Input:
Paragraph- Sent 1: Before the establishment of the People's Republic, Albania's illiteracy rate was as high as 85%.
Sent 2: Schools were scarce between World War I and World War II.
Sent 3: When the People's Republic was established in 1945, the Party gave high priority to wiping out illiteracy.
Sent 4: As part of a vast social campaign, anyone between the ages of 12 and 40 who could not read or write was mandated to attend classes to learn.
Sent 5: By 1955, illiteracy was virtually eliminated among Albania's adult population.
Sent 6: Today the overall literacy rate in Albania is 98.7%; the male literacy rate is 99.2% and female literacy rate is 98.3%.
Sent 7: With large population movements in the 1990s to urban areas, the provision of education has undergone transformation as well.
Sent 8: The University of Tirana is the oldest university in Albania, having been founded in October 1957.

Output: What year was Albania's illiteracy rate 85%?


Input:
Paragraph- Sent 1: Before the establishment of the People's Republic, Albania's illiteracy rate was as high as 85%.
Sent 2: Schools were scarce between World War I and World War II.
Sent 3: When the People's Republic was established in 1945, the Party gave high priority to wiping out illiteracy.
Sent 4: As part of a vast social campaign, anyone between the ages of 12 and 40 who could not read or write was mandated to attend classes to learn.
Sent 5: By 1955, illiteracy was virtually eliminated among Albania's adult population.
Sent 6: Today the overall literacy rate in Albania is 98.7%; the male literacy rate is 99.2% and female literacy rate is 98.3%.
Sent 7: With large population movements in the 1990s to urban areas, the provision of education has undergone transformation as well.
Sent 8: The University of Tirana is the oldest university in Albania, having been founded in October 1957.

Output: Which party mandated that any illiterate person between the ages of 12 and 40 must attend classes, as an effort to wipe out literacy?


Input:
Paragraph- Sent 1: Before the establishment of the People's Republic, Albania's illiteracy rate was as high as 85%.
Sent 2: Schools were scarce between World War I and World War II.
Sent 3: When the People's Republic was established in 1945, the Party gave high priority to wiping out illiteracy.
Sent 4: As part of a vast social campaign, anyone between the ages of 12 and 40 who could not read or write was mandated to attend classes to learn.
Sent 5: By 1955, illiteracy was virtually eliminated among Albania's adult population.
Sent 6: Today the overall literacy rate in Albania is 98.7%; the male literacy rate is 99.2% and female literacy rate is 98.3%.
Sent 7: With large population movements in the 1990s to urban areas, the provision of education has undergone transformation as well.
Sent 8: The University of Tirana is the oldest university in Albania, having been founded in October 1957.

Output: Was the social campaign developed by the People's Republic of Albania successful in decreasing the illiteracy rate among adults?


Input:
Paragraph- Sent 1: Before the establishment of the People's Republic, Albania's illiteracy rate was as high as 85%.
Sent 2: Schools were scarce between World War I and World War II.
Sent 3: When the People's Republic was established in 1945, the Party gave high priority to wiping out illiteracy.
Sent 4: As part of a vast social campaign, anyone between the ages of 12 and 40 who could not read or write was mandated to attend classes to learn.
Sent 5: By 1955, illiteracy was virtually eliminated among Albania's adult population.
Sent 6: Today the overall literacy rate in Albania is 98.7%; the male literacy rate is 99.2% and female literacy rate is 98.3%.
Sent 7: With large population movements in the 1990s to urban areas, the provision of education has undergone transformation as well.
Sent 8: The University of Tirana is the oldest university in Albania, having been founded in October 1957.

Output: Who mandated that  people in Albania between the ages of 12 and 40 who could not read or write attend classes to learn?


Input:
Paragraph- Sent 1: Before the establishment of the People's Republic, Albania's illiteracy rate was as high as 85%.
Sent 2: Schools were scarce between World War I and World War II.
Sent 3: When the People's Republic was established in 1945, the Party gave high priority to wiping out illiteracy.
Sent 4: As part of a vast social campaign, anyone between the ages of 12 and 40 who could not read or write was mandated to attend classes to learn.
Sent 5: By 1955, illiteracy was virtually eliminated among Albania's adult population.
Sent 6: Today the overall literacy rate in Albania is 98.7%; the male literacy rate is 99.2% and female literacy rate is 98.3%.
Sent 7: With large population movements in the 1990s to urban areas, the provision of education has undergone transformation as well.
Sent 8: The University of Tirana is the oldest university in Albania, having been founded in October 1957.

Output: Was the oldest university in Albania founded before or after illiteracy was virtually eliminated among Albania's adult population?


