Input:
Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.
Sent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.
Sent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition "kept his spirit serious and lofty in advance of his years."Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.
Sent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.
Sent 6: While Alexander worried that his father would leave him "no great or brilliant achievement to be displayed to the world", he also downplayed his father's achievements to his companions.
Sent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.
Sent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.
Sent 9: He had a calmer side--perceptive, logical, and calculating.
Sent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.
Sent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.
Sent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.
Sent 13: He had great self-restraint in "pleasures of the body," in contrast with his lack of self control with alcohol.
Sent 14: Alexander was erudite and patronized both arts and sciences.
Sent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).
Sent 16: He had great charisma and force of personality, characteristics which made him a great leader.
Sent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.
Sent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia.

Output: Towards the end of Alexanders life. What symptoms did he unfortunately show?


Input:
Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.
Sent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.
Sent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition "kept his spirit serious and lofty in advance of his years."Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.
Sent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.
Sent 6: While Alexander worried that his father would leave him "no great or brilliant achievement to be displayed to the world", he also downplayed his father's achievements to his companions.
Sent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.
Sent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.
Sent 9: He had a calmer side--perceptive, logical, and calculating.
Sent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.
Sent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.
Sent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.
Sent 13: He had great self-restraint in "pleasures of the body," in contrast with his lack of self control with alcohol.
Sent 14: Alexander was erudite and patronized both arts and sciences.
Sent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).
Sent 16: He had great charisma and force of personality, characteristics which made him a great leader.
Sent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.
Sent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia.

Output: How did Aristotle's tutelage impact Alexander?


Input:
Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.
Sent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.
Sent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition "kept his spirit serious and lofty in advance of his years."Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.
Sent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.
Sent 6: While Alexander worried that his father would leave him "no great or brilliant achievement to be displayed to the world", he also downplayed his father's achievements to his companions.
Sent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.
Sent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.
Sent 9: He had a calmer side--perceptive, logical, and calculating.
Sent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.
Sent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.
Sent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.
Sent 13: He had great self-restraint in "pleasures of the body," in contrast with his lack of self control with alcohol.
Sent 14: Alexander was erudite and patronized both arts and sciences.
Sent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).
Sent 16: He had great charisma and force of personality, characteristics which made him a great leader.
Sent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.
Sent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia.

Output: Why did Macedonia fall after Alexander's death?


Input:
Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.
Sent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.
Sent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition "kept his spirit serious and lofty in advance of his years."Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.
Sent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.
Sent 6: While Alexander worried that his father would leave him "no great or brilliant achievement to be displayed to the world", he also downplayed his father's achievements to his companions.
Sent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.
Sent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.
Sent 9: He had a calmer side--perceptive, logical, and calculating.
Sent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.
Sent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.
Sent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.
Sent 13: He had great self-restraint in "pleasures of the body," in contrast with his lack of self control with alcohol.
Sent 14: Alexander was erudite and patronized both arts and sciences.
Sent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).
Sent 16: He had great charisma and force of personality, characteristics which made him a great leader.
Sent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.
Sent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia.

Output: How did Aristotle develop Alexander's personality?


Input:
Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.
Sent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.
Sent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition "kept his spirit serious and lofty in advance of his years."Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.
Sent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.
Sent 6: While Alexander worried that his father would leave him "no great or brilliant achievement to be displayed to the world", he also downplayed his father's achievements to his companions.
Sent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.
Sent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.
Sent 9: He had a calmer side--perceptive, logical, and calculating.
Sent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.
Sent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.
Sent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.
Sent 13: He had great self-restraint in "pleasures of the body," in contrast with his lack of self control with alcohol.
Sent 14: Alexander was erudite and patronized both arts and sciences.
Sent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).
Sent 16: He had great charisma and force of personality, characteristics which made him a great leader.
Sent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.
Sent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia.

Output: Was Alexander considered intelligent and rational?


Input:
Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.
Sent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.
Sent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition "kept his spirit serious and lofty in advance of his years."Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.
Sent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.
Sent 6: While Alexander worried that his father would leave him "no great or brilliant achievement to be displayed to the world", he also downplayed his father's achievements to his companions.
Sent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.
Sent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.
Sent 9: He had a calmer side--perceptive, logical, and calculating.
Sent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.
Sent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.
Sent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.
Sent 13: He had great self-restraint in "pleasures of the body," in contrast with his lack of self control with alcohol.
Sent 14: Alexander was erudite and patronized both arts and sciences.
Sent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).
Sent 16: He had great charisma and force of personality, characteristics which made him a great leader.
Sent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.
Sent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia.

Output: What did Alexander have absolutely no interests in?


