Input:
Paragraph- Sent 1: (CNN) -- Three human heads and three decapitated bodies with notes aimed at high government officials were found Thursday in different parts of Guatemala's capital, national police said.
Sent 2: The notes were addressed to Interior Minister Carlos Menocal and Eddy Morales, the nation's director of prisons.
Sent 3: One of the notes said the officials must impose order in the nation's prisons or these atrocities would continue, police said.
Sent 4: The other said that impunity against lawlessness must end, according to police.
Sent 5: The heads were inside plastic bags, one of them in front of the main doors to the national Congress in Guatemala City, police said.
Sent 6: "That's obviously a first for Guatemala," said Samuel Logan, an expert on Latin American gangs and founding editor of the Southern Pulse intelligence report.
Sent 7: "That's something we've seen the Zetas (drug cartel) do in Mexico."Sent 8: Donald Gonzalez, a spokesman for the national police, attributed the slayings to the Zetas or another narcotrafficking group, the Prensa Libre newspaper reported.
Sent 9: Gonzalez did not immediately return a phone call seeking comment.
Sent 10: Logan did not discount the possibility that anti-crime vigilantes could have been responsible.
Sent 11: "It could also be death squads," he said.
Sent 12: "Off-duty police officers or other types hired by local businessmen who say, 'Go after the street gangs.'Sent 13: "There's a lot of moving parts to this story," said Logan, who recently wrote a book on the Mara Salvatrucha gang of Central America and is working on a book about the Zetas, which has emerged as Mexico's most ruthless drug cartel.
Sent 14: Logan said in an interview last year that there are two main criminal elements in Guatemala: drug cartels that deal in large-scale exportation and street gangs that sell drugs at the retail level and are involved in other crimes, such as robbery and extortion.
Sent 15: In some cases, they work together.
Sent 16: When those criminals get arrested, they continue their activities inside prison, said Fernando Carrera Castro, director of the Central American Institute for Fiscal Studies in Guatemala City.

Output: What is the last name of the person who is writing a book on Guatemalan crime who suggested it could be the work of "death squads?"?


Input:
Paragraph- Sent 1: Nine families displaced by a fire at Alamo Hills Apartments in March filed lawsuits Wednesday against the apartment complex.
Sent 2: They allege that the complex could have done more to protect belongings they were forced to abandon in the aftermath of the blaze.
Sent 3: Bernard Dempsey Jr., an attorney with Western Michigan Legal Services, the group that represents the tenants, said Alamo Hills gave the displaced families very limited opportunity to remove belongings.
Sent 4: "They were given three days to get their stuff out, and if they couldn't get moved out in three days, their stuff was discarded," Dempsey said.
Sent 5: "Alamo Hills just threw it out."Sent 6: Others, he said, lost possessions to looters after the March 23 blaze, which left 78 people temporarily homeless.
Sent 7: According to the lawsuit, the tenants were prohibited from entering their apartments to retrieve possessions and were promised that the complex would provide security.
Sent 8: A spokesperson for PM One, the company that manages Alamo Hills, could not be reached for comment.
Sent 9: Nine separate suits were filed in 8th District Court, which handles civil claims of less than $25,000.
Sent 10: "We're asking for the reimbursement of the value of their property and a small amount for stress -- $3,000 on top of their out-of-pocket expenses for their lost stuff," Dempsey said.
Sent 11: "They're not looking to get rich off this.
Sent 12: A lot of this is simply because they were treated so badly."Sent 13: Dempsey said most of the tenants who filed suits still live at the apartment complex, although many are trying to find homes elsewhere.
Sent 14: "The new apartments (they were provided) were not in very good shape.
Sent 15: That's actually one of the claims," he said.

Output: Why did nine families displaced by a fire at Alamo Hills Apartments file lawsuits against the apartment complex?


Input:
Paragraph- Sent 1: Nine families displaced by a fire at Alamo Hills Apartments in March filed lawsuits Wednesday against the apartment complex.
Sent 2: They allege that the complex could have done more to protect belongings they were forced to abandon in the aftermath of the blaze.
Sent 3: Bernard Dempsey Jr., an attorney with Western Michigan Legal Services, the group that represents the tenants, said Alamo Hills gave the displaced families very limited opportunity to remove belongings.
Sent 4: "They were given three days to get their stuff out, and if they couldn't get moved out in three days, their stuff was discarded," Dempsey said.
Sent 5: "Alamo Hills just threw it out."Sent 6: Others, he said, lost possessions to looters after the March 23 blaze, which left 78 people temporarily homeless.
Sent 7: According to the lawsuit, the tenants were prohibited from entering their apartments to retrieve possessions and were promised that the complex would provide security.
Sent 8: A spokesperson for PM One, the company that manages Alamo Hills, could not be reached for comment.
Sent 9: Nine separate suits were filed in 8th District Court, which handles civil claims of less than $25,000.
Sent 10: "We're asking for the reimbursement of the value of their property and a small amount for stress -- $3,000 on top of their out-of-pocket expenses for their lost stuff," Dempsey said.
Sent 11: "They're not looking to get rich off this.
Sent 12: A lot of this is simply because they were treated so badly."Sent 13: Dempsey said most of the tenants who filed suits still live at the apartment complex, although many are trying to find homes elsewhere.
Sent 14: "The new apartments (they were provided) were not in very good shape.
Sent 15: That's actually one of the claims," he said.

Output: What is the difference in value between the maximum of a civil claim in 8th District Court, and the reimbursement requested by Dempsey on top of out-of-pocket expenses?