Input:
Paragraph- Sent 1: Before the establishment of the People's Republic, Albania's illiteracy rate was as high as 85%.
Sent 2: Schools were scarce between World War I and World War II.
Sent 3: When the People's Republic was established in 1945, the Party gave high priority to wiping out illiteracy.
Sent 4: As part of a vast social campaign, anyone between the ages of 12 and 40 who could not read or write was mandated to attend classes to learn.
Sent 5: By 1955, illiteracy was virtually eliminated among Albania's adult population.
Sent 6: Today the overall literacy rate in Albania is 98.7%; the male literacy rate is 99.2% and female literacy rate is 98.3%.
Sent 7: With large population movements in the 1990s to urban areas, the provision of education has undergone transformation as well.
Sent 8: The University of Tirana is the oldest university in Albania, having been founded in October 1957.

Output: How long did it take the People's Republic to virtually eliminate adult illiteracy in Albania?


Input:
Paragraph- Sent 1: Before the establishment of the People's Republic, Albania's illiteracy rate was as high as 85%.
Sent 2: Schools were scarce between World War I and World War II.
Sent 3: When the People's Republic was established in 1945, the Party gave high priority to wiping out illiteracy.
Sent 4: As part of a vast social campaign, anyone between the ages of 12 and 40 who could not read or write was mandated to attend classes to learn.
Sent 5: By 1955, illiteracy was virtually eliminated among Albania's adult population.
Sent 6: Today the overall literacy rate in Albania is 98.7%; the male literacy rate is 99.2% and female literacy rate is 98.3%.
Sent 7: With large population movements in the 1990s to urban areas, the provision of education has undergone transformation as well.
Sent 8: The University of Tirana is the oldest university in Albania, having been founded in October 1957.

Output: What year was the people's republic?


Input:
Paragraph- Sent 1: Before the establishment of the People's Republic, Albania's illiteracy rate was as high as 85%.
Sent 2: Schools were scarce between World War I and World War II.
Sent 3: When the People's Republic was established in 1945, the Party gave high priority to wiping out illiteracy.
Sent 4: As part of a vast social campaign, anyone between the ages of 12 and 40 who could not read or write was mandated to attend classes to learn.
Sent 5: By 1955, illiteracy was virtually eliminated among Albania's adult population.
Sent 6: Today the overall literacy rate in Albania is 98.7%; the male literacy rate is 99.2% and female literacy rate is 98.3%.
Sent 7: With large population movements in the 1990s to urban areas, the provision of education has undergone transformation as well.
Sent 8: The University of Tirana is the oldest university in Albania, having been founded in October 1957.

Output: what is the oldest university in albania?


Input:
Paragraph- Sent 1: Before the establishment of the People's Republic, Albania's illiteracy rate was as high as 85%.
Sent 2: Schools were scarce between World War I and World War II.
Sent 3: When the People's Republic was established in 1945, the Party gave high priority to wiping out illiteracy.
Sent 4: As part of a vast social campaign, anyone between the ages of 12 and 40 who could not read or write was mandated to attend classes to learn.
Sent 5: By 1955, illiteracy was virtually eliminated among Albania's adult population.
Sent 6: Today the overall literacy rate in Albania is 98.7%; the male literacy rate is 99.2% and female literacy rate is 98.3%.
Sent 7: With large population movements in the 1990s to urban areas, the provision of education has undergone transformation as well.
Sent 8: The University of Tirana is the oldest university in Albania, having been founded in October 1957.

Output: Were there any universities in Albania prior to the establishment of the People's Repulbic?


Input:
Paragraph- Sent 1: A flood occurs when a river overflows its banks.
Sent 2: This might happen because of heavy rains.
Sent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.
Sent 4: It then slows down and drops its sediment.
Sent 5: If a river floods often, a floodplain develops.
Sent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.
Sent 7: Thats why floodplains are usually good places for growing plants.
Sent 8: They are very flat areas and they have very rich soils.
Sent 9: The Nile River valley is a great example of a floodplain.
Sent 10: Each year, the Nile River rises over its banks.
Sent 11: This floodwater carries a lot of sediment.
Sent 12: This sediment has been eroded off areas of land from upstream.
Sent 13: This sediment is dropped as the water slows down after spreading across the land.
Sent 14: What is left behind is a very rich soil.
Sent 15: Thats why crops can be raised in the middle of a sandy desert.
Sent 16: Natural Levees A flooding river often forms natural levees along its banks.
Sent 17: A levee is a raised strip of sediments deposited close to the waters edge.

Output: Floodplains are good areas for growing plants because they have what?