Input:
Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.
Sent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.
Sent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition "kept his spirit serious and lofty in advance of his years."Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.
Sent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.
Sent 6: While Alexander worried that his father would leave him "no great or brilliant achievement to be displayed to the world", he also downplayed his father's achievements to his companions.
Sent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.
Sent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.
Sent 9: He had a calmer side--perceptive, logical, and calculating.
Sent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.
Sent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.
Sent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.
Sent 13: He had great self-restraint in "pleasures of the body," in contrast with his lack of self control with alcohol.
Sent 14: Alexander was erudite and patronized both arts and sciences.
Sent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).
Sent 16: He had great charisma and force of personality, characteristics which made him a great leader.
Sent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.
Sent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia.

Output: Did Alexander posses self control in "pleasures of the body" and have great charisma?


Input:
Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.
Sent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.
Sent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition "kept his spirit serious and lofty in advance of his years."Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.
Sent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.
Sent 6: While Alexander worried that his father would leave him "no great or brilliant achievement to be displayed to the world", he also downplayed his father's achievements to his companions.
Sent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.
Sent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.
Sent 9: He had a calmer side--perceptive, logical, and calculating.
Sent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.
Sent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.
Sent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.
Sent 13: He had great self-restraint in "pleasures of the body," in contrast with his lack of self control with alcohol.
Sent 14: Alexander was erudite and patronized both arts and sciences.
Sent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).
Sent 16: He had great charisma and force of personality, characteristics which made him a great leader.
Sent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.
Sent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia.

Output: How did Alexander try to out-do his father?


Input:
Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.
Sent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.
Sent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition "kept his spirit serious and lofty in advance of his years."Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.
Sent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.
Sent 6: While Alexander worried that his father would leave him "no great or brilliant achievement to be displayed to the world", he also downplayed his father's achievements to his companions.
Sent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.
Sent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.
Sent 9: He had a calmer side--perceptive, logical, and calculating.
Sent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.
Sent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.
Sent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.
Sent 13: He had great self-restraint in "pleasures of the body," in contrast with his lack of self control with alcohol.
Sent 14: Alexander was erudite and patronized both arts and sciences.
Sent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).
Sent 16: He had great charisma and force of personality, characteristics which made him a great leader.
Sent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.
Sent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia.

Output: Which of Alexander's personality traits were greatly influenced by his parents?


Input:
Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.
Sent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.
Sent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition "kept his spirit serious and lofty in advance of his years."Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.
Sent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.
Sent 6: While Alexander worried that his father would leave him "no great or brilliant achievement to be displayed to the world", he also downplayed his father's achievements to his companions.
Sent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.
Sent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.
Sent 9: He had a calmer side--perceptive, logical, and calculating.
Sent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.
Sent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.
Sent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.
Sent 13: He had great self-restraint in "pleasures of the body," in contrast with his lack of self control with alcohol.
Sent 14: Alexander was erudite and patronized both arts and sciences.
Sent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).
Sent 16: He had great charisma and force of personality, characteristics which made him a great leader.
Sent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.
Sent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia.

Output: Who mentored Alexander on philosophy?


Input:
Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.
Sent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.
Sent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition "kept his spirit serious and lofty in advance of his years."Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.
Sent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.
Sent 6: While Alexander worried that his father would leave him "no great or brilliant achievement to be displayed to the world", he also downplayed his father's achievements to his companions.
Sent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.
Sent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.
Sent 9: He had a calmer side--perceptive, logical, and calculating.
Sent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.
Sent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.
Sent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.
Sent 13: He had great self-restraint in "pleasures of the body," in contrast with his lack of self control with alcohol.
Sent 14: Alexander was erudite and patronized both arts and sciences.
Sent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).
Sent 16: He had great charisma and force of personality, characteristics which made him a great leader.
Sent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.
Sent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia.

Output: How did Alexander's charisma help him?


Input:
Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.
Sent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.
Sent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition "kept his spirit serious and lofty in advance of his years."Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.
Sent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.
Sent 6: While Alexander worried that his father would leave him "no great or brilliant achievement to be displayed to the world", he also downplayed his father's achievements to his companions.
Sent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.
Sent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.
Sent 9: He had a calmer side--perceptive, logical, and calculating.
Sent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.
Sent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.
Sent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.
Sent 13: He had great self-restraint in "pleasures of the body," in contrast with his lack of self control with alcohol.
Sent 14: Alexander was erudite and patronized both arts and sciences.
Sent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).
Sent 16: He had great charisma and force of personality, characteristics which made him a great leader.
Sent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.
Sent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia.

Output: Did Alexander end hi? life with the same charisma he had in his prime?