Input:
Paragraph- Sent 1: Nine families displaced by a fire at Alamo Hills Apartments in March filed lawsuits Wednesday against the apartment complex.
Sent 2: They allege that the complex could have done more to protect belongings they were forced to abandon in the aftermath of the blaze.
Sent 3: Bernard Dempsey Jr., an attorney with Western Michigan Legal Services, the group that represents the tenants, said Alamo Hills gave the displaced families very limited opportunity to remove belongings.
Sent 4: "They were given three days to get their stuff out, and if they couldn't get moved out in three days, their stuff was discarded," Dempsey said.
Sent 5: "Alamo Hills just threw it out."Sent 6: Others, he said, lost possessions to looters after the March 23 blaze, which left 78 people temporarily homeless.
Sent 7: According to the lawsuit, the tenants were prohibited from entering their apartments to retrieve possessions and were promised that the complex would provide security.
Sent 8: A spokesperson for PM One, the company that manages Alamo Hills, could not be reached for comment.
Sent 9: Nine separate suits were filed in 8th District Court, which handles civil claims of less than $25,000.
Sent 10: "We're asking for the reimbursement of the value of their property and a small amount for stress -- $3,000 on top of their out-of-pocket expenses for their lost stuff," Dempsey said.
Sent 11: "They're not looking to get rich off this.
Sent 12: A lot of this is simply because they were treated so badly."Sent 13: Dempsey said most of the tenants who filed suits still live at the apartment complex, although many are trying to find homes elsewhere.
Sent 14: "The new apartments (they were provided) were not in very good shape.
Sent 15: That's actually one of the claims," he said.

Output: In general, why did nine families who were displaced by a fire at Alamo Hills Apartments file lawsuits against the apartment complex?


Input:
Paragraph- Sent 1: Nine families displaced by a fire at Alamo Hills Apartments in March filed lawsuits Wednesday against the apartment complex.
Sent 2: They allege that the complex could have done more to protect belongings they were forced to abandon in the aftermath of the blaze.
Sent 3: Bernard Dempsey Jr., an attorney with Western Michigan Legal Services, the group that represents the tenants, said Alamo Hills gave the displaced families very limited opportunity to remove belongings.
Sent 4: "They were given three days to get their stuff out, and if they couldn't get moved out in three days, their stuff was discarded," Dempsey said.
Sent 5: "Alamo Hills just threw it out."Sent 6: Others, he said, lost possessions to looters after the March 23 blaze, which left 78 people temporarily homeless.
Sent 7: According to the lawsuit, the tenants were prohibited from entering their apartments to retrieve possessions and were promised that the complex would provide security.
Sent 8: A spokesperson for PM One, the company that manages Alamo Hills, could not be reached for comment.
Sent 9: Nine separate suits were filed in 8th District Court, which handles civil claims of less than $25,000.
Sent 10: "We're asking for the reimbursement of the value of their property and a small amount for stress -- $3,000 on top of their out-of-pocket expenses for their lost stuff," Dempsey said.
Sent 11: "They're not looking to get rich off this.
Sent 12: A lot of this is simply because they were treated so badly."Sent 13: Dempsey said most of the tenants who filed suits still live at the apartment complex, although many are trying to find homes elsewhere.
Sent 14: "The new apartments (they were provided) were not in very good shape.
Sent 15: That's actually one of the claims," he said.

Output: Which attorney said "Alamo Hills just threw it out" after the fire at Alamo Hills Apartments?


Input:
Paragraph- Sent 1: Nine families displaced by a fire at Alamo Hills Apartments in March filed lawsuits Wednesday against the apartment complex.
Sent 2: They allege that the complex could have done more to protect belongings they were forced to abandon in the aftermath of the blaze.
Sent 3: Bernard Dempsey Jr., an attorney with Western Michigan Legal Services, the group that represents the tenants, said Alamo Hills gave the displaced families very limited opportunity to remove belongings.
Sent 4: "They were given three days to get their stuff out, and if they couldn't get moved out in three days, their stuff was discarded," Dempsey said.
Sent 5: "Alamo Hills just threw it out."Sent 6: Others, he said, lost possessions to looters after the March 23 blaze, which left 78 people temporarily homeless.
Sent 7: According to the lawsuit, the tenants were prohibited from entering their apartments to retrieve possessions and were promised that the complex would provide security.
Sent 8: A spokesperson for PM One, the company that manages Alamo Hills, could not be reached for comment.
Sent 9: Nine separate suits were filed in 8th District Court, which handles civil claims of less than $25,000.
Sent 10: "We're asking for the reimbursement of the value of their property and a small amount for stress -- $3,000 on top of their out-of-pocket expenses for their lost stuff," Dempsey said.
Sent 11: "They're not looking to get rich off this.
Sent 12: A lot of this is simply because they were treated so badly."Sent 13: Dempsey said most of the tenants who filed suits still live at the apartment complex, although many are trying to find homes elsewhere.
Sent 14: "The new apartments (they were provided) were not in very good shape.
Sent 15: That's actually one of the claims," he said.

Output: What are the nine families asking for in their lawsuits?


Input:
Paragraph- Sent 1: Nine families displaced by a fire at Alamo Hills Apartments in March filed lawsuits Wednesday against the apartment complex.
Sent 2: They allege that the complex could have done more to protect belongings they were forced to abandon in the aftermath of the blaze.
Sent 3: Bernard Dempsey Jr., an attorney with Western Michigan Legal Services, the group that represents the tenants, said Alamo Hills gave the displaced families very limited opportunity to remove belongings.
Sent 4: "They were given three days to get their stuff out, and if they couldn't get moved out in three days, their stuff was discarded," Dempsey said.
Sent 5: "Alamo Hills just threw it out."Sent 6: Others, he said, lost possessions to looters after the March 23 blaze, which left 78 people temporarily homeless.
Sent 7: According to the lawsuit, the tenants were prohibited from entering their apartments to retrieve possessions and were promised that the complex would provide security.
Sent 8: A spokesperson for PM One, the company that manages Alamo Hills, could not be reached for comment.
Sent 9: Nine separate suits were filed in 8th District Court, which handles civil claims of less than $25,000.
Sent 10: "We're asking for the reimbursement of the value of their property and a small amount for stress -- $3,000 on top of their out-of-pocket expenses for their lost stuff," Dempsey said.
Sent 11: "They're not looking to get rich off this.
Sent 12: A lot of this is simply because they were treated so badly."Sent 13: Dempsey said most of the tenants who filed suits still live at the apartment complex, although many are trying to find homes elsewhere.
Sent 14: "The new apartments (they were provided) were not in very good shape.
Sent 15: That's actually one of the claims," he said.