Input:
Paragraph- Sent 1: A flood occurs when a river overflows its banks.
Sent 2: This might happen because of heavy rains.
Sent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.
Sent 4: It then slows down and drops its sediment.
Sent 5: If a river floods often, a floodplain develops.
Sent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.
Sent 7: Thats why floodplains are usually good places for growing plants.
Sent 8: They are very flat areas and they have very rich soils.
Sent 9: The Nile River valley is a great example of a floodplain.
Sent 10: Each year, the Nile River rises over its banks.
Sent 11: This floodwater carries a lot of sediment.
Sent 12: This sediment has been eroded off areas of land from upstream.
Sent 13: This sediment is dropped as the water slows down after spreading across the land.
Sent 14: What is left behind is a very rich soil.
Sent 15: Thats why crops can be raised in the middle of a sandy desert.
Sent 16: Natural Levees A flooding river often forms natural levees along its banks.
Sent 17: A levee is a raised strip of sediments deposited close to the waters edge.

Output: A flooding river leaves a raised strip of what near its edge?


Input:
Paragraph- Sent 1: A flood occurs when a river overflows its banks.
Sent 2: This might happen because of heavy rains.
Sent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.
Sent 4: It then slows down and drops its sediment.
Sent 5: If a river floods often, a floodplain develops.
Sent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.
Sent 7: Thats why floodplains are usually good places for growing plants.
Sent 8: They are very flat areas and they have very rich soils.
Sent 9: The Nile River valley is a great example of a floodplain.
Sent 10: Each year, the Nile River rises over its banks.
Sent 11: This floodwater carries a lot of sediment.
Sent 12: This sediment has been eroded off areas of land from upstream.
Sent 13: This sediment is dropped as the water slows down after spreading across the land.
Sent 14: What is left behind is a very rich soil.
Sent 15: Thats why crops can be raised in the middle of a sandy desert.
Sent 16: Natural Levees A flooding river often forms natural levees along its banks.
Sent 17: A levee is a raised strip of sediments deposited close to the waters edge.

Output: Where does the sediment in a flooding river come from, and where does it eventually come to rest?


Input:
Paragraph- Sent 1: A flood occurs when a river overflows its banks.
Sent 2: This might happen because of heavy rains.
Sent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.
Sent 4: It then slows down and drops its sediment.
Sent 5: If a river floods often, a floodplain develops.
Sent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.
Sent 7: Thats why floodplains are usually good places for growing plants.
Sent 8: They are very flat areas and they have very rich soils.
Sent 9: The Nile River valley is a great example of a floodplain.
Sent 10: Each year, the Nile River rises over its banks.
Sent 11: This floodwater carries a lot of sediment.
Sent 12: This sediment has been eroded off areas of land from upstream.
Sent 13: This sediment is dropped as the water slows down after spreading across the land.
Sent 14: What is left behind is a very rich soil.
Sent 15: Thats why crops can be raised in the middle of a sandy desert.
Sent 16: Natural Levees A flooding river often forms natural levees along its banks.
Sent 17: A levee is a raised strip of sediments deposited close to the waters edge.

Output: If it floods often what is this the flood plain area of land good for?


Input:
Paragraph- Sent 1: A flood occurs when a river overflows its banks.
Sent 2: This might happen because of heavy rains.
Sent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.
Sent 4: It then slows down and drops its sediment.
Sent 5: If a river floods often, a floodplain develops.
Sent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.
Sent 7: Thats why floodplains are usually good places for growing plants.
Sent 8: They are very flat areas and they have very rich soils.
Sent 9: The Nile River valley is a great example of a floodplain.
Sent 10: Each year, the Nile River rises over its banks.
Sent 11: This floodwater carries a lot of sediment.
Sent 12: This sediment has been eroded off areas of land from upstream.
Sent 13: This sediment is dropped as the water slows down after spreading across the land.
Sent 14: What is left behind is a very rich soil.
Sent 15: Thats why crops can be raised in the middle of a sandy desert.
Sent 16: Natural Levees A flooding river often forms natural levees along its banks.
Sent 17: A levee is a raised strip of sediments deposited close to the waters edge.

Output: If a river floods often, in what type of region might a floodplain develop?


Input:
Paragraph- Sent 1: A flood occurs when a river overflows its banks.
Sent 2: This might happen because of heavy rains.
Sent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.
Sent 4: It then slows down and drops its sediment.
Sent 5: If a river floods often, a floodplain develops.
Sent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.
Sent 7: Thats why floodplains are usually good places for growing plants.
Sent 8: They are very flat areas and they have very rich soils.
Sent 9: The Nile River valley is a great example of a floodplain.
Sent 10: Each year, the Nile River rises over its banks.
Sent 11: This floodwater carries a lot of sediment.
Sent 12: This sediment has been eroded off areas of land from upstream.
Sent 13: This sediment is dropped as the water slows down after spreading across the land.
Sent 14: What is left behind is a very rich soil.
Sent 15: Thats why crops can be raised in the middle of a sandy desert.
Sent 16: Natural Levees A flooding river often forms natural levees along its banks.
Sent 17: A levee is a raised strip of sediments deposited close to the waters edge.