Input:
Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.
Sent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.
Sent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition "kept his spirit serious and lofty in advance of his years."Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.
Sent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.
Sent 6: While Alexander worried that his father would leave him "no great or brilliant achievement to be displayed to the world", he also downplayed his father's achievements to his companions.
Sent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.
Sent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.
Sent 9: He had a calmer side--perceptive, logical, and calculating.
Sent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.
Sent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.
Sent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.
Sent 13: He had great self-restraint in "pleasures of the body," in contrast with his lack of self control with alcohol.
Sent 14: Alexander was erudite and patronized both arts and sciences.
Sent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).
Sent 16: He had great charisma and force of personality, characteristics which made him a great leader.
Sent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.
Sent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia.

Output: Why did Alexander treat his father as a rival?


Input:
Paragraph- Sent 1: Some of Alexander's strongest personality traits formed in response to his parents.
Sent 2: His mother had huge ambitions, and encouraged him to believe it was his destiny to conquer the Persian Empire.
Sent 3: Olympias' influence instilled a sense of destiny in him, and Plutarch tells us that his ambition "kept his spirit serious and lofty in advance of his years."Sent 4: However, his father Philip was Alexander's most immediate and influential role model, as the young Alexander watched him campaign practically every year, winning victory after victory while ignoring severe wounds.
Sent 5: Alexander's relationship with his father forged the competitive side of his personality; he had a need to out-do his father, illustrated by his reckless behavior in battle.
Sent 6: While Alexander worried that his father would leave him "no great or brilliant achievement to be displayed to the world", he also downplayed his father's achievements to his companions.
Sent 7: According to Plutarch, among Alexander's traits were a violent temper and rash, impulsive nature, which undoubtedly contributed to some of his decisions.
Sent 8: Although Alexander was stubborn and did not respond well to orders from his father, he was open to reasoned debate.
Sent 9: He had a calmer side--perceptive, logical, and calculating.
Sent 10: He had a great desire for knowledge, a love for philosophy, and was an avid reader.
Sent 11: This was no doubt in part due to Aristotle's tutelage; Alexander was intelligent and quick to learn.
Sent 12: His intelligent and rational side was amply demonstrated by his ability and success as a general.
Sent 13: He had great self-restraint in "pleasures of the body," in contrast with his lack of self control with alcohol.
Sent 14: Alexander was erudite and patronized both arts and sciences.
Sent 15: However, he had little interest in sports or the Olympic games (unlike his father), seeking only the Homeric ideals of honor (time) and glory (kudos).
Sent 16: He had great charisma and force of personality, characteristics which made him a great leader.
Sent 17: His unique abilities were further demonstrated by the inability of any of his generals to unite Macedonia and retain the Empire after his death - only Alexander had the ability to do so.
Sent 18: During his final years, and especially after the death of Hephaestion, Alexander began to exhibit signs of megalomania and paranoia.

Output: What would you say were some of Alexanders not so great traits?


Input:
Paragraph- Sent 1: Flowing water causes sediment to move.
Sent 2: Flowing water can erode both rocks and soil.
Sent 3: You have already learned that materials can dissolve in water.
Sent 4: With enough time, even rocks can be dissolved by water.
Sent 5: This process happens really slowly.
Sent 6: It may take over a million years to dissolve a rock.
Sent 7: It doesnt matter how big the rock is.
Sent 8: With enough time, flowing water can dissolve it.
Sent 9: Moving water also has the ability to move small pieces of rock and soil.
Sent 10: How can water move a rock?
Sent 11: Doesnt it need energy?
Sent 12: Of course, water gets its energy because it is moving.
Sent 13: Moving water has kinetic energy.
Sent 14: Things that have more energy can do more work.
Sent 15: When water stops moving it will have no energy.
Sent 16: It will no longer be able to move the rock and soil.
Sent 17: When this happens the rock and soil will settle to the bottom of the calm water.
Sent 18: Scientists call this process deposition.

Output: How can water move a rock?


Input:
Paragraph- Sent 1: Flowing water causes sediment to move.
Sent 2: Flowing water can erode both rocks and soil.
Sent 3: You have already learned that materials can dissolve in water.
Sent 4: With enough time, even rocks can be dissolved by water.
Sent 5: This process happens really slowly.
Sent 6: It may take over a million years to dissolve a rock.
Sent 7: It doesnt matter how big the rock is.
Sent 8: With enough time, flowing water can dissolve it.
Sent 9: Moving water also has the ability to move small pieces of rock and soil.
Sent 10: How can water move a rock?
Sent 11: Doesnt it need energy?
Sent 12: Of course, water gets its energy because it is moving.
Sent 13: Moving water has kinetic energy.
Sent 14: Things that have more energy can do more work.
Sent 15: When water stops moving it will have no energy.
Sent 16: It will no longer be able to move the rock and soil.
Sent 17: When this happens the rock and soil will settle to the bottom of the calm water.
Sent 18: Scientists call this process deposition.

Output: What is the process called when water is no longer able to move?