Output: What did nine families claim Alamo Hills Apartments failed to protect?


Input:
Paragraph- Sent 1: Nine families displaced by a fire at Alamo Hills Apartments in March filed lawsuits Wednesday against the apartment complex.
Sent 2: They allege that the complex could have done more to protect belongings they were forced to abandon in the aftermath of the blaze.
Sent 3: Bernard Dempsey Jr., an attorney with Western Michigan Legal Services, the group that represents the tenants, said Alamo Hills gave the displaced families very limited opportunity to remove belongings.
Sent 4: "They were given three days to get their stuff out, and if they couldn't get moved out in three days, their stuff was discarded," Dempsey said.
Sent 5: "Alamo Hills just threw it out."Sent 6: Others, he said, lost possessions to looters after the March 23 blaze, which left 78 people temporarily homeless.
Sent 7: According to the lawsuit, the tenants were prohibited from entering their apartments to retrieve possessions and were promised that the complex would provide security.
Sent 8: A spokesperson for PM One, the company that manages Alamo Hills, could not be reached for comment.
Sent 9: Nine separate suits were filed in 8th District Court, which handles civil claims of less than $25,000.
Sent 10: "We're asking for the reimbursement of the value of their property and a small amount for stress -- $3,000 on top of their out-of-pocket expenses for their lost stuff," Dempsey said.
Sent 11: "They're not looking to get rich off this.
Sent 12: A lot of this is simply because they were treated so badly."Sent 13: Dempsey said most of the tenants who filed suits still live at the apartment complex, although many are trying to find homes elsewhere.
Sent 14: "The new apartments (they were provided) were not in very good shape.
Sent 15: That's actually one of the claims," he said.

Output: What is the name of the management company which manages the apartment complex where nine families were displaced in March?


Input:
Paragraph- Sent 1: Nine families displaced by a fire at Alamo Hills Apartments in March filed lawsuits Wednesday against the apartment complex.
Sent 2: They allege that the complex could have done more to protect belongings they were forced to abandon in the aftermath of the blaze.
Sent 3: Bernard Dempsey Jr., an attorney with Western Michigan Legal Services, the group that represents the tenants, said Alamo Hills gave the displaced families very limited opportunity to remove belongings.
Sent 4: "They were given three days to get their stuff out, and if they couldn't get moved out in three days, their stuff was discarded," Dempsey said.
Sent 5: "Alamo Hills just threw it out."Sent 6: Others, he said, lost possessions to looters after the March 23 blaze, which left 78 people temporarily homeless.
Sent 7: According to the lawsuit, the tenants were prohibited from entering their apartments to retrieve possessions and were promised that the complex would provide security.
Sent 8: A spokesperson for PM One, the company that manages Alamo Hills, could not be reached for comment.
Sent 9: Nine separate suits were filed in 8th District Court, which handles civil claims of less than $25,000.
Sent 10: "We're asking for the reimbursement of the value of their property and a small amount for stress -- $3,000 on top of their out-of-pocket expenses for their lost stuff," Dempsey said.
Sent 11: "They're not looking to get rich off this.
Sent 12: A lot of this is simply because they were treated so badly."Sent 13: Dempsey said most of the tenants who filed suits still live at the apartment complex, although many are trying to find homes elsewhere.
Sent 14: "The new apartments (they were provided) were not in very good shape.
Sent 15: That's actually one of the claims," he said.

Output: Where did most of the tenants who filed the suits live following the event of the fire?


Input:
Paragraph- Sent 1: Nine families displaced by a fire at Alamo Hills Apartments in March filed lawsuits Wednesday against the apartment complex.
Sent 2: They allege that the complex could have done more to protect belongings they were forced to abandon in the aftermath of the blaze.
Sent 3: Bernard Dempsey Jr., an attorney with Western Michigan Legal Services, the group that represents the tenants, said Alamo Hills gave the displaced families very limited opportunity to remove belongings.
Sent 4: "They were given three days to get their stuff out, and if they couldn't get moved out in three days, their stuff was discarded," Dempsey said.
Sent 5: "Alamo Hills just threw it out."Sent 6: Others, he said, lost possessions to looters after the March 23 blaze, which left 78 people temporarily homeless.
Sent 7: According to the lawsuit, the tenants were prohibited from entering their apartments to retrieve possessions and were promised that the complex would provide security.
Sent 8: A spokesperson for PM One, the company that manages Alamo Hills, could not be reached for comment.
Sent 9: Nine separate suits were filed in 8th District Court, which handles civil claims of less than $25,000.
Sent 10: "We're asking for the reimbursement of the value of their property and a small amount for stress -- $3,000 on top of their out-of-pocket expenses for their lost stuff," Dempsey said.
Sent 11: "They're not looking to get rich off this.
Sent 12: A lot of this is simply because they were treated so badly."Sent 13: Dempsey said most of the tenants who filed suits still live at the apartment complex, although many are trying to find homes elsewhere.
Sent 14: "The new apartments (they were provided) were not in very good shape.
Sent 15: That's actually one of the claims," he said.

Output: What is evidence that the complex broke its promise to provide security?