Output: What river in Africa allows crops to be raised in the desert, and why?


Input:
Paragraph- Sent 1: A flood occurs when a river overflows its banks.
Sent 2: This might happen because of heavy rains.
Sent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.
Sent 4: It then slows down and drops its sediment.
Sent 5: If a river floods often, a floodplain develops.
Sent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.
Sent 7: Thats why floodplains are usually good places for growing plants.
Sent 8: They are very flat areas and they have very rich soils.
Sent 9: The Nile River valley is a great example of a floodplain.
Sent 10: Each year, the Nile River rises over its banks.
Sent 11: This floodwater carries a lot of sediment.
Sent 12: This sediment has been eroded off areas of land from upstream.
Sent 13: This sediment is dropped as the water slows down after spreading across the land.
Sent 14: What is left behind is a very rich soil.
Sent 15: Thats why crops can be raised in the middle of a sandy desert.
Sent 16: Natural Levees A flooding river often forms natural levees along its banks.
Sent 17: A levee is a raised strip of sediments deposited close to the waters edge.

Output: A flood plain is where water will spread out over flat lands slowing it down and when the water recedes what is left behind?


Input:
Paragraph- Sent 1: A flood occurs when a river overflows its banks.
Sent 2: This might happen because of heavy rains.
Sent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.
Sent 4: It then slows down and drops its sediment.
Sent 5: If a river floods often, a floodplain develops.
Sent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.
Sent 7: Thats why floodplains are usually good places for growing plants.
Sent 8: They are very flat areas and they have very rich soils.
Sent 9: The Nile River valley is a great example of a floodplain.
Sent 10: Each year, the Nile River rises over its banks.
Sent 11: This floodwater carries a lot of sediment.
Sent 12: This sediment has been eroded off areas of land from upstream.
Sent 13: This sediment is dropped as the water slows down after spreading across the land.
Sent 14: What is left behind is a very rich soil.
Sent 15: Thats why crops can be raised in the middle of a sandy desert.
Sent 16: Natural Levees A flooding river often forms natural levees along its banks.
Sent 17: A levee is a raised strip of sediments deposited close to the waters edge.

Output: What might cause a river to overflow its banks?


Input:
Paragraph- Sent 1: A flood occurs when a river overflows its banks.
Sent 2: This might happen because of heavy rains.
Sent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.
Sent 4: It then slows down and drops its sediment.
Sent 5: If a river floods often, a floodplain develops.
Sent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.
Sent 7: Thats why floodplains are usually good places for growing plants.
Sent 8: They are very flat areas and they have very rich soils.
Sent 9: The Nile River valley is a great example of a floodplain.
Sent 10: Each year, the Nile River rises over its banks.
Sent 11: This floodwater carries a lot of sediment.
Sent 12: This sediment has been eroded off areas of land from upstream.
Sent 13: This sediment is dropped as the water slows down after spreading across the land.
Sent 14: What is left behind is a very rich soil.
Sent 15: Thats why crops can be raised in the middle of a sandy desert.
Sent 16: Natural Levees A flooding river often forms natural levees along its banks.
Sent 17: A levee is a raised strip of sediments deposited close to the waters edge.

Output: What two geographic formation can be created from flooding rivers?


Input:
Paragraph- Sent 1: A flood occurs when a river overflows its banks.
Sent 2: This might happen because of heavy rains.
Sent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.
Sent 4: It then slows down and drops its sediment.
Sent 5: If a river floods often, a floodplain develops.
Sent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.
Sent 7: Thats why floodplains are usually good places for growing plants.
Sent 8: They are very flat areas and they have very rich soils.
Sent 9: The Nile River valley is a great example of a floodplain.
Sent 10: Each year, the Nile River rises over its banks.
Sent 11: This floodwater carries a lot of sediment.
Sent 12: This sediment has been eroded off areas of land from upstream.
Sent 13: This sediment is dropped as the water slows down after spreading across the land.
Sent 14: What is left behind is a very rich soil.
Sent 15: Thats why crops can be raised in the middle of a sandy desert.
Sent 16: Natural Levees A flooding river often forms natural levees along its banks.
Sent 17: A levee is a raised strip of sediments deposited close to the waters edge.

