Input:
Paragraph- Sent 1: The law was written at a time when public housing complexes were under assault by drug-dealing gangs and politicians were pressured to take action.
Sent 2: Families can be removed for drug use by one member, whether the drug activity is in the home or somewhere else.
Sent 3: Under the Department of Housing and Urban Development' enforcement program, tenants may not avoid eviction simply by claiming ignorance of the crime or an inability to stop it.
Sent 4: Carlos Sanchez, executive director of the Grand Rapids Housing Commission, believes the law can be effective if it's applied with discretion.
Sent 5: The commission administers about 3,500 public housing units in the Grand Rapids area, including Creston Plaza.
Sent 6: "I think if it's done with caution, it's a tool that we desperately needed in our developments," Sanchez said.
Sent 7: Sanchez said Grand Rapids doesn't have the large-scale drug problems larger cities do -- and he wants to keep it that way.
Sent 8: "We've done the best we can to keep it from being so drug-infested it becomes a war zone.
Sent 9: Once the development is taken over, it's very difficult to take them back."Sent 10: Sanchez said the commission relies on police reports in deciding evictions, which he estimated at one or two a year.
Sent 11: Among those cases, according to Leslie Curry, litigation director of Western Michigan Legal Services, was that of a mother evicted from public housing about a year ago with several young children.
Sent 12: She was removed because her 17-year-old son was arrested selling drugs outside the apartment, Curry said.
Sent 13: That left her with the hardship of seeking a place she could afford for herself and her children, without the certainty she afford the rent.
Sent 14: "She didn't know about it," Curry said of the drug deal.
Sent 15: "In Grand Rapids, subsidized housing is critical to people's ability to maintain basic security in their lives.".

Output: Carlos Sanchez believes what law can be effective if it's applied with discretion?


Input:
Paragraph- Sent 1: The law was written at a time when public housing complexes were under assault by drug-dealing gangs and politicians were pressured to take action.
Sent 2: Families can be removed for drug use by one member, whether the drug activity is in the home or somewhere else.
Sent 3: Under the Department of Housing and Urban Development' enforcement program, tenants may not avoid eviction simply by claiming ignorance of the crime or an inability to stop it.
Sent 4: Carlos Sanchez, executive director of the Grand Rapids Housing Commission, believes the law can be effective if it's applied with discretion.
Sent 5: The commission administers about 3,500 public housing units in the Grand Rapids area, including Creston Plaza.
Sent 6: "I think if it's done with caution, it's a tool that we desperately needed in our developments," Sanchez said.
Sent 7: Sanchez said Grand Rapids doesn't have the large-scale drug problems larger cities do -- and he wants to keep it that way.
Sent 8: "We've done the best we can to keep it from being so drug-infested it becomes a war zone.
Sent 9: Once the development is taken over, it's very difficult to take them back."Sent 10: Sanchez said the commission relies on police reports in deciding evictions, which he estimated at one or two a year.
Sent 11: Among those cases, according to Leslie Curry, litigation director of Western Michigan Legal Services, was that of a mother evicted from public housing about a year ago with several young children.
Sent 12: She was removed because her 17-year-old son was arrested selling drugs outside the apartment, Curry said.
Sent 13: That left her with the hardship of seeking a place she could afford for herself and her children, without the certainty she afford the rent.
Sent 14: "She didn't know about it," Curry said of the drug deal.
Sent 15: "In Grand Rapids, subsidized housing is critical to people's ability to maintain basic security in their lives.".

Output: How many public housing units is Carlos Sanchez in charge of?


Input:
Paragraph- Sent 1: The law was written at a time when public housing complexes were under assault by drug-dealing gangs and politicians were pressured to take action.
Sent 2: Families can be removed for drug use by one member, whether the drug activity is in the home or somewhere else.
Sent 3: Under the Department of Housing and Urban Development' enforcement program, tenants may not avoid eviction simply by claiming ignorance of the crime or an inability to stop it.
Sent 4: Carlos Sanchez, executive director of the Grand Rapids Housing Commission, believes the law can be effective if it's applied with discretion.
Sent 5: The commission administers about 3,500 public housing units in the Grand Rapids area, including Creston Plaza.
Sent 6: "I think if it's done with caution, it's a tool that we desperately needed in our developments," Sanchez said.
Sent 7: Sanchez said Grand Rapids doesn't have the large-scale drug problems larger cities do -- and he wants to keep it that way.
Sent 8: "We've done the best we can to keep it from being so drug-infested it becomes a war zone.
Sent 9: Once the development is taken over, it's very difficult to take them back."Sent 10: Sanchez said the commission relies on police reports in deciding evictions, which he estimated at one or two a year.
Sent 11: Among those cases, according to Leslie Curry, litigation director of Western Michigan Legal Services, was that of a mother evicted from public housing about a year ago with several young children.
Sent 12: She was removed because her 17-year-old son was arrested selling drugs outside the apartment, Curry said.
Sent 13: That left her with the hardship of seeking a place she could afford for herself and her children, without the certainty she afford the rent.
Sent 14: "She didn't know about it," Curry said of the drug deal.
Sent 15: "In Grand Rapids, subsidized housing is critical to people's ability to maintain basic security in their lives.".