Input:
Paragraph- Sent 1: Nine families displaced by a fire at Alamo Hills Apartments in March filed lawsuits Wednesday against the apartment complex.
Sent 2: They allege that the complex could have done more to protect belongings they were forced to abandon in the aftermath of the blaze.
Sent 3: Bernard Dempsey Jr., an attorney with Western Michigan Legal Services, the group that represents the tenants, said Alamo Hills gave the displaced families very limited opportunity to remove belongings.
Sent 4: "They were given three days to get their stuff out, and if they couldn't get moved out in three days, their stuff was discarded," Dempsey said.
Sent 5: "Alamo Hills just threw it out."Sent 6: Others, he said, lost possessions to looters after the March 23 blaze, which left 78 people temporarily homeless.
Sent 7: According to the lawsuit, the tenants were prohibited from entering their apartments to retrieve possessions and were promised that the complex would provide security.
Sent 8: A spokesperson for PM One, the company that manages Alamo Hills, could not be reached for comment.
Sent 9: Nine separate suits were filed in 8th District Court, which handles civil claims of less than $25,000.
Sent 10: "We're asking for the reimbursement of the value of their property and a small amount for stress -- $3,000 on top of their out-of-pocket expenses for their lost stuff," Dempsey said.
Sent 11: "They're not looking to get rich off this.
Sent 12: A lot of this is simply because they were treated so badly."Sent 13: Dempsey said most of the tenants who filed suits still live at the apartment complex, although many are trying to find homes elsewhere.
Sent 14: "The new apartments (they were provided) were not in very good shape.
Sent 15: That's actually one of the claims," he said.

Output: Who claimed that the Alamo Hills tenants were not looking to get rich off of their lawsuits?


Input:
Paragraph- Sent 1: Nine families displaced by a fire at Alamo Hills Apartments in March filed lawsuits Wednesday against the apartment complex.
Sent 2: They allege that the complex could have done more to protect belongings they were forced to abandon in the aftermath of the blaze.
Sent 3: Bernard Dempsey Jr., an attorney with Western Michigan Legal Services, the group that represents the tenants, said Alamo Hills gave the displaced families very limited opportunity to remove belongings.
Sent 4: "They were given three days to get their stuff out, and if they couldn't get moved out in three days, their stuff was discarded," Dempsey said.
Sent 5: "Alamo Hills just threw it out."Sent 6: Others, he said, lost possessions to looters after the March 23 blaze, which left 78 people temporarily homeless.
Sent 7: According to the lawsuit, the tenants were prohibited from entering their apartments to retrieve possessions and were promised that the complex would provide security.
Sent 8: A spokesperson for PM One, the company that manages Alamo Hills, could not be reached for comment.
Sent 9: Nine separate suits were filed in 8th District Court, which handles civil claims of less than $25,000.
Sent 10: "We're asking for the reimbursement of the value of their property and a small amount for stress -- $3,000 on top of their out-of-pocket expenses for their lost stuff," Dempsey said.
Sent 11: "They're not looking to get rich off this.
Sent 12: A lot of this is simply because they were treated so badly."Sent 13: Dempsey said most of the tenants who filed suits still live at the apartment complex, although many are trying to find homes elsewhere.
Sent 14: "The new apartments (they were provided) were not in very good shape.
Sent 15: That's actually one of the claims," he said.

Output: The new apartments provided for the tenants turned out to not be in very good shape. Was this fact part of the legal claims of the tenants?


Input:
Paragraph- Sent 1: Allan crouched over his desk once more, pen in hand and mind blank.
Sent 2: He contemplated a story, an outline he had laboriously constructed some time ago.
Sent 3: He had filled his pen and raised it, the nib descending towards the paper, before the sound came: the gentle, persistent tapping of the gnarled, primeval willow touching the window with long, insistent fingers.
Sent 4: His eyes awoke with a passionate, determined flame, though the only light came from the glutted moon.
Sent 5: Allan filled page after page, the words escaping from his mind onto the paper.
Sent 6: Where before they had marched in regiments, practiced in ranks and followed their leaders' commands, the words now escaped in their true forms, unhindered by any stricture.
Sent 7: He continued long into the night, until the eldritch orb had sunk into the waiting hands of the willow, raised perpetually skyward.
Sent 8: Arthur looked up from the results of a night's frenzied labors and looked Allan in the eye.
Sent 9: "What is this?"Sent 10: he queried, indicating the pages he held in his left hand.
Sent 11: "I decided that… since I wasn't having much success with more - traditional - stories, I might see what sort of work I produced if I let my imagination go freely," Allan replied, somewhat less self-assured than he had been the previous night.
Sent 12: "What in G-d's name could have possessed you to do such a thing," cried Arthur, nearly raising his voice.
Sent 13: "After all I said the day before, why have you abandoned centuries of literary progress for some self-indulgent fantasy?"Sent 14: He shook the papers at Allan, raising them like a belt above the head of a disobedient son.
Sent 15: "This is nothing but a glorified Grimm's tale, a miscarried child of Stoker, a creation less fit to be published than to be told around an open fire at the hovel of some peasant!"Sent 16: He spoke the last word with such heavy intonation that Allan shrank back before the physical wave of sound emanating from Arthur's throat.
Sent 17: "Do you hate the modern system of literature?
Sent 18: Do you personally despise the works the Enlightenment or the progress made since Shakespeare??"Sent 19: For a moment, Allan could hardly do more than shake his head.
Sent 20: "No, of course not… I- " "Then why," Arthur barreled on, "do you disregard them all and return to this superstitious babble, this morbid, paganistic drivel?.

Output: What did Allan contemplate over his desk?