Input:
Paragraph- Sent 1: Flowing water causes sediment to move.
Sent 2: Flowing water can erode both rocks and soil.
Sent 3: You have already learned that materials can dissolve in water.
Sent 4: With enough time, even rocks can be dissolved by water.
Sent 5: This process happens really slowly.
Sent 6: It may take over a million years to dissolve a rock.
Sent 7: It doesnt matter how big the rock is.
Sent 8: With enough time, flowing water can dissolve it.
Sent 9: Moving water also has the ability to move small pieces of rock and soil.
Sent 10: How can water move a rock?
Sent 11: Doesnt it need energy?
Sent 12: Of course, water gets its energy because it is moving.
Sent 13: Moving water has kinetic energy.
Sent 14: Things that have more energy can do more work.
Sent 15: When water stops moving it will have no energy.
Sent 16: It will no longer be able to move the rock and soil.
Sent 17: When this happens the rock and soil will settle to the bottom of the calm water.
Sent 18: Scientists call this process deposition.

Output: What is it called when rock and soil settle to the bottom of calm water?


Input:
Paragraph- Sent 1: Flowing water causes sediment to move.
Sent 2: Flowing water can erode both rocks and soil.
Sent 3: You have already learned that materials can dissolve in water.
Sent 4: With enough time, even rocks can be dissolved by water.
Sent 5: This process happens really slowly.
Sent 6: It may take over a million years to dissolve a rock.
Sent 7: It doesnt matter how big the rock is.
Sent 8: With enough time, flowing water can dissolve it.
Sent 9: Moving water also has the ability to move small pieces of rock and soil.
Sent 10: How can water move a rock?
Sent 11: Doesnt it need energy?
Sent 12: Of course, water gets its energy because it is moving.
Sent 13: Moving water has kinetic energy.
Sent 14: Things that have more energy can do more work.
Sent 15: When water stops moving it will have no energy.
Sent 16: It will no longer be able to move the rock and soil.
Sent 17: When this happens the rock and soil will settle to the bottom of the calm water.
Sent 18: Scientists call this process deposition.

Output: How long might it take for water to dissolve a rock?


Input:
Paragraph- Sent 1: Flowing water causes sediment to move.
Sent 2: Flowing water can erode both rocks and soil.
Sent 3: You have already learned that materials can dissolve in water.
Sent 4: With enough time, even rocks can be dissolved by water.
Sent 5: This process happens really slowly.
Sent 6: It may take over a million years to dissolve a rock.
Sent 7: It doesnt matter how big the rock is.
Sent 8: With enough time, flowing water can dissolve it.
Sent 9: Moving water also has the ability to move small pieces of rock and soil.
Sent 10: How can water move a rock?
Sent 11: Doesnt it need energy?
Sent 12: Of course, water gets its energy because it is moving.
Sent 13: Moving water has kinetic energy.
Sent 14: Things that have more energy can do more work.
Sent 15: When water stops moving it will have no energy.
Sent 16: It will no longer be able to move the rock and soil.
Sent 17: When this happens the rock and soil will settle to the bottom of the calm water.
Sent 18: Scientists call this process deposition.

Output: Why can water that is moving more do more work than water that is moving less?


Input:
Paragraph- Sent 1: Flowing water causes sediment to move.
Sent 2: Flowing water can erode both rocks and soil.
Sent 3: You have already learned that materials can dissolve in water.
Sent 4: With enough time, even rocks can be dissolved by water.
Sent 5: This process happens really slowly.
Sent 6: It may take over a million years to dissolve a rock.
Sent 7: It doesnt matter how big the rock is.
Sent 8: With enough time, flowing water can dissolve it.
Sent 9: Moving water also has the ability to move small pieces of rock and soil.
Sent 10: How can water move a rock?
Sent 11: Doesnt it need energy?
Sent 12: Of course, water gets its energy because it is moving.
Sent 13: Moving water has kinetic energy.
Sent 14: Things that have more energy can do more work.
Sent 15: When water stops moving it will have no energy.
Sent 16: It will no longer be able to move the rock and soil.
Sent 17: When this happens the rock and soil will settle to the bottom of the calm water.
Sent 18: Scientists call this process deposition.

Output: Would deposition of or the moving of a particular rock take more energy?


Input:
Paragraph- Sent 1: Flowing water causes sediment to move.
Sent 2: Flowing water can erode both rocks and soil.
Sent 3: You have already learned that materials can dissolve in water.
Sent 4: With enough time, even rocks can be dissolved by water.
Sent 5: This process happens really slowly.
Sent 6: It may take over a million years to dissolve a rock.
Sent 7: It doesnt matter how big the rock is.
Sent 8: With enough time, flowing water can dissolve it.
Sent 9: Moving water also has the ability to move small pieces of rock and soil.
Sent 10: How can water move a rock?
Sent 11: Doesnt it need energy?
Sent 12: Of course, water gets its energy because it is moving.
Sent 13: Moving water has kinetic energy.
Sent 14: Things that have more energy can do more work.
Sent 15: When water stops moving it will have no energy.
Sent 16: It will no longer be able to move the rock and soil.
Sent 17: When this happens the rock and soil will settle to the bottom of the calm water.
Sent 18: Scientists call this process deposition.