Output: Could the evicted mother have avoided eviction because she was unaware of her son's actions?


Input:
Paragraph- Sent 1: The law was written at a time when public housing complexes were under assault by drug-dealing gangs and politicians were pressured to take action.
Sent 2: Families can be removed for drug use by one member, whether the drug activity is in the home or somewhere else.
Sent 3: Under the Department of Housing and Urban Development' enforcement program, tenants may not avoid eviction simply by claiming ignorance of the crime or an inability to stop it.
Sent 4: Carlos Sanchez, executive director of the Grand Rapids Housing Commission, believes the law can be effective if it's applied with discretion.
Sent 5: The commission administers about 3,500 public housing units in the Grand Rapids area, including Creston Plaza.
Sent 6: "I think if it's done with caution, it's a tool that we desperately needed in our developments," Sanchez said.
Sent 7: Sanchez said Grand Rapids doesn't have the large-scale drug problems larger cities do -- and he wants to keep it that way.
Sent 8: "We've done the best we can to keep it from being so drug-infested it becomes a war zone.
Sent 9: Once the development is taken over, it's very difficult to take them back."Sent 10: Sanchez said the commission relies on police reports in deciding evictions, which he estimated at one or two a year.
Sent 11: Among those cases, according to Leslie Curry, litigation director of Western Michigan Legal Services, was that of a mother evicted from public housing about a year ago with several young children.
Sent 12: She was removed because her 17-year-old son was arrested selling drugs outside the apartment, Curry said.
Sent 13: That left her with the hardship of seeking a place she could afford for herself and her children, without the certainty she afford the rent.
Sent 14: "She didn't know about it," Curry said of the drug deal.
Sent 15: "In Grand Rapids, subsidized housing is critical to people's ability to maintain basic security in their lives.".

Output: Which commission administers about 3,500 public housing units in the Grand Rapids area, including Creston Plaza?


Input:
Paragraph- Sent 1: The law was written at a time when public housing complexes were under assault by drug-dealing gangs and politicians were pressured to take action.
Sent 2: Families can be removed for drug use by one member, whether the drug activity is in the home or somewhere else.
Sent 3: Under the Department of Housing and Urban Development' enforcement program, tenants may not avoid eviction simply by claiming ignorance of the crime or an inability to stop it.
Sent 4: Carlos Sanchez, executive director of the Grand Rapids Housing Commission, believes the law can be effective if it's applied with discretion.
Sent 5: The commission administers about 3,500 public housing units in the Grand Rapids area, including Creston Plaza.
Sent 6: "I think if it's done with caution, it's a tool that we desperately needed in our developments," Sanchez said.
Sent 7: Sanchez said Grand Rapids doesn't have the large-scale drug problems larger cities do -- and he wants to keep it that way.
Sent 8: "We've done the best we can to keep it from being so drug-infested it becomes a war zone.
Sent 9: Once the development is taken over, it's very difficult to take them back."Sent 10: Sanchez said the commission relies on police reports in deciding evictions, which he estimated at one or two a year.
Sent 11: Among those cases, according to Leslie Curry, litigation director of Western Michigan Legal Services, was that of a mother evicted from public housing about a year ago with several young children.
Sent 12: She was removed because her 17-year-old son was arrested selling drugs outside the apartment, Curry said.
Sent 13: That left her with the hardship of seeking a place she could afford for herself and her children, without the certainty she afford the rent.
Sent 14: "She didn't know about it," Curry said of the drug deal.
Sent 15: "In Grand Rapids, subsidized housing is critical to people's ability to maintain basic security in their lives.".

Output: Did the mother of the 17 year old know that he was selling drugs before she was evicted?