Input:
Paragraph- Sent 1: Allan crouched over his desk once more, pen in hand and mind blank.
Sent 2: He contemplated a story, an outline he had laboriously constructed some time ago.
Sent 3: He had filled his pen and raised it, the nib descending towards the paper, before the sound came: the gentle, persistent tapping of the gnarled, primeval willow touching the window with long, insistent fingers.
Sent 4: His eyes awoke with a passionate, determined flame, though the only light came from the glutted moon.
Sent 5: Allan filled page after page, the words escaping from his mind onto the paper.
Sent 6: Where before they had marched in regiments, practiced in ranks and followed their leaders' commands, the words now escaped in their true forms, unhindered by any stricture.
Sent 7: He continued long into the night, until the eldritch orb had sunk into the waiting hands of the willow, raised perpetually skyward.
Sent 8: Arthur looked up from the results of a night's frenzied labors and looked Allan in the eye.
Sent 9: "What is this?"Sent 10: he queried, indicating the pages he held in his left hand.
Sent 11: "I decided that… since I wasn't having much success with more - traditional - stories, I might see what sort of work I produced if I let my imagination go freely," Allan replied, somewhat less self-assured than he had been the previous night.
Sent 12: "What in G-d's name could have possessed you to do such a thing," cried Arthur, nearly raising his voice.
Sent 13: "After all I said the day before, why have you abandoned centuries of literary progress for some self-indulgent fantasy?"Sent 14: He shook the papers at Allan, raising them like a belt above the head of a disobedient son.
Sent 15: "This is nothing but a glorified Grimm's tale, a miscarried child of Stoker, a creation less fit to be published than to be told around an open fire at the hovel of some peasant!"Sent 16: He spoke the last word with such heavy intonation that Allan shrank back before the physical wave of sound emanating from Arthur's throat.
Sent 17: "Do you hate the modern system of literature?
Sent 18: Do you personally despise the works the Enlightenment or the progress made since Shakespeare??"Sent 19: For a moment, Allan could hardly do more than shake his head.
Sent 20: "No, of course not… I- " "Then why," Arthur barreled on, "do you disregard them all and return to this superstitious babble, this morbid, paganistic drivel?.

Output: How many authors' surnames did Arthur mention?


Input:
Paragraph- Sent 1: Allan crouched over his desk once more, pen in hand and mind blank.
Sent 2: He contemplated a story, an outline he had laboriously constructed some time ago.
Sent 3: He had filled his pen and raised it, the nib descending towards the paper, before the sound came: the gentle, persistent tapping of the gnarled, primeval willow touching the window with long, insistent fingers.
Sent 4: His eyes awoke with a passionate, determined flame, though the only light came from the glutted moon.
Sent 5: Allan filled page after page, the words escaping from his mind onto the paper.
Sent 6: Where before they had marched in regiments, practiced in ranks and followed their leaders' commands, the words now escaped in their true forms, unhindered by any stricture.
Sent 7: He continued long into the night, until the eldritch orb had sunk into the waiting hands of the willow, raised perpetually skyward.
Sent 8: Arthur looked up from the results of a night's frenzied labors and looked Allan in the eye.
Sent 9: "What is this?"Sent 10: he queried, indicating the pages he held in his left hand.
Sent 11: "I decided that… since I wasn't having much success with more - traditional - stories, I might see what sort of work I produced if I let my imagination go freely," Allan replied, somewhat less self-assured than he had been the previous night.
Sent 12: "What in G-d's name could have possessed you to do such a thing," cried Arthur, nearly raising his voice.
Sent 13: "After all I said the day before, why have you abandoned centuries of literary progress for some self-indulgent fantasy?"Sent 14: He shook the papers at Allan, raising them like a belt above the head of a disobedient son.
Sent 15: "This is nothing but a glorified Grimm's tale, a miscarried child of Stoker, a creation less fit to be published than to be told around an open fire at the hovel of some peasant!"Sent 16: He spoke the last word with such heavy intonation that Allan shrank back before the physical wave of sound emanating from Arthur's throat.
Sent 17: "Do you hate the modern system of literature?
Sent 18: Do you personally despise the works the Enlightenment or the progress made since Shakespeare??"Sent 19: For a moment, Allan could hardly do more than shake his head.
Sent 20: "No, of course not… I- " "Then why," Arthur barreled on, "do you disregard them all and return to this superstitious babble, this morbid, paganistic drivel?.

Output: Did Allan write his story in a single session?


Input:
Paragraph- Sent 1: Allan crouched over his desk once more, pen in hand and mind blank.
Sent 2: He contemplated a story, an outline he had laboriously constructed some time ago.
Sent 3: He had filled his pen and raised it, the nib descending towards the paper, before the sound came: the gentle, persistent tapping of the gnarled, primeval willow touching the window with long, insistent fingers.
Sent 4: His eyes awoke with a passionate, determined flame, though the only light came from the glutted moon.
Sent 5: Allan filled page after page, the words escaping from his mind onto the paper.
Sent 6: Where before they had marched in regiments, practiced in ranks and followed their leaders' commands, the words now escaped in their true forms, unhindered by any stricture.
Sent 7: He continued long into the night, until the eldritch orb had sunk into the waiting hands of the willow, raised perpetually skyward.
Sent 8: Arthur looked up from the results of a night's frenzied labors and looked Allan in the eye.
Sent 9: "What is this?"Sent 10: he queried, indicating the pages he held in his left hand.
Sent 11: "I decided that… since I wasn't having much success with more - traditional - stories, I might see what sort of work I produced if I let my imagination go freely," Allan replied, somewhat less self-assured than he had been the previous night.
Sent 12: "What in G-d's name could have possessed you to do such a thing," cried Arthur, nearly raising his voice.
Sent 13: "After all I said the day before, why have you abandoned centuries of literary progress for some self-indulgent fantasy?"Sent 14: He shook the papers at Allan, raising them like a belt above the head of a disobedient son.
Sent 15: "This is nothing but a glorified Grimm's tale, a miscarried child of Stoker, a creation less fit to be published than to be told around an open fire at the hovel of some peasant!"Sent 16: He spoke the last word with such heavy intonation that Allan shrank back before the physical wave of sound emanating from Arthur's throat.
Sent 17: "Do you hate the modern system of literature?
Sent 18: Do you personally despise the works the Enlightenment or the progress made since Shakespeare??"Sent 19: For a moment, Allan could hardly do more than shake his head.
Sent 20: "No, of course not… I- " "Then why," Arthur barreled on, "do you disregard them all and return to this superstitious babble, this morbid, paganistic drivel?.