Output: How long does it take for water to dissolve rocks?


Input:
Paragraph- Sent 1: Flowing water causes sediment to move.
Sent 2: Flowing water can erode both rocks and soil.
Sent 3: You have already learned that materials can dissolve in water.
Sent 4: With enough time, even rocks can be dissolved by water.
Sent 5: This process happens really slowly.
Sent 6: It may take over a million years to dissolve a rock.
Sent 7: It doesnt matter how big the rock is.
Sent 8: With enough time, flowing water can dissolve it.
Sent 9: Moving water also has the ability to move small pieces of rock and soil.
Sent 10: How can water move a rock?
Sent 11: Doesnt it need energy?
Sent 12: Of course, water gets its energy because it is moving.
Sent 13: Moving water has kinetic energy.
Sent 14: Things that have more energy can do more work.
Sent 15: When water stops moving it will have no energy.
Sent 16: It will no longer be able to move the rock and soil.
Sent 17: When this happens the rock and soil will settle to the bottom of the calm water.
Sent 18: Scientists call this process deposition.

Output: Does it matter how big the rock is?


Input:
Paragraph- Sent 1: Flowing water causes sediment to move.
Sent 2: Flowing water can erode both rocks and soil.
Sent 3: You have already learned that materials can dissolve in water.
Sent 4: With enough time, even rocks can be dissolved by water.
Sent 5: This process happens really slowly.
Sent 6: It may take over a million years to dissolve a rock.
Sent 7: It doesnt matter how big the rock is.
Sent 8: With enough time, flowing water can dissolve it.
Sent 9: Moving water also has the ability to move small pieces of rock and soil.
Sent 10: How can water move a rock?
Sent 11: Doesnt it need energy?
Sent 12: Of course, water gets its energy because it is moving.
Sent 13: Moving water has kinetic energy.
Sent 14: Things that have more energy can do more work.
Sent 15: When water stops moving it will have no energy.
Sent 16: It will no longer be able to move the rock and soil.
Sent 17: When this happens the rock and soil will settle to the bottom of the calm water.
Sent 18: Scientists call this process deposition.

Output: What happens when water stops moving?


Input:
Paragraph- Sent 1: Flowing water causes sediment to move.
Sent 2: Flowing water can erode both rocks and soil.
Sent 3: You have already learned that materials can dissolve in water.
Sent 4: With enough time, even rocks can be dissolved by water.
Sent 5: This process happens really slowly.
Sent 6: It may take over a million years to dissolve a rock.
Sent 7: It doesnt matter how big the rock is.
Sent 8: With enough time, flowing water can dissolve it.
Sent 9: Moving water also has the ability to move small pieces of rock and soil.
Sent 10: How can water move a rock?
Sent 11: Doesnt it need energy?
Sent 12: Of course, water gets its energy because it is moving.
Sent 13: Moving water has kinetic energy.
Sent 14: Things that have more energy can do more work.
Sent 15: When water stops moving it will have no energy.
Sent 16: It will no longer be able to move the rock and soil.
Sent 17: When this happens the rock and soil will settle to the bottom of the calm water.
Sent 18: Scientists call this process deposition.

Output: Does water have kinetic energy?


Input:
Paragraph- Sent 1: Flowing water causes sediment to move.
Sent 2: Flowing water can erode both rocks and soil.
Sent 3: You have already learned that materials can dissolve in water.
Sent 4: With enough time, even rocks can be dissolved by water.
Sent 5: This process happens really slowly.
Sent 6: It may take over a million years to dissolve a rock.
Sent 7: It doesnt matter how big the rock is.
Sent 8: With enough time, flowing water can dissolve it.
Sent 9: Moving water also has the ability to move small pieces of rock and soil.
Sent 10: How can water move a rock?
Sent 11: Doesnt it need energy?
Sent 12: Of course, water gets its energy because it is moving.
Sent 13: Moving water has kinetic energy.
Sent 14: Things that have more energy can do more work.
Sent 15: When water stops moving it will have no energy.
Sent 16: It will no longer be able to move the rock and soil.
Sent 17: When this happens the rock and soil will settle to the bottom of the calm water.
Sent 18: Scientists call this process deposition.

Output: Is energy required for water to move a rock?