Output: What valley contains a river which rises over its banks each year?


Input:
Paragraph- Sent 1: A flood occurs when a river overflows its banks.
Sent 2: This might happen because of heavy rains.
Sent 3: Floodplains In very flat regions, flood water may spread out on the surface of the land.
Sent 4: It then slows down and drops its sediment.
Sent 5: If a river floods often, a floodplain develops.
Sent 6: A floodplain is an area where a thick layer of rich soil is left behind as the floodwater recedes.
Sent 7: Thats why floodplains are usually good places for growing plants.
Sent 8: They are very flat areas and they have very rich soils.
Sent 9: The Nile River valley is a great example of a floodplain.
Sent 10: Each year, the Nile River rises over its banks.
Sent 11: This floodwater carries a lot of sediment.
Sent 12: This sediment has been eroded off areas of land from upstream.
Sent 13: This sediment is dropped as the water slows down after spreading across the land.
Sent 14: What is left behind is a very rich soil.
Sent 15: Thats why crops can be raised in the middle of a sandy desert.
Sent 16: Natural Levees A flooding river often forms natural levees along its banks.
Sent 17: A levee is a raised strip of sediments deposited close to the waters edge.

Output: What may cause a river to flood and overflow its banks?


Input:
Paragraph- Sent 1: Rough surfaces create more friction than smooth surfaces.
Sent 2: Thats why cars have tires.
Sent 3: Its also why we use rubber mats in areas that might get wet.
Sent 4: In your bathtub, you may even use No-Slip tape.
Sent 5: No-slip is another way of saying the items has a lot of friction.
Sent 6: In Figure 1.9, the blades of the skates are very smooth.
Sent 7: Thats why you cant slide across ice with shoes.
Sent 8: The soles of your shoes are much rougher than skates.
Sent 9: The rougher surface of shoes causes more friction and slows you down.
Sent 10: Heavier objects also have more friction.
Sent 11: A heavy object presses down with more force.
Sent 12: The surfaces are held together more tightly.
Sent 13: This makes the surfaces harder to slide past each other.
Sent 14: Did you ever try to push something heavy across the floor?
Sent 15: Heavy objects are much harder to push than light objects.

Output: In order to slide across ice more easily, would you want something on your feet that had a smooth surface or a rough surface?


Input:
Paragraph- Sent 1: Rough surfaces create more friction than smooth surfaces.
Sent 2: Thats why cars have tires.
Sent 3: Its also why we use rubber mats in areas that might get wet.
Sent 4: In your bathtub, you may even use No-Slip tape.
Sent 5: No-slip is another way of saying the items has a lot of friction.
Sent 6: In Figure 1.9, the blades of the skates are very smooth.
Sent 7: Thats why you cant slide across ice with shoes.
Sent 8: The soles of your shoes are much rougher than skates.
Sent 9: The rougher surface of shoes causes more friction and slows you down.
Sent 10: Heavier objects also have more friction.
Sent 11: A heavy object presses down with more force.
Sent 12: The surfaces are held together more tightly.
Sent 13: This makes the surfaces harder to slide past each other.
Sent 14: Did you ever try to push something heavy across the floor?
Sent 15: Heavy objects are much harder to push than light objects.

Output: When surfaces are held together more tightly, it is harder to do what?


Input:
Paragraph- Sent 1: Rough surfaces create more friction than smooth surfaces.
Sent 2: Thats why cars have tires.
Sent 3: Its also why we use rubber mats in areas that might get wet.
Sent 4: In your bathtub, you may even use No-Slip tape.
Sent 5: No-slip is another way of saying the items has a lot of friction.
Sent 6: In Figure 1.9, the blades of the skates are very smooth.
Sent 7: Thats why you cant slide across ice with shoes.
Sent 8: The soles of your shoes are much rougher than skates.
Sent 9: The rougher surface of shoes causes more friction and slows you down.
Sent 10: Heavier objects also have more friction.
Sent 11: A heavy object presses down with more force.
Sent 12: The surfaces are held together more tightly.
Sent 13: This makes the surfaces harder to slide past each other.
Sent 14: Did you ever try to push something heavy across the floor?
Sent 15: Heavy objects are much harder to push than light objects.

Output: Why are heavy objects harder to push than light objects?