Output: Did Arthur grab Allans paper?


Input:
Paragraph- Sent 1: Allan crouched over his desk once more, pen in hand and mind blank.
Sent 2: He contemplated a story, an outline he had laboriously constructed some time ago.
Sent 3: He had filled his pen and raised it, the nib descending towards the paper, before the sound came: the gentle, persistent tapping of the gnarled, primeval willow touching the window with long, insistent fingers.
Sent 4: His eyes awoke with a passionate, determined flame, though the only light came from the glutted moon.
Sent 5: Allan filled page after page, the words escaping from his mind onto the paper.
Sent 6: Where before they had marched in regiments, practiced in ranks and followed their leaders' commands, the words now escaped in their true forms, unhindered by any stricture.
Sent 7: He continued long into the night, until the eldritch orb had sunk into the waiting hands of the willow, raised perpetually skyward.
Sent 8: Arthur looked up from the results of a night's frenzied labors and looked Allan in the eye.
Sent 9: "What is this?"Sent 10: he queried, indicating the pages he held in his left hand.
Sent 11: "I decided that… since I wasn't having much success with more - traditional - stories, I might see what sort of work I produced if I let my imagination go freely," Allan replied, somewhat less self-assured than he had been the previous night.
Sent 12: "What in G-d's name could have possessed you to do such a thing," cried Arthur, nearly raising his voice.
Sent 13: "After all I said the day before, why have you abandoned centuries of literary progress for some self-indulgent fantasy?"Sent 14: He shook the papers at Allan, raising them like a belt above the head of a disobedient son.
Sent 15: "This is nothing but a glorified Grimm's tale, a miscarried child of Stoker, a creation less fit to be published than to be told around an open fire at the hovel of some peasant!"Sent 16: He spoke the last word with such heavy intonation that Allan shrank back before the physical wave of sound emanating from Arthur's throat.
Sent 17: "Do you hate the modern system of literature?
Sent 18: Do you personally despise the works the Enlightenment or the progress made since Shakespeare??"Sent 19: For a moment, Allan could hardly do more than shake his head.
Sent 20: "No, of course not… I- " "Then why," Arthur barreled on, "do you disregard them all and return to this superstitious babble, this morbid, paganistic drivel?.

Output: What was Allan's reasoning to Arthur for his paper?


Input:
Paragraph- Sent 1: Allan crouched over his desk once more, pen in hand and mind blank.
Sent 2: He contemplated a story, an outline he had laboriously constructed some time ago.
Sent 3: He had filled his pen and raised it, the nib descending towards the paper, before the sound came: the gentle, persistent tapping of the gnarled, primeval willow touching the window with long, insistent fingers.
Sent 4: His eyes awoke with a passionate, determined flame, though the only light came from the glutted moon.
Sent 5: Allan filled page after page, the words escaping from his mind onto the paper.
Sent 6: Where before they had marched in regiments, practiced in ranks and followed their leaders' commands, the words now escaped in their true forms, unhindered by any stricture.
Sent 7: He continued long into the night, until the eldritch orb had sunk into the waiting hands of the willow, raised perpetually skyward.
Sent 8: Arthur looked up from the results of a night's frenzied labors and looked Allan in the eye.
Sent 9: "What is this?"Sent 10: he queried, indicating the pages he held in his left hand.
Sent 11: "I decided that… since I wasn't having much success with more - traditional - stories, I might see what sort of work I produced if I let my imagination go freely," Allan replied, somewhat less self-assured than he had been the previous night.
Sent 12: "What in G-d's name could have possessed you to do such a thing," cried Arthur, nearly raising his voice.
Sent 13: "After all I said the day before, why have you abandoned centuries of literary progress for some self-indulgent fantasy?"Sent 14: He shook the papers at Allan, raising them like a belt above the head of a disobedient son.
Sent 15: "This is nothing but a glorified Grimm's tale, a miscarried child of Stoker, a creation less fit to be published than to be told around an open fire at the hovel of some peasant!"Sent 16: He spoke the last word with such heavy intonation that Allan shrank back before the physical wave of sound emanating from Arthur's throat.
Sent 17: "Do you hate the modern system of literature?
Sent 18: Do you personally despise the works the Enlightenment or the progress made since Shakespeare??"Sent 19: For a moment, Allan could hardly do more than shake his head.
Sent 20: "No, of course not… I- " "Then why," Arthur barreled on, "do you disregard them all and return to this superstitious babble, this morbid, paganistic drivel?.

Output: What was Allan writing on at his desk?


Input:
Paragraph- Sent 1: Allan crouched over his desk once more, pen in hand and mind blank.
Sent 2: He contemplated a story, an outline he had laboriously constructed some time ago.
Sent 3: He had filled his pen and raised it, the nib descending towards the paper, before the sound came: the gentle, persistent tapping of the gnarled, primeval willow touching the window with long, insistent fingers.
Sent 4: His eyes awoke with a passionate, determined flame, though the only light came from the glutted moon.
Sent 5: Allan filled page after page, the words escaping from his mind onto the paper.
Sent 6: Where before they had marched in regiments, practiced in ranks and followed their leaders' commands, the words now escaped in their true forms, unhindered by any stricture.
Sent 7: He continued long into the night, until the eldritch orb had sunk into the waiting hands of the willow, raised perpetually skyward.
Sent 8: Arthur looked up from the results of a night's frenzied labors and looked Allan in the eye.
Sent 9: "What is this?"Sent 10: he queried, indicating the pages he held in his left hand.
Sent 11: "I decided that… since I wasn't having much success with more - traditional - stories, I might see what sort of work I produced if I let my imagination go freely," Allan replied, somewhat less self-assured than he had been the previous night.
Sent 12: "What in G-d's name could have possessed you to do such a thing," cried Arthur, nearly raising his voice.
Sent 13: "After all I said the day before, why have you abandoned centuries of literary progress for some self-indulgent fantasy?"Sent 14: He shook the papers at Allan, raising them like a belt above the head of a disobedient son.
Sent 15: "This is nothing but a glorified Grimm's tale, a miscarried child of Stoker, a creation less fit to be published than to be told around an open fire at the hovel of some peasant!"Sent 16: He spoke the last word with such heavy intonation that Allan shrank back before the physical wave of sound emanating from Arthur's throat.
Sent 17: "Do you hate the modern system of literature?
Sent 18: Do you personally despise the works the Enlightenment or the progress made since Shakespeare??"Sent 19: For a moment, Allan could hardly do more than shake his head.
Sent 20: "No, of course not… I- " "Then why," Arthur barreled on, "do you disregard them all and return to this superstitious babble, this morbid, paganistic drivel?.