Input:
Paragraph- Sent 1: The law was written at a time when public housing complexes were under assault by drug-dealing gangs and politicians were pressured to take action.
Sent 2: Families can be removed for drug use by one member, whether the drug activity is in the home or somewhere else.
Sent 3: Under the Department of Housing and Urban Development' enforcement program, tenants may not avoid eviction simply by claiming ignorance of the crime or an inability to stop it.
Sent 4: Carlos Sanchez, executive director of the Grand Rapids Housing Commission, believes the law can be effective if it's applied with discretion.
Sent 5: The commission administers about 3,500 public housing units in the Grand Rapids area, including Creston Plaza.
Sent 6: "I think if it's done with caution, it's a tool that we desperately needed in our developments," Sanchez said.
Sent 7: Sanchez said Grand Rapids doesn't have the large-scale drug problems larger cities do -- and he wants to keep it that way.
Sent 8: "We've done the best we can to keep it from being so drug-infested it becomes a war zone.
Sent 9: Once the development is taken over, it's very difficult to take them back."Sent 10: Sanchez said the commission relies on police reports in deciding evictions, which he estimated at one or two a year.
Sent 11: Among those cases, according to Leslie Curry, litigation director of Western Michigan Legal Services, was that of a mother evicted from public housing about a year ago with several young children.
Sent 12: She was removed because her 17-year-old son was arrested selling drugs outside the apartment, Curry said.
Sent 13: That left her with the hardship of seeking a place she could afford for herself and her children, without the certainty she afford the rent.
Sent 14: "She didn't know about it," Curry said of the drug deal.
Sent 15: "In Grand Rapids, subsidized housing is critical to people's ability to maintain basic security in their lives.".

Output: Why was a mother with several young children evicted from public housing about a year ago?


Input:
Paragraph- Sent 1: Neighborhood Legal Services, which provides free legal services to the poor, has expanded into the San Gabriel and Pomona valleys, areas with large Asian populations, many of whom speak limited or no English.
Sent 2: Language is their biggest obstacle, but the Asian communities' cultural isolation and service providers' lack of cultural expertise also play a part, said NLS executive director Neal Dubovitz.
Sent 3: And with 13 percent to 15 percent of the Asian population in the U.S. living below the poverty line, NLS services are badly needed, Dubovitz said.
Sent 4: "Although it is a significant part of the poverty population, Asians historically have not been able to participate in the services and programs available to the poor," he said.
Sent 5: From simple telephone advice to complete legal representation in court, the agency provides free consumer, health, family, immigration, housing, public benefits and labor legal services to people who earn under $1,380 per month.
Sent 6: Legal service providers have long served large Latino populations, who have cultural diversity but share a common language.
Sent 7: "I remember the days when there were only a handful of people in the legal offices who spoke Spanish," Dudovitz said.
Sent 8: "Now Spanish and English are interchangeable.
Sent 9: Our goal is to have that for the major Asian languages as well."Sent 10: Before the expansion, only a few NLS lawyers spoke Asian languages, said attorney Rebecca Yee, who was hired by NLS in April 2002 to design and head the project.
Sent 11: "Now we have people speaking Cantonese, Mandarin, Thai, Khmer (from Cambodia), Korean, Vietnamese, Japanese and Tagalog," Yee said.
Sent 12: One of the 13 attorneys hired to work with the program is Irene Mak, a family law attorney who speaks Cantonese, Mandarin and Thai.
Sent 13: Mak was a partner at a private law firm before she went to work for NLS two years ago, earning up to $20,000 less a year working on domestic violence cases.
Sent 14: "The job is more satisfying than the money," said Mak, who grew up in Hong Kong and Thailand before coming to the United States.
Sent 15: "I could use my language skills and wanted to give back to the Asian community."Sent 16: NLS expanded when Legal Services Corp., the federal agency that funds providers of free legal services nationwide, reduced the number of grantees in the Los Angeles area from five to three, Dudovitz said.
Sent 17: NLS won the competitive grant over the Legal Services Program for Pasadena, San Gabriel-Pomona valleys.
Sent 18: That boosted its client base from 16,000 to around 25,000, and NLS opened an office in El Monte.

Output: What is the biggest obstacle NLS faced while trying to provide legal services to poor Asian populations?


Input:
Paragraph- Sent 1: Neighborhood Legal Services, which provides free legal services to the poor, has expanded into the San Gabriel and Pomona valleys, areas with large Asian populations, many of whom speak limited or no English.
Sent 2: Language is their biggest obstacle, but the Asian communities' cultural isolation and service providers' lack of cultural expertise also play a part, said NLS executive director Neal Dubovitz.
Sent 3: And with 13 percent to 15 percent of the Asian population in the U.S. living below the poverty line, NLS services are badly needed, Dubovitz said.
Sent 4: "Although it is a significant part of the poverty population, Asians historically have not been able to participate in the services and programs available to the poor," he said.
Sent 5: From simple telephone advice to complete legal representation in court, the agency provides free consumer, health, family, immigration, housing, public benefits and labor legal services to people who earn under $1,380 per month.
Sent 6: Legal service providers have long served large Latino populations, who have cultural diversity but share a common language.
Sent 7: "I remember the days when there were only a handful of people in the legal offices who spoke Spanish," Dudovitz said.
Sent 8: "Now Spanish and English are interchangeable.
Sent 9: Our goal is to have that for the major Asian languages as well."Sent 10: Before the expansion, only a few NLS lawyers spoke Asian languages, said attorney Rebecca Yee, who was hired by NLS in April 2002 to design and head the project.
Sent 11: "Now we have people speaking Cantonese, Mandarin, Thai, Khmer (from Cambodia), Korean, Vietnamese, Japanese and Tagalog," Yee said.
Sent 12: One of the 13 attorneys hired to work with the program is Irene Mak, a family law attorney who speaks Cantonese, Mandarin and Thai.
Sent 13: Mak was a partner at a private law firm before she went to work for NLS two years ago, earning up to $20,000 less a year working on domestic violence cases.
Sent 14: "The job is more satisfying than the money," said Mak, who grew up in Hong Kong and Thailand before coming to the United States.
Sent 15: "I could use my language skills and wanted to give back to the Asian community."Sent 16: NLS expanded when Legal Services Corp., the federal agency that funds providers of free legal services nationwide, reduced the number of grantees in the Los Angeles area from five to three, Dudovitz said.
Sent 17: NLS won the competitive grant over the Legal Services Program for Pasadena, San Gabriel-Pomona valleys.
Sent 18: That boosted its client base from 16,000 to around 25,000, and NLS opened an office in El Monte.