Input:
Paragraph- Sent 1: Flowing water causes sediment to move.
Sent 2: Flowing water can erode both rocks and soil.
Sent 3: You have already learned that materials can dissolve in water.
Sent 4: With enough time, even rocks can be dissolved by water.
Sent 5: This process happens really slowly.
Sent 6: It may take over a million years to dissolve a rock.
Sent 7: It doesnt matter how big the rock is.
Sent 8: With enough time, flowing water can dissolve it.
Sent 9: Moving water also has the ability to move small pieces of rock and soil.
Sent 10: How can water move a rock?
Sent 11: Doesnt it need energy?
Sent 12: Of course, water gets its energy because it is moving.
Sent 13: Moving water has kinetic energy.
Sent 14: Things that have more energy can do more work.
Sent 15: When water stops moving it will have no energy.
Sent 16: It will no longer be able to move the rock and soil.
Sent 17: When this happens the rock and soil will settle to the bottom of the calm water.
Sent 18: Scientists call this process deposition.

Output: Does moving water have kinetic energy?


Input:
Paragraph- Sent 1: Flowing water causes sediment to move.
Sent 2: Flowing water can erode both rocks and soil.
Sent 3: You have already learned that materials can dissolve in water.
Sent 4: With enough time, even rocks can be dissolved by water.
Sent 5: This process happens really slowly.
Sent 6: It may take over a million years to dissolve a rock.
Sent 7: It doesnt matter how big the rock is.
Sent 8: With enough time, flowing water can dissolve it.
Sent 9: Moving water also has the ability to move small pieces of rock and soil.
Sent 10: How can water move a rock?
Sent 11: Doesnt it need energy?
Sent 12: Of course, water gets its energy because it is moving.
Sent 13: Moving water has kinetic energy.
Sent 14: Things that have more energy can do more work.
Sent 15: When water stops moving it will have no energy.
Sent 16: It will no longer be able to move the rock and soil.
Sent 17: When this happens the rock and soil will settle to the bottom of the calm water.
Sent 18: Scientists call this process deposition.

Output: What are some things flowing water causes?


Input:
Paragraph- Sent 1: Flowing water causes sediment to move.
Sent 2: Flowing water can erode both rocks and soil.
Sent 3: You have already learned that materials can dissolve in water.
Sent 4: With enough time, even rocks can be dissolved by water.
Sent 5: This process happens really slowly.
Sent 6: It may take over a million years to dissolve a rock.
Sent 7: It doesnt matter how big the rock is.
Sent 8: With enough time, flowing water can dissolve it.
Sent 9: Moving water also has the ability to move small pieces of rock and soil.
Sent 10: How can water move a rock?
Sent 11: Doesnt it need energy?
Sent 12: Of course, water gets its energy because it is moving.
Sent 13: Moving water has kinetic energy.
Sent 14: Things that have more energy can do more work.
Sent 15: When water stops moving it will have no energy.
Sent 16: It will no longer be able to move the rock and soil.
Sent 17: When this happens the rock and soil will settle to the bottom of the calm water.
Sent 18: Scientists call this process deposition.

Output: What does flowing water cause?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: What did Mandy do for her teacher?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: Timothy likes to spend his time after school doing what and with who?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: What does the tree have on it that Mandy drew?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: What did Mandy paint?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: What was on the tree that Mandy drew for her teacher?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: What sports doTimothy like to play and who are his friends?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: What does Timothy like to do for fun?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: What does Andrew do after eatu ng his snack?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: What snacks do Andrew eat after he comes home from baseball and if he is a good boy?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: Who is a good artist?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: Who is the imaginary friend who watches television with Timothy?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: What does Andrew pretend play?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: What does Mandy like to do?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: What color were the leaves in the picture of the tree that Mandy drew for her teacher, and what fruit did the tree contain?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: What sports does Timothy like to play?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: Who is Sean and what activity does he do with Timothy?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: Who does Timothy play with?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: Who are Timothy's friends?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: What does Andrew eat?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: Who plays baseball?


Input:
Paragraph- Sent 1: Timothy likes to play sports.
Sent 2: He spends his time after school playing basketball and baseball.
Sent 3: Sometimes Timothy pretends he is a famous baseball pitcher for his favorite team with his friends.
Sent 4: He plays with his friends Mandy and Andrew.
Sent 5: Timothy also plays pretend when he is alone.
Sent 6: He has an imaginary friend named Sean.
Sent 7: Sean is an elephant who watches television with Timothy.
Sent 8: Mandy likes playing baseball but she also likes to paint.
Sent 9: Mandy's favorite class at school is art.
Sent 10: She likes making pictures of flowers.
Sent 11: Her teacher says she is a good artist.
Sent 12: She painted a picture of a tree for her teacher.
Sent 13: There were red and yellow leaves on it.
Sent 14: It had apples on it.
Sent 15: When Andrew goes home after baseball, he likes to eat a snack.
Sent 16: He eats carrots and bananas.
Sent 17: If he is a good boy his mom, Mrs. Smith, sometimes gives him milk and cookies.
Sent 18: Afterwards, Andrew finishes his homework.