Input:
Paragraph- Sent 1: Rough surfaces create more friction than smooth surfaces.
Sent 2: Thats why cars have tires.
Sent 3: Its also why we use rubber mats in areas that might get wet.
Sent 4: In your bathtub, you may even use No-Slip tape.
Sent 5: No-slip is another way of saying the items has a lot of friction.
Sent 6: In Figure 1.9, the blades of the skates are very smooth.
Sent 7: Thats why you cant slide across ice with shoes.
Sent 8: The soles of your shoes are much rougher than skates.
Sent 9: The rougher surface of shoes causes more friction and slows you down.
Sent 10: Heavier objects also have more friction.
Sent 11: A heavy object presses down with more force.
Sent 12: The surfaces are held together more tightly.
Sent 13: This makes the surfaces harder to slide past each other.
Sent 14: Did you ever try to push something heavy across the floor?
Sent 15: Heavy objects are much harder to push than light objects.

Output: What property does the surface of a rubber mat have that prevents us from slipping in wet areas?


Input:
Paragraph- Sent 1: Rough surfaces create more friction than smooth surfaces.
Sent 2: Thats why cars have tires.
Sent 3: Its also why we use rubber mats in areas that might get wet.
Sent 4: In your bathtub, you may even use No-Slip tape.
Sent 5: No-slip is another way of saying the items has a lot of friction.
Sent 6: In Figure 1.9, the blades of the skates are very smooth.
Sent 7: Thats why you cant slide across ice with shoes.
Sent 8: The soles of your shoes are much rougher than skates.
Sent 9: The rougher surface of shoes causes more friction and slows you down.
Sent 10: Heavier objects also have more friction.
Sent 11: A heavy object presses down with more force.
Sent 12: The surfaces are held together more tightly.
Sent 13: This makes the surfaces harder to slide past each other.
Sent 14: Did you ever try to push something heavy across the floor?
Sent 15: Heavy objects are much harder to push than light objects.

Output: Why do heavier objects create more friction?


Input:
Paragraph- Sent 1: Rough surfaces create more friction than smooth surfaces.
Sent 2: Thats why cars have tires.
Sent 3: Its also why we use rubber mats in areas that might get wet.
Sent 4: In your bathtub, you may even use No-Slip tape.
Sent 5: No-slip is another way of saying the items has a lot of friction.
Sent 6: In Figure 1.9, the blades of the skates are very smooth.
Sent 7: Thats why you cant slide across ice with shoes.
Sent 8: The soles of your shoes are much rougher than skates.
Sent 9: The rougher surface of shoes causes more friction and slows you down.
Sent 10: Heavier objects also have more friction.
Sent 11: A heavy object presses down with more force.
Sent 12: The surfaces are held together more tightly.
Sent 13: This makes the surfaces harder to slide past each other.
Sent 14: Did you ever try to push something heavy across the floor?
Sent 15: Heavy objects are much harder to push than light objects.

Output: Why do cars have tires?


Input:
Paragraph- Sent 1: Rough surfaces create more friction than smooth surfaces.
Sent 2: Thats why cars have tires.
Sent 3: Its also why we use rubber mats in areas that might get wet.
Sent 4: In your bathtub, you may even use No-Slip tape.
Sent 5: No-slip is another way of saying the items has a lot of friction.
Sent 6: In Figure 1.9, the blades of the skates are very smooth.
Sent 7: Thats why you cant slide across ice with shoes.
Sent 8: The soles of your shoes are much rougher than skates.
Sent 9: The rougher surface of shoes causes more friction and slows you down.
Sent 10: Heavier objects also have more friction.
Sent 11: A heavy object presses down with more force.
Sent 12: The surfaces are held together more tightly.
Sent 13: This makes the surfaces harder to slide past each other.
Sent 14: Did you ever try to push something heavy across the floor?
Sent 15: Heavy objects are much harder to push than light objects.

Output: Why do we use rubber mats in areas that might get wet?


Input:
Paragraph- Sent 1: Rough surfaces create more friction than smooth surfaces.
Sent 2: Thats why cars have tires.
Sent 3: Its also why we use rubber mats in areas that might get wet.
Sent 4: In your bathtub, you may even use No-Slip tape.
Sent 5: No-slip is another way of saying the items has a lot of friction.
Sent 6: In Figure 1.9, the blades of the skates are very smooth.
Sent 7: Thats why you cant slide across ice with shoes.
Sent 8: The soles of your shoes are much rougher than skates.
Sent 9: The rougher surface of shoes causes more friction and slows you down.
Sent 10: Heavier objects also have more friction.
Sent 11: A heavy object presses down with more force.
Sent 12: The surfaces are held together more tightly.
Sent 13: This makes the surfaces harder to slide past each other.
Sent 14: Did you ever try to push something heavy across the floor?
Sent 15: Heavy objects are much harder to push than light objects.

Output: Do ice skates provide much friction?