Output: What boosted the NLS client base to 25,000?


Input:
Paragraph- Sent 1: Neighborhood Legal Services, which provides free legal services to the poor, has expanded into the San Gabriel and Pomona valleys, areas with large Asian populations, many of whom speak limited or no English.
Sent 2: Language is their biggest obstacle, but the Asian communities' cultural isolation and service providers' lack of cultural expertise also play a part, said NLS executive director Neal Dubovitz.
Sent 3: And with 13 percent to 15 percent of the Asian population in the U.S. living below the poverty line, NLS services are badly needed, Dubovitz said.
Sent 4: "Although it is a significant part of the poverty population, Asians historically have not been able to participate in the services and programs available to the poor," he said.
Sent 5: From simple telephone advice to complete legal representation in court, the agency provides free consumer, health, family, immigration, housing, public benefits and labor legal services to people who earn under $1,380 per month.
Sent 6: Legal service providers have long served large Latino populations, who have cultural diversity but share a common language.
Sent 7: "I remember the days when there were only a handful of people in the legal offices who spoke Spanish," Dudovitz said.
Sent 8: "Now Spanish and English are interchangeable.
Sent 9: Our goal is to have that for the major Asian languages as well."Sent 10: Before the expansion, only a few NLS lawyers spoke Asian languages, said attorney Rebecca Yee, who was hired by NLS in April 2002 to design and head the project.
Sent 11: "Now we have people speaking Cantonese, Mandarin, Thai, Khmer (from Cambodia), Korean, Vietnamese, Japanese and Tagalog," Yee said.
Sent 12: One of the 13 attorneys hired to work with the program is Irene Mak, a family law attorney who speaks Cantonese, Mandarin and Thai.
Sent 13: Mak was a partner at a private law firm before she went to work for NLS two years ago, earning up to $20,000 less a year working on domestic violence cases.
Sent 14: "The job is more satisfying than the money," said Mak, who grew up in Hong Kong and Thailand before coming to the United States.
Sent 15: "I could use my language skills and wanted to give back to the Asian community."Sent 16: NLS expanded when Legal Services Corp., the federal agency that funds providers of free legal services nationwide, reduced the number of grantees in the Los Angeles area from five to three, Dudovitz said.
Sent 17: NLS won the competitive grant over the Legal Services Program for Pasadena, San Gabriel-Pomona valleys.
Sent 18: That boosted its client base from 16,000 to around 25,000, and NLS opened an office in El Monte.

Output: What is the language goal of neighborhood legal services?


Input:
Paragraph- Sent 1: Neighborhood Legal Services, which provides free legal services to the poor, has expanded into the San Gabriel and Pomona valleys, areas with large Asian populations, many of whom speak limited or no English.
Sent 2: Language is their biggest obstacle, but the Asian communities' cultural isolation and service providers' lack of cultural expertise also play a part, said NLS executive director Neal Dubovitz.
Sent 3: And with 13 percent to 15 percent of the Asian population in the U.S. living below the poverty line, NLS services are badly needed, Dubovitz said.
Sent 4: "Although it is a significant part of the poverty population, Asians historically have not been able to participate in the services and programs available to the poor," he said.
Sent 5: From simple telephone advice to complete legal representation in court, the agency provides free consumer, health, family, immigration, housing, public benefits and labor legal services to people who earn under $1,380 per month.
Sent 6: Legal service providers have long served large Latino populations, who have cultural diversity but share a common language.
Sent 7: "I remember the days when there were only a handful of people in the legal offices who spoke Spanish," Dudovitz said.
Sent 8: "Now Spanish and English are interchangeable.
Sent 9: Our goal is to have that for the major Asian languages as well."Sent 10: Before the expansion, only a few NLS lawyers spoke Asian languages, said attorney Rebecca Yee, who was hired by NLS in April 2002 to design and head the project.
Sent 11: "Now we have people speaking Cantonese, Mandarin, Thai, Khmer (from Cambodia), Korean, Vietnamese, Japanese and Tagalog," Yee said.
Sent 12: One of the 13 attorneys hired to work with the program is Irene Mak, a family law attorney who speaks Cantonese, Mandarin and Thai.
Sent 13: Mak was a partner at a private law firm before she went to work for NLS two years ago, earning up to $20,000 less a year working on domestic violence cases.
Sent 14: "The job is more satisfying than the money," said Mak, who grew up in Hong Kong and Thailand before coming to the United States.
Sent 15: "I could use my language skills and wanted to give back to the Asian community."Sent 16: NLS expanded when Legal Services Corp., the federal agency that funds providers of free legal services nationwide, reduced the number of grantees in the Los Angeles area from five to three, Dudovitz said.
Sent 17: NLS won the competitive grant over the Legal Services Program for Pasadena, San Gabriel-Pomona valleys.
Sent 18: That boosted its client base from 16,000 to around 25,000, and NLS opened an office in El Monte.

