony, ikebana flower arrangement, and the old martial arts all came back into favor.
Sent 10: In 1890 an important imperial edict on education was issued, promoting Asian (that is, Chinese and Japanese) values in culture and stressing loyalty to the emperor and general harmony.
Sent 11: If the singing in school of military songs such as "Come, Foes, Come!
Sent 12: " or "Though the Enemy Be Tens of Thousands Strong" seems excessively belligerent today, we should not forget jingoistic attitudes in Europe and America at the time.
Sent 13: Japan made a dramatic debut on the international stage, with military actions against China and Russia.
Sent 14: The 1894 Sino-Japanese War for control of the Korean markets and the strategic region of southern Manchuria was a triumph for Japan's modernized army over China's larger but much less well-organized forces.
Sent 15: More impressive still was Japan's success against the powerful war machine of Czarist Russia (1904-1905), beginning with a surprise nighttime attack on the Russian fleet, to be repeated some years later at Pearl Harbor.
Sent 16: The West was forced to accept Japan's occupation of southern Manchuria and the annexation of Korea in 1910.
Sent 17: In just 40 years, Japan had established itself as a viable world power.

Output: List four modernizations that the Mitsuhito reign instituted.?


Input:
Paragraph- Sent 1: Zakariya Essabar, a Moroccan citizen, moved to Germany in February 1997 and to Hamburg in 1998, where he studied medical technology.
Sent 2: Soon after moving to Hamburg, Essabar met Binalshibh and the others through a Turkish mosque.
Sent 3: Essabar turned extremist fairly suddenly, probably in 1999, and reportedly pressured one acquaintance with physical force to become more religious, grow a beard, and compel his wife to convert to Islam.
Sent 4: Essabar's parents were said to have made repeated but unsuccessful efforts to sway him from this lifestyle.
Sent 5: Shortly before the 9/11 attacks, he would travel to Afghanistan to communicate the date for the attacks to the al Qaeda leadership.
Sent 6: Mounir el Motassadeq, another Moroccan, came to Germany in 1993, moving to Hamburg two years later to study electrical engineering at theTechnical University.
Sent 7: A witness has recalled Motassadeq saying that he would kill his entire family if his religious beliefs demanded it.
Sent 8: One of Motassadeq's roommates recalls him referring to Hitler as a "good man" and organizing film sessions that included speeches by Bin Ladin.
Sent 9: Motassadeq would help conceal the Hamburg group's trip to Afghanistan in late 1999.
Sent 10: Abdelghani Mzoudi, also a Moroccan, arrived in Germany in the summer of 1993, after completing university courses in physics and chemistry.
Sent 11: Mzoudi studied in Dortmund, Bochum, and Muenster before moving to Hamburg in 1995.
Sent 12: Mzoudi described himself as a weak Muslim when he was home in Morocco, but much more devout when he was back in Hamburg.
Sent 13: In April 1996, Mzoudi and Motassadeq witnessed the execution of Atta's will.
Sent 14: During the course of 1999, Atta and his group became ever more extreme and secretive, speaking only in Arabic to conceal the content of their conversations.
Sent 15: 87 When the four core members of the Hamburg cell left Germany to journey to Afghanistan late that year, it seems unlikely that they already knew about the planes operation; no evidence connects them to al Qaeda before that time.
Sent 16: Witnesses have attested, however, that their pronouncements reflected ample predisposition toward taking some action against the United States.
Sent 17: In short, they fit the bill for Bin Ladin, Atef, and KSM.
Sent 18: Going to Afghanistan The available evidence indicates that in 1999, Atta, Binalshibh, Shehhi, and Jarrah decided to fight in Chechnya against the Russians.

Output: In what country did Essabar and Binalshibh meet?