Output: What is Andrew's last name?


Input:
Paragraph- Sent 1: At a modern-day nursing home , an elderly man named Duke begins to read a romantic story from his notebook to a fellow patient .
Sent 2: The story he tells begins in 1940 .
Sent 3: In Seabrook Island , South Carolina , local country boy Noah Calhoun is smitten with seventeen-year-old heiress Allie Hamilton after seeing her at a carnival , and they share an idyllic summer love affair .
Sent 4: Noah takes Allie to an abandoned house , which he explains that he intends to buy for them .
Sent 5: Later that evening , she asks him to make love to her , but they are interrupted by Noah 's friend Fin ( ( ( Kevin Connolly with the news that Allie 's parents have the police out looking for her .
Sent 6: When Allie and Noah return to her parents ' mansion , they ban her from seeing Noah , whom they say is `` trash , trash , trash not for you ! '' Sent 7: The two break up and the next morning , Allie 's mother announces that the family is returning home to Charleston .
Sent 8: Noah writes a letter each day to Allie for one year , but Allie 's mom intercepts them all and keeps them hidden from Allie .
Sent 9: As each lover sees there is no contact from the other , Noah and Allie have no choice but to move on with their lives ; Noah and Fin enlist to fight in World War II and Fin is killed in battle .
Sent 10: Allie becomes a volunteer in a hospital for wounded soldiers , where she meets an officer named Lon Hammond , Jr. , a young lawyer who is handsome , sophisticated , charming and comes from old Southern money .
Sent 11: The two eventually become engaged , to the delight of Allie 's parents , but Allie sees Noah 's face when Lon asks her to marry him .

Output: where were Noah and Allie when they were interrupted by Noah 's friend Fin?


Input:
Paragraph- Sent 1: At a modern-day nursing home , an elderly man named Duke begins to read a romantic story from his notebook to a fellow patient .
Sent 2: The story he tells begins in 1940 .
Sent 3: In Seabrook Island , South Carolina , local country boy Noah Calhoun is smitten with seventeen-year-old heiress Allie Hamilton after seeing her at a carnival , and they share an idyllic summer love affair .
Sent 4: Noah takes Allie to an abandoned house , which he explains that he intends to buy for them .
Sent 5: Later that evening , she asks him to make love to her , but they are interrupted by Noah 's friend Fin ( ( ( Kevin Connolly with the news that Allie 's parents have the police out looking for her .
Sent 6: When Allie and Noah return to her parents ' mansion , they ban her from seeing Noah , whom they say is `` trash , trash , trash not for you ! '' Sent 7: The two break up and the next morning , Allie 's mother announces that the family is returning home to Charleston .
Sent 8: Noah writes a letter each day to Allie for one year , but Allie 's mom intercepts them all and keeps them hidden from Allie .
Sent 9: As each lover sees there is no contact from the other , Noah and Allie have no choice but to move on with their lives ; Noah and Fin enlist to fight in World War II and Fin is killed in battle .
Sent 10: Allie becomes a volunteer in a hospital for wounded soldiers , where she meets an officer named Lon Hammond , Jr. , a young lawyer who is handsome , sophisticated , charming and comes from old Southern money .
Sent 11: The two eventually become engaged , to the delight of Allie 's parents , but Allie sees Noah 's face when Lon asks her to marry him .

Output: What does Allie see when Lon Hammond purposes?


Input:
Paragraph- Sent 1: At a modern-day nursing home , an elderly man named Duke begins to read a romantic story from his notebook to a fellow patient .
Sent 2: The story he tells begins in 1940 .
Sent 3: In Seabrook Island , South Carolina , local country boy Noah Calhoun is smitten with seventeen-year-old heiress Allie Hamilton after seeing her at a carnival , and they share an idyllic summer love affair .
Sent 4: Noah takes Allie to an abandoned house , which he explains that he intends to buy for them .
Sent 5: Later that evening , she asks him to make love to her , but they are interrupted by Noah 's friend Fin ( ( ( Kevin Connolly with the news that Allie 's parents have the police out looking for her .
Sent 6: When Allie and Noah return to her parents ' mansion , they ban her from seeing Noah , whom they say is `` trash , trash , trash not for you ! '' Sent 7: The two break up and the next morning , Allie 's mother announces that the family is returning home to Charleston .
Sent 8: Noah writes a letter each day to Allie for one year , but Allie 's mom intercepts them all and keeps them hidden from Allie .
Sent 9: As each lover sees there is no contact from the other , Noah and Allie have no choice but to move on with their lives ; Noah and Fin enlist to fight in World War II and Fin is killed in battle .
Sent 10: Allie becomes a volunteer in a hospital for wounded soldiers , where she meets an officer named Lon Hammond , Jr. , a young lawyer who is handsome , sophisticated , charming and comes from old Southern money .
Sent 11: The two eventually become engaged , to the delight of Allie 's parents , but Allie sees Noah 's face when Lon asks her to marry him .