Output: Who grew up in Hong Kong and Thailand and speaks Cantonese, Mandarin and Thai?


Input:
Paragraph- Sent 1: Neighborhood Legal Services, which provides free legal services to the poor, has expanded into the San Gabriel and Pomona valleys, areas with large Asian populations, many of whom speak limited or no English.
Sent 2: Language is their biggest obstacle, but the Asian communities' cultural isolation and service providers' lack of cultural expertise also play a part, said NLS executive director Neal Dubovitz.
Sent 3: And with 13 percent to 15 percent of the Asian population in the U.S. living below the poverty line, NLS services are badly needed, Dubovitz said.
Sent 4: "Although it is a significant part of the poverty population, Asians historically have not been able to participate in the services and programs available to the poor," he said.
Sent 5: From simple telephone advice to complete legal representation in court, the agency provides free consumer, health, family, immigration, housing, public benefits and labor legal services to people who earn under $1,380 per month.
Sent 6: Legal service providers have long served large Latino populations, who have cultural diversity but share a common language.
Sent 7: "I remember the days when there were only a handful of people in the legal offices who spoke Spanish," Dudovitz said.
Sent 8: "Now Spanish and English are interchangeable.
Sent 9: Our goal is to have that for the major Asian languages as well."Sent 10: Before the expansion, only a few NLS lawyers spoke Asian languages, said attorney Rebecca Yee, who was hired by NLS in April 2002 to design and head the project.
Sent 11: "Now we have people speaking Cantonese, Mandarin, Thai, Khmer (from Cambodia), Korean, Vietnamese, Japanese and Tagalog," Yee said.
Sent 12: One of the 13 attorneys hired to work with the program is Irene Mak, a family law attorney who speaks Cantonese, Mandarin and Thai.
Sent 13: Mak was a partner at a private law firm before she went to work for NLS two years ago, earning up to $20,000 less a year working on domestic violence cases.
Sent 14: "The job is more satisfying than the money," said Mak, who grew up in Hong Kong and Thailand before coming to the United States.
Sent 15: "I could use my language skills and wanted to give back to the Asian community."Sent 16: NLS expanded when Legal Services Corp., the federal agency that funds providers of free legal services nationwide, reduced the number of grantees in the Los Angeles area from five to three, Dudovitz said.
Sent 17: NLS won the competitive grant over the Legal Services Program for Pasadena, San Gabriel-Pomona valleys.
Sent 18: That boosted its client base from 16,000 to around 25,000, and NLS opened an office in El Monte.

Output: What does Mak think of this job as more than for the money?