Output: When Allan fills pages without stricture, how does Arthur react?


Input:
Paragraph- Sent 1: Allan crouched over his desk once more, pen in hand and mind blank.
Sent 2: He contemplated a story, an outline he had laboriously constructed some time ago.
Sent 3: He had filled his pen and raised it, the nib descending towards the paper, before the sound came: the gentle, persistent tapping of the gnarled, primeval willow touching the window with long, insistent fingers.
Sent 4: His eyes awoke with a passionate, determined flame, though the only light came from the glutted moon.
Sent 5: Allan filled page after page, the words escaping from his mind onto the paper.
Sent 6: Where before they had marched in regiments, practiced in ranks and followed their leaders' commands, the words now escaped in their true forms, unhindered by any stricture.
Sent 7: He continued long into the night, until the eldritch orb had sunk into the waiting hands of the willow, raised perpetually skyward.
Sent 8: Arthur looked up from the results of a night's frenzied labors and looked Allan in the eye.
Sent 9: "What is this?"Sent 10: he queried, indicating the pages he held in his left hand.
Sent 11: "I decided that… since I wasn't having much success with more - traditional - stories, I might see what sort of work I produced if I let my imagination go freely," Allan replied, somewhat less self-assured than he had been the previous night.
Sent 12: "What in G-d's name could have possessed you to do such a thing," cried Arthur, nearly raising his voice.
Sent 13: "After all I said the day before, why have you abandoned centuries of literary progress for some self-indulgent fantasy?"Sent 14: He shook the papers at Allan, raising them like a belt above the head of a disobedient son.
Sent 15: "This is nothing but a glorified Grimm's tale, a miscarried child of Stoker, a creation less fit to be published than to be told around an open fire at the hovel of some peasant!"Sent 16: He spoke the last word with such heavy intonation that Allan shrank back before the physical wave of sound emanating from Arthur's throat.
Sent 17: "Do you hate the modern system of literature?
Sent 18: Do you personally despise the works the Enlightenment or the progress made since Shakespeare??"Sent 19: For a moment, Allan could hardly do more than shake his head.
Sent 20: "No, of course not… I- " "Then why," Arthur barreled on, "do you disregard them all and return to this superstitious babble, this morbid, paganistic drivel?.

Output: What did Arthur ask Allan?


Input:
Paragraph- Sent 1: Allan crouched over his desk once more, pen in hand and mind blank.
Sent 2: He contemplated a story, an outline he had laboriously constructed some time ago.
Sent 3: He had filled his pen and raised it, the nib descending towards the paper, before the sound came: the gentle, persistent tapping of the gnarled, primeval willow touching the window with long, insistent fingers.
Sent 4: His eyes awoke with a passionate, determined flame, though the only light came from the glutted moon.
Sent 5: Allan filled page after page, the words escaping from his mind onto the paper.
Sent 6: Where before they had marched in regiments, practiced in ranks and followed their leaders' commands, the words now escaped in their true forms, unhindered by any stricture.
Sent 7: He continued long into the night, until the eldritch orb had sunk into the waiting hands of the willow, raised perpetually skyward.
Sent 8: Arthur looked up from the results of a night's frenzied labors and looked Allan in the eye.
Sent 9: "What is this?"Sent 10: he queried, indicating the pages he held in his left hand.
Sent 11: "I decided that… since I wasn't having much success with more - traditional - stories, I might see what sort of work I produced if I let my imagination go freely," Allan replied, somewhat less self-assured than he had been the previous night.
Sent 12: "What in G-d's name could have possessed you to do such a thing," cried Arthur, nearly raising his voice.
Sent 13: "After all I said the day before, why have you abandoned centuries of literary progress for some self-indulgent fantasy?"Sent 14: He shook the papers at Allan, raising them like a belt above the head of a disobedient son.
Sent 15: "This is nothing but a glorified Grimm's tale, a miscarried child of Stoker, a creation less fit to be published than to be told around an open fire at the hovel of some peasant!"Sent 16: He spoke the last word with such heavy intonation that Allan shrank back before the physical wave of sound emanating from Arthur's throat.
Sent 17: "Do you hate the modern system of literature?
Sent 18: Do you personally despise the works the Enlightenment or the progress made since Shakespeare??"Sent 19: For a moment, Allan could hardly do more than shake his head.
Sent 20: "No, of course not… I- " "Then why," Arthur barreled on, "do you disregard them all and return to this superstitious babble, this morbid, paganistic drivel?.

Output: What awoke the passion in Allan to begin writing that night?