Input:
Paragraph- Sent 1: Rough surfaces create more friction than smooth surfaces.
Sent 2: Thats why cars have tires.
Sent 3: Its also why we use rubber mats in areas that might get wet.
Sent 4: In your bathtub, you may even use No-Slip tape.
Sent 5: No-slip is another way of saying the items has a lot of friction.
Sent 6: In Figure 1.9, the blades of the skates are very smooth.
Sent 7: Thats why you cant slide across ice with shoes.
Sent 8: The soles of your shoes are much rougher than skates.
Sent 9: The rougher surface of shoes causes more friction and slows you down.
Sent 10: Heavier objects also have more friction.
Sent 11: A heavy object presses down with more force.
Sent 12: The surfaces are held together more tightly.
Sent 13: This makes the surfaces harder to slide past each other.
Sent 14: Did you ever try to push something heavy across the floor?
Sent 15: Heavy objects are much harder to push than light objects.

Output: Why do heavier objects have more friction?


Input:
Paragraph- Sent 1: Rough surfaces create more friction than smooth surfaces.
Sent 2: Thats why cars have tires.
Sent 3: Its also why we use rubber mats in areas that might get wet.
Sent 4: In your bathtub, you may even use No-Slip tape.
Sent 5: No-slip is another way of saying the items has a lot of friction.
Sent 6: In Figure 1.9, the blades of the skates are very smooth.
Sent 7: Thats why you cant slide across ice with shoes.
Sent 8: The soles of your shoes are much rougher than skates.
Sent 9: The rougher surface of shoes causes more friction and slows you down.
Sent 10: Heavier objects also have more friction.
Sent 11: A heavy object presses down with more force.
Sent 12: The surfaces are held together more tightly.
Sent 13: This makes the surfaces harder to slide past each other.
Sent 14: Did you ever try to push something heavy across the floor?
Sent 15: Heavy objects are much harder to push than light objects.

Output: Why can't you slide across ice in your shoes the way you would in skates?


Input:
Paragraph- Sent 1: Rough surfaces create more friction than smooth surfaces.
Sent 2: Thats why cars have tires.
Sent 3: Its also why we use rubber mats in areas that might get wet.
Sent 4: In your bathtub, you may even use No-Slip tape.
Sent 5: No-slip is another way of saying the items has a lot of friction.
Sent 6: In Figure 1.9, the blades of the skates are very smooth.
Sent 7: Thats why you cant slide across ice with shoes.
Sent 8: The soles of your shoes are much rougher than skates.
Sent 9: The rougher surface of shoes causes more friction and slows you down.
Sent 10: Heavier objects also have more friction.
Sent 11: A heavy object presses down with more force.
Sent 12: The surfaces are held together more tightly.
Sent 13: This makes the surfaces harder to slide past each other.
Sent 14: Did you ever try to push something heavy across the floor?
Sent 15: Heavy objects are much harder to push than light objects.

Output: How does a heavy object have more friction?


Input:
Paragraph- Sent 1: Rough surfaces create more friction than smooth surfaces.
Sent 2: Thats why cars have tires.
Sent 3: Its also why we use rubber mats in areas that might get wet.
Sent 4: In your bathtub, you may even use No-Slip tape.
Sent 5: No-slip is another way of saying the items has a lot of friction.
Sent 6: In Figure 1.9, the blades of the skates are very smooth.
Sent 7: Thats why you cant slide across ice with shoes.
Sent 8: The soles of your shoes are much rougher than skates.
Sent 9: The rougher surface of shoes causes more friction and slows you down.
Sent 10: Heavier objects also have more friction.
Sent 11: A heavy object presses down with more force.
Sent 12: The surfaces are held together more tightly.
Sent 13: This makes the surfaces harder to slide past each other.
Sent 14: Did you ever try to push something heavy across the floor?
Sent 15: Heavy objects are much harder to push than light objects.

Output: When there is more friction, is it harder or easier to push an object across the floor?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: Who survived Camus after his death?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: Which two books of Camus that have posed a scholarly debate?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: A Milan newspaper thought this person's death was part of a Soviet plot.?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: Which works were published posthumously?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: Who was the second youngest person to recaive the nobel prize in literature?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: How did Camus die?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: What was "The first Man" mainly about?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: There is scholarly debate about the relationship between which two novels?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: Which two works were published after Camus's death?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: Which two Camus books is there a scholarly debate about?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: What was the topic of the unfinished novel?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: Olivier Todd dis not consider this cause of Camus' death part of a Soviet plot.?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: Which 2 books were published posthumously?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: Which novel did Camus write about his autobiographical work?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: Which novel did Camus write about his childhood in Nigeria?