Input:
Paragraph- Sent 1: Neighborhood Legal Services, which provides free legal services to the poor, has expanded into the San Gabriel and Pomona valleys, areas with large Asian populations, many of whom speak limited or no English.
Sent 2: Language is their biggest obstacle, but the Asian communities' cultural isolation and service providers' lack of cultural expertise also play a part, said NLS executive director Neal Dubovitz.
Sent 3: And with 13 percent to 15 percent of the Asian population in the U.S. living below the poverty line, NLS services are badly needed, Dubovitz said.
Sent 4: "Although it is a significant part of the poverty population, Asians historically have not been able to participate in the services and programs available to the poor," he said.
Sent 5: From simple telephone advice to complete legal representation in court, the agency provides free consumer, health, family, immigration, housing, public benefits and labor legal services to people who earn under $1,380 per month.
Sent 6: Legal service providers have long served large Latino populations, who have cultural diversity but share a common language.
Sent 7: "I remember the days when there were only a handful of people in the legal offices who spoke Spanish," Dudovitz said.
Sent 8: "Now Spanish and English are interchangeable.
Sent 9: Our goal is to have that for the major Asian languages as well."Sent 10: Before the expansion, only a few NLS lawyers spoke Asian languages, said attorney Rebecca Yee, who was hired by NLS in April 2002 to design and head the project.
Sent 11: "Now we have people speaking Cantonese, Mandarin, Thai, Khmer (from Cambodia), Korean, Vietnamese, Japanese and Tagalog," Yee said.
Sent 12: One of the 13 attorneys hired to work with the program is Irene Mak, a family law attorney who speaks Cantonese, Mandarin and Thai.
Sent 13: Mak was a partner at a private law firm before she went to work for NLS two years ago, earning up to $20,000 less a year working on domestic violence cases.
Sent 14: "The job is more satisfying than the money," said Mak, who grew up in Hong Kong and Thailand before coming to the United States.
Sent 15: "I could use my language skills and wanted to give back to the Asian community."Sent 16: NLS expanded when Legal Services Corp., the federal agency that funds providers of free legal services nationwide, reduced the number of grantees in the Los Angeles area from five to three, Dudovitz said.
Sent 17: NLS won the competitive grant over the Legal Services Program for Pasadena, San Gabriel-Pomona valleys.
Sent 18: That boosted its client base from 16,000 to around 25,000, and NLS opened an office in El Monte.

Output: What is the biggest obstacle for neighborhood legal services and why?


Input:
Paragraph- Sent 1: It's strange how one can write delightedly of the happier moments of life, forgetting the things that one would forget by remembering fully the things one would remember, and suddenly the forgotten, in revenge, rears up to savage the unwary.
Sent 2: So it was as I wrote the preceding.
Sent 3: My heart convulsed, and I left this manuscript for a three-day spree.
Sent 4: Apparently I was so successful that it lasted a week and a half.
Sent 5: Not bad for an eighty-three-year-old, even for one who has his rejuve every month.
Sent 6: And if I can brag and digress so easily, this must not be painful enough to merit a mindwipe, yes?
Sent 7: No. I abandoned these notes to my future self to have the wipe done immediately, thinking that Bernardo Flynn should receive such services when he needed them, even should the need arise at the third hour after midnight.
Sent 8: My mindsmith is not so understanding.
Sent 9: She says I am emotionally a child, to which I reply, "Of course.
Sent 10: Why else would I come to you?"Sent 11: This logic does not soothe her; she says I must wait three weeks.
Sent 12: Three!.
Sent 13: Such is the law.
Sent 14: I say I do not care about law, I care about service and she should care about money.
Sent 15: Enough.
Sent 16: I went on a spree, and it must have been a good one.
Sent 17: I hope the wipe is as successful with my time on Vega IV as my spree was with my time here.
Sent 18: I dimly remember three bedpartners who were probably human, and one that I hope was delirium.
Sent 19: I will not answer the phone for a week, no matter whose face appears on it.
Sent 20: I keep evading the issue.

Output: What did this woman do?


Input:
Paragraph- Sent 1: It's strange how one can write delightedly of the happier moments of life, forgetting the things that one would forget by remembering fully the things one would remember, and suddenly the forgotten, in revenge, rears up to savage the unwary.
Sent 2: So it was as I wrote the preceding.
Sent 3: My heart convulsed, and I left this manuscript for a three-day spree.
Sent 4: Apparently I was so successful that it lasted a week and a half.
Sent 5: Not bad for an eighty-three-year-old, even for one who has his rejuve every month.
Sent 6: And if I can brag and digress so easily, this must not be painful enough to merit a mindwipe, yes?
Sent 7: No. I abandoned these notes to my future self to have the wipe done immediately, thinking that Bernardo Flynn should receive such services when he needed them, even should the need arise at the third hour after midnight.
Sent 8: My mindsmith is not so understanding.
Sent 9: She says I am emotionally a child, to which I reply, "Of course.
Sent 10: Why else would I come to you?"Sent 11: This logic does not soothe her; she says I must wait three weeks.
Sent 12: Three!.
Sent 13: Such is the law.
Sent 14: I say I do not care about law, I care about service and she should care about money.
Sent 15: Enough.
Sent 16: I went on a spree, and it must have been a good one.
Sent 17: I hope the wipe is as successful with my time on Vega IV as my spree was with my time here.
Sent 18: I dimly remember three bedpartners who were probably human, and one that I hope was delirium.
Sent 19: I will not answer the phone for a week, no matter whose face appears on it.
Sent 20: I keep evading the issue.

Output: How long did he have to wait?