Input:
Paragraph- Sent 1: Allan crouched over his desk once more, pen in hand and mind blank.
Sent 2: He contemplated a story, an outline he had laboriously constructed some time ago.
Sent 3: He had filled his pen and raised it, the nib descending towards the paper, before the sound came: the gentle, persistent tapping of the gnarled, primeval willow touching the window with long, insistent fingers.
Sent 4: His eyes awoke with a passionate, determined flame, though the only light came from the glutted moon.
Sent 5: Allan filled page after page, the words escaping from his mind onto the paper.
Sent 6: Where before they had marched in regiments, practiced in ranks and followed their leaders' commands, the words now escaped in their true forms, unhindered by any stricture.
Sent 7: He continued long into the night, until the eldritch orb had sunk into the waiting hands of the willow, raised perpetually skyward.
Sent 8: Arthur looked up from the results of a night's frenzied labors and looked Allan in the eye.
Sent 9: "What is this?"Sent 10: he queried, indicating the pages he held in his left hand.
Sent 11: "I decided that… since I wasn't having much success with more - traditional - stories, I might see what sort of work I produced if I let my imagination go freely," Allan replied, somewhat less self-assured than he had been the previous night.
Sent 12: "What in G-d's name could have possessed you to do such a thing," cried Arthur, nearly raising his voice.
Sent 13: "After all I said the day before, why have you abandoned centuries of literary progress for some self-indulgent fantasy?"Sent 14: He shook the papers at Allan, raising them like a belt above the head of a disobedient son.
Sent 15: "This is nothing but a glorified Grimm's tale, a miscarried child of Stoker, a creation less fit to be published than to be told around an open fire at the hovel of some peasant!"Sent 16: He spoke the last word with such heavy intonation that Allan shrank back before the physical wave of sound emanating from Arthur's throat.
Sent 17: "Do you hate the modern system of literature?
Sent 18: Do you personally despise the works the Enlightenment or the progress made since Shakespeare??"Sent 19: For a moment, Allan could hardly do more than shake his head.
Sent 20: "No, of course not… I- " "Then why," Arthur barreled on, "do you disregard them all and return to this superstitious babble, this morbid, paganistic drivel?.

Output: How many questions did Arthur ask Allan?


Input:
Paragraph- Sent 1: Allan crouched over his desk once more, pen in hand and mind blank.
Sent 2: He contemplated a story, an outline he had laboriously constructed some time ago.
Sent 3: He had filled his pen and raised it, the nib descending towards the paper, before the sound came: the gentle, persistent tapping of the gnarled, primeval willow touching the window with long, insistent fingers.
Sent 4: His eyes awoke with a passionate, determined flame, though the only light came from the glutted moon.
Sent 5: Allan filled page after page, the words escaping from his mind onto the paper.
Sent 6: Where before they had marched in regiments, practiced in ranks and followed their leaders' commands, the words now escaped in their true forms, unhindered by any stricture.
Sent 7: He continued long into the night, until the eldritch orb had sunk into the waiting hands of the willow, raised perpetually skyward.
Sent 8: Arthur looked up from the results of a night's frenzied labors and looked Allan in the eye.
Sent 9: "What is this?"Sent 10: he queried, indicating the pages he held in his left hand.
Sent 11: "I decided that… since I wasn't having much success with more - traditional - stories, I might see what sort of work I produced if I let my imagination go freely," Allan replied, somewhat less self-assured than he had been the previous night.
Sent 12: "What in G-d's name could have possessed you to do such a thing," cried Arthur, nearly raising his voice.
Sent 13: "After all I said the day before, why have you abandoned centuries of literary progress for some self-indulgent fantasy?"Sent 14: He shook the papers at Allan, raising them like a belt above the head of a disobedient son.
Sent 15: "This is nothing but a glorified Grimm's tale, a miscarried child of Stoker, a creation less fit to be published than to be told around an open fire at the hovel of some peasant!"Sent 16: He spoke the last word with such heavy intonation that Allan shrank back before the physical wave of sound emanating from Arthur's throat.
Sent 17: "Do you hate the modern system of literature?
Sent 18: Do you personally despise the works the Enlightenment or the progress made since Shakespeare??"Sent 19: For a moment, Allan could hardly do more than shake his head.
Sent 20: "No, of course not… I- " "Then why," Arthur barreled on, "do you disregard them all and return to this superstitious babble, this morbid, paganistic drivel?.

Output: What does Arthur think of Allan's non-traditional stories?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: In Bandura's observational learning theory, when does observational learning occur?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: What is actual science?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: An educational theory that can be applied to motivation and learning for students and teachers was known as what prior to 1986?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: What theory can be applied to motivation and learning?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: When does observational learning occur?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: Was Barrack Obama really born in Hawaiian?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: Which process operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: Give an example of how the social cognitive theory can be appliaed in education?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: When you give a child a bath, what part of the body should you start from?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: Observational learning occurs when students or teachers observe a well-trained model and acquire what type of functions?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: What is 500 + 500?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: Which process is in use with classroom functions such as goal setting and self-monitoring?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: Self-efficacy, self-regulation, observational learning, and reciprocal determinism are all part of the theory developed by whom?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: What is the social learning theory?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: In what year did Bandura change their motivation to research which offers support that can be useful for incorporating new strategies into training for teachers?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: What four components make up the social cognitive theory ?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: What year did social learning theory become social cognititive theory?


Input:
Paragraph- Sent 1: Bandura on education Bandura's social learning theory contributes to students and teachers within the field of education.
Sent 2: In 1986, Bandura changed the name of the social learning theory to social cognitive theory.
Sent 3: The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities.
Sent 4: The key theoretical components of the social cognitive theory that are applied in education are self-efficacy, self-regulation, observational learning, and reciprocal determinism.
Sent 5: The social cognitive theory can be applied to motivation and learning for students and teachers.
Sent 6: Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals.
Sent 7: In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals.
Sent 8: Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them.
Sent 9: It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence.
Sent 10: The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers.
Sent 11: According to Bandura's observational learning theory, students acquire self-regulative functions from observing models.
Sent 12: Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding.
Sent 13: Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory.
Sent 14: The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts.
Sent 15: In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior.
Sent 16: Self-regulation is the process he or she will use to set goals to perform the observed behavior.
Sent 17: If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

Output: How does one accomplish self regulation?