Input:
Paragraph- Sent 1: The driver of the Facel Vega car, Michel Gallimard, who was Camus's publisher and close friend, also died in the accident.
Sent 2: In August 2011, the Milan newspaper Corriere della Sera reported a theory that the writer had been the victim of a Soviet plot, but Camus's biographer, Olivier Todd, did not consider it credible.
Sent 3: Camus was buried in the Lourmarin Cemetery, Lourmarin, Vaucluse, France.
Sent 4: He was the second-youngest recipient, at the age of 44, of the Nobel Prize in Literature, after Rudyard Kipling, at the age of 42.
Sent 5: He was survived by his wife and twin son and daughter, Jean and Catherine, who hold the copyrights to his work.
Sent 6: Two of Camus's works were published posthumously.
Sent 7: The first, entitled A Happy Death (1970), featured a character named Patrice Mersault, comparable to The Stranger's Meursault.
Sent 8: There is scholarly debate as to the relationship between the two books.
Sent 9: The second was an unfinished novel, The First Man (1995), which Camus was writing before he died.
Sent 10: The novel was an autobiographical work about his childhood in Algeria.

Output: Which novel out of the two posthumous was unfinished?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: What fighting failed to provide payment for provincial warlords and samurai?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: Why did the thwarted Mongol invasion of 1274 weaken the Kamakura regeim?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: The thwarted mongul invasion of 1274 weakened the regime due to a crippled economy, this was largely due to a lack of ______ of war typically gained from fighting.?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: Unable to exist without each other, the two most important things in politics during the time were ____ authority and real power.?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: What other factors weakened the influence of the Kakamura regime?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: True or False:  Yoritomo Minamoto, the countries second sei-i tai-shogun, died in 1199.?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: Who jointly held power in Japan after the rise of the Shoguns?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: The "Eastern Barbarians" were warriors belonging to a regime started by which Shogun?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: There was a certain Mongol invasion which brought none of the usual spoils of war. What year was that invasion?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: When did the Hojo become regents to the Minamoto sho-guns?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: What two things cannot exist without the other?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: The shogun were initially set up in Kamakura by  Yoritomo Minamoto who took what title?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: Where were two seats of power in feudal Japan?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: What is the full name of the man who was the first of the national rulers to take the title of sei-i tai-shogun?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: Concerning Japanese politics, two things are mentioned, each which cannot exist without the other. What are they?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: Which regime opposed that of Minamoto's?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: Why were the provincial warlords and samurai not paid the way they expected?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: Why was Kamakura falling apart?


Input:
Paragraph- Sent 1: Enter the Shoguns: Japan's austere, ruthless, but statesmanlike new ruler, Yoritomo Minamoto, set up his government in Kamakura (just south of modern Tokyo), well away from the "softening" influence of court life that had been the undoing of his predecessor, Kiyomori.
Sent 2: First of the national rulers to take the title of sei-i tai-shogun ("barbarian-subduing great general"), Minamoto expanded and consolidated his power by confiscating lands from some of the defeated Taira and redistributing them to his samurai vassals.
Sent 3: Minamoto died in 1199, and the feudal structure passed intact to the tutelage of his widow's family, the Hojo, who were content to play regent to a figurehead shogun, in much the same way as the Fujiwara had done with the emperor.
Sent 4: The fiction of Japanese imperial power had become infinitely extendable.
Sent 5: The emperor at Kyoto — still seconded by a Fujiwara regent at court — legitimized a Minamoto who was himself a military dictator controlled by a Hojo regent.
Sent 6: In a country where form and substance were inextricably interrelated, two things counted in politics: symbolic authority and real power.
Sent 7: Neither could exist without the other.
Sent 8: A thwarted Mongol invasion in 1274 weakened the Kamakura regime.
Sent 9: The fighting brought none of the usual spoils of war that provincial warlords and samurai had come to expect as payment.
Sent 10: And the treasury was empty after earthquake, famine, and plague had crippled the economy.
Sent 11: Buddhist monasteries were using their private armies to support imperial ambitions to bring power back to Kyoto.
Sent 12: Worst of all, the Kamakura warriors, resenting the way the Kyoto court referred to them as "Eastern barbarians," sought refinement in a ruinous taste for luxury: extravagant feasts, rich costumes, and opulent homes.
Sent 13: Kamakura was falling apart.

Output: What were two events that weakened the Kakamura regime?


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

Output: Majestic was the main character of which story?


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

Output: When they packed up the car, where did they go to have a morning of fun on Tuesday?


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

Output: Who is telling the story of Majestic?


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

Output: What was the story Jack and Mackenzie heard at the Library story time on Tuesday?


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

Output: What was the name of the horse in the story?


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

Output: What would Majestic do when brought to the river to drink?