Input:
Paragraph- Sent 1: It's strange how one can write delightedly of the happier moments of life, forgetting the things that one would forget by remembering fully the things one would remember, and suddenly the forgotten, in revenge, rears up to savage the unwary.
Sent 2: So it was as I wrote the preceding.
Sent 3: My heart convulsed, and I left this manuscript for a three-day spree.
Sent 4: Apparently I was so successful that it lasted a week and a half.
Sent 5: Not bad for an eighty-three-year-old, even for one who has his rejuve every month.
Sent 6: And if I can brag and digress so easily, this must not be painful enough to merit a mindwipe, yes?
Sent 7: No. I abandoned these notes to my future self to have the wipe done immediately, thinking that Bernardo Flynn should receive such services when he needed them, even should the need arise at the third hour after midnight.
Sent 8: My mindsmith is not so understanding.
Sent 9: She says I am emotionally a child, to which I reply, "Of course.
Sent 10: Why else would I come to you?"Sent 11: This logic does not soothe her; she says I must wait three weeks.
Sent 12: Three!.
Sent 13: Such is the law.
Sent 14: I say I do not care about law, I care about service and she should care about money.
Sent 15: Enough.
Sent 16: I went on a spree, and it must have been a good one.
Sent 17: I hope the wipe is as successful with my time on Vega IV as my spree was with my time here.
Sent 18: I dimly remember three bedpartners who were probably human, and one that I hope was delirium.
Sent 19: I will not answer the phone for a week, no matter whose face appears on it.
Sent 20: I keep evading the issue.

Output: What was the character on?


Input:
Paragraph- Sent 1: It's strange how one can write delightedly of the happier moments of life, forgetting the things that one would forget by remembering fully the things one would remember, and suddenly the forgotten, in revenge, rears up to savage the unwary.
Sent 2: So it was as I wrote the preceding.
Sent 3: My heart convulsed, and I left this manuscript for a three-day spree.
Sent 4: Apparently I was so successful that it lasted a week and a half.
Sent 5: Not bad for an eighty-three-year-old, even for one who has his rejuve every month.
Sent 6: And if I can brag and digress so easily, this must not be painful enough to merit a mindwipe, yes?
Sent 7: No. I abandoned these notes to my future self to have the wipe done immediately, thinking that Bernardo Flynn should receive such services when he needed them, even should the need arise at the third hour after midnight.
Sent 8: My mindsmith is not so understanding.
Sent 9: She says I am emotionally a child, to which I reply, "Of course.
Sent 10: Why else would I come to you?"Sent 11: This logic does not soothe her; she says I must wait three weeks.
Sent 12: Three!.
Sent 13: Such is the law.
Sent 14: I say I do not care about law, I care about service and she should care about money.
Sent 15: Enough.
Sent 16: I went on a spree, and it must have been a good one.
Sent 17: I hope the wipe is as successful with my time on Vega IV as my spree was with my time here.
Sent 18: I dimly remember three bedpartners who were probably human, and one that I hope was delirium.
Sent 19: I will not answer the phone for a week, no matter whose face appears on it.
Sent 20: I keep evading the issue.

Output: What did he recall?


Input:
Paragraph- Sent 1: It's strange how one can write delightedly of the happier moments of life, forgetting the things that one would forget by remembering fully the things one would remember, and suddenly the forgotten, in revenge, rears up to savage the unwary.
Sent 2: So it was as I wrote the preceding.
Sent 3: My heart convulsed, and I left this manuscript for a three-day spree.
Sent 4: Apparently I was so successful that it lasted a week and a half.
Sent 5: Not bad for an eighty-three-year-old, even for one who has his rejuve every month.
Sent 6: And if I can brag and digress so easily, this must not be painful enough to merit a mindwipe, yes?
Sent 7: No. I abandoned these notes to my future self to have the wipe done immediately, thinking that Bernardo Flynn should receive such services when he needed them, even should the need arise at the third hour after midnight.
Sent 8: My mindsmith is not so understanding.
Sent 9: She says I am emotionally a child, to which I reply, "Of course.
Sent 10: Why else would I come to you?"Sent 11: This logic does not soothe her; she says I must wait three weeks.
Sent 12: Three!.
Sent 13: Such is the law.
Sent 14: I say I do not care about law, I care about service and she should care about money.
Sent 15: Enough.
Sent 16: I went on a spree, and it must have been a good one.
Sent 17: I hope the wipe is as successful with my time on Vega IV as my spree was with my time here.
Sent 18: I dimly remember three bedpartners who were probably human, and one that I hope was delirium.
Sent 19: I will not answer the phone for a week, no matter whose face appears on it.
Sent 20: I keep evading the issue.

Output: How old is the character?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: Whom did Derek follow into the class room screaming for help?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: Did Jenny call the police before or after Derek ran into the classroom for safety?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: After Sandy and Alexis entered the classroom for help, who came in next?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: Did anyone else see the stranger?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: Did all of the children make it inside?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: Where was Derek when the stranger walked up to him with rock sugar candy?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: When did this event occur?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: What did Sandy and Alexis do?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: What happened with Derek and the stranger?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: Which two people told Mrs. Mustard about the incident with the stranger at the school?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: What was the name of the girl who was mean to Derek?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: What did a stranger offer Derek?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: How did people feel about Alexis's behavior?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: Are Sandy and Alexis friends who play together?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: Why was Derek sad?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: Who was mean to Derek?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: How was Derek feeling?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: How did Sandy feel about Derek?


Input:
Paragraph- Sent 1: Derek was sad.
Sent 2: He was playing in the school yard at recess and a girl in his class was being mean to him.
Sent 3: Her name was Sandy.
Sent 4: Sandy was best friends with Alexis.
Sent 5: Alexis was nice to Derek, but Sandy kept being mean.
Sent 6: Sandy kicked dirt at Derek and called him mean names.
Sent 7: Alexis felt bad that her friend was so nasty to Derek.
Sent 8: Derek knew that Sandy did not like him, so he sat down in the school yard with a big frown.
Sent 9: All of a sudden, a stranger walked up to Derek and asked him if he wanted some rock sugar candy.
Sent 10: He told Derek he had lots of sugar rock candy in his car in the parking lot.
Sent 11: Derek remembered his parents telling him never to talk to strangers, so he started running away from the man.
Sent 12: Sandy and Alexis were on the jungle gym and they saw Derek running from the stranger.
Sent 13: They went to tell their teacher, Mrs. Mustard, who was still inside the classroom.
Sent 14: Sandy and Alexis came into the classroom screaming for help.
Sent 15: Derek ran into the classroom right after the girls.
Sent 16: Mrs. Mustard looked out into the recess yard, but the stranger was gone.
Sent 17: Jenny, Mrs. Mustard's helper, called the police to report what had happened.

Output: Who said Derek that he had lots of sugar rock candy in his car?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: Who signed of on the concept for giving pilots instructions on whether to shoot down planes if they do not divert?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: Was the Secret Service getting information about United 93 aircraft's actual location or projected location at 10:02?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: Who brought up the concept that CAP would not work unless Pilots had instructions on whether they could shoot a Plane if it did not divert?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: What did Rice recall hearing of the President and Vice President's conversation?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: Who said the president signed off on the rules of engagement for the CAP ?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: Who did Rice recall hearing say "Yes,sir" to the President ?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: What was the name of the person who heard, "Yes Sir" while in the conference room?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: To the Vice President's recollection, what did the President and Vice President's conversation entail?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: What information did the secret service get directly from the FAA?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: Where was  United 93 presumably headed?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: Who signed off after the Vice President suggested that establishing CAP was no good if the pilots didn't have clear instructions if the plane didn't divert?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: What hijacked aircraft were the pilots authorized to shoot down under CAP?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: Why was the Secret Service's information about United 93 flawed?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: At what time was United 93 aircraft already down in Pennsylvania?


Input:
Paragraph- Sent 1: The Vice President stated that he called the President to discuss the rules of engagement for the CAP.
Sent 2: He recalled feeling that it did no good to establish the CAP unless the pilots had instructions on whether they were authorized to shoot if the plane would not divert.
Sent 3: He said the President signed off on that concept.
Sent 4: The President said he remembered such a conversation, and that it reminded him of when he had been an interceptor pilot.
Sent 5: The President emphasized to us that he had authorized the shootdown of hijacked aircraft.
Sent 6: The Vice President's military aide told us he believed the Vice President spoke to the President just after entering the conference room, but he did not hear what they said.
Sent 7: Rice, who entered the room shortly after the Vice President and sat next to him, remembered hearing him inform the President, "Sir, the CAPs are up.
Sent 8: Sir, they're going to want to know what to do."Sent 9: Then she recalled hearing him say, "Yes sir."Sent 10: She believed this conversation occurred a few minutes, perhaps five, after they entered the conference room.
Sent 11: We believe this call would have taken place sometime before 10:10 to 10:15.
Sent 12: Among the sources that reflect other important events of that morning, there is no documentary evidence for this call, but the relevant sources are incomplete.
Sent 13: Others nearby who were taking notes, such as the Vice President's chief of staff, Scooter Libby, who sat next to him, and Mrs. Cheney, did not note a call between the President and Vice President immediately after the Vice President entered the conference room.
Sent 14: At 10:02, the communicators in the shelter began receiving reports from the Secret Service of an inbound aircraft-presumably hijacked-heading toward Washington.
Sent 15: That aircraft was United 93.
Sent 16: The Secret Service was getting this information directly from the FAA.
Sent 17: The FAA may have been tracking the progress of United 93 on a display that showed its projected path to Washington, not its actual radar return.
Sent 18: Thus, the Secret Service was relying on projections and was not aware the plane was already down in Pennsylvania.

Output: Did Rice hear the Vice President agree or disagree with the President?