Output: Who is deleted when Allie becomes engaged to Lon Hammond?


Input:
Paragraph- Sent 1: At a modern-day nursing home , an elderly man named Duke begins to read a romantic story from his notebook to a fellow patient .
Sent 2: The story he tells begins in 1940 .
Sent 3: In Seabrook Island , South Carolina , local country boy Noah Calhoun is smitten with seventeen-year-old heiress Allie Hamilton after seeing her at a carnival , and they share an idyllic summer love affair .
Sent 4: Noah takes Allie to an abandoned house , which he explains that he intends to buy for them .
Sent 5: Later that evening , she asks him to make love to her , but they are interrupted by Noah 's friend Fin ( ( ( Kevin Connolly with the news that Allie 's parents have the police out looking for her .
Sent 6: When Allie and Noah return to her parents ' mansion , they ban her from seeing Noah , whom they say is `` trash , trash , trash not for you ! '' Sent 7: The two break up and the next morning , Allie 's mother announces that the family is returning home to Charleston .
Sent 8: Noah writes a letter each day to Allie for one year , but Allie 's mom intercepts them all and keeps them hidden from Allie .
Sent 9: As each lover sees there is no contact from the other , Noah and Allie have no choice but to move on with their lives ; Noah and Fin enlist to fight in World War II and Fin is killed in battle .
Sent 10: Allie becomes a volunteer in a hospital for wounded soldiers , where she meets an officer named Lon Hammond , Jr. , a young lawyer who is handsome , sophisticated , charming and comes from old Southern money .
Sent 11: The two eventually become engaged , to the delight of Allie 's parents , but Allie sees Noah 's face when Lon asks her to marry him .

Output: In which year does the dukes story begin?


Input:
Paragraph- Sent 1: At a modern-day nursing home , an elderly man named Duke begins to read a romantic story from his notebook to a fellow patient .
Sent 2: The story he tells begins in 1940 .
Sent 3: In Seabrook Island , South Carolina , local country boy Noah Calhoun is smitten with seventeen-year-old heiress Allie Hamilton after seeing her at a carnival , and they share an idyllic summer love affair .
Sent 4: Noah takes Allie to an abandoned house , which he explains that he intends to buy for them .
Sent 5: Later that evening , she asks him to make love to her , but they are interrupted by Noah 's friend Fin ( ( ( Kevin Connolly with the news that Allie 's parents have the police out looking for her .
Sent 6: When Allie and Noah return to her parents ' mansion , they ban her from seeing Noah , whom they say is `` trash , trash , trash not for you ! '' Sent 7: The two break up and the next morning , Allie 's mother announces that the family is returning home to Charleston .
Sent 8: Noah writes a letter each day to Allie for one year , but Allie 's mom intercepts them all and keeps them hidden from Allie .
Sent 9: As each lover sees there is no contact from the other , Noah and Allie have no choice but to move on with their lives ; Noah and Fin enlist to fight in World War II and Fin is killed in battle .
Sent 10: Allie becomes a volunteer in a hospital for wounded soldiers , where she meets an officer named Lon Hammond , Jr. , a young lawyer who is handsome , sophisticated , charming and comes from old Southern money .
Sent 11: The two eventually become engaged , to the delight of Allie 's parents , but Allie sees Noah 's face when Lon asks her to marry him .

Output: To which city does Noah send his letters?


Input:
Paragraph- Sent 1: At a modern-day nursing home , an elderly man named Duke begins to read a romantic story from his notebook to a fellow patient .
Sent 2: The story he tells begins in 1940 .
Sent 3: In Seabrook Island , South Carolina , local country boy Noah Calhoun is smitten with seventeen-year-old heiress Allie Hamilton after seeing her at a carnival , and they share an idyllic summer love affair .
Sent 4: Noah takes Allie to an abandoned house , which he explains that he intends to buy for them .
Sent 5: Later that evening , she asks him to make love to her , but they are interrupted by Noah 's friend Fin ( ( ( Kevin Connolly with the news that Allie 's parents have the police out looking for her .
Sent 6: When Allie and Noah return to her parents ' mansion , they ban her from seeing Noah , whom they say is `` trash , trash , trash not for you ! '' Sent 7: The two break up and the next morning , Allie 's mother announces that the family is returning home to Charleston .
Sent 8: Noah writes a letter each day to Allie for one year , but Allie 's mom intercepts them all and keeps them hidden from Allie .
Sent 9: As each lover sees there is no contact from the other , Noah and Allie have no choice but to move on with their lives ; Noah and Fin enlist to fight in World War II and Fin is killed in battle .
Sent 10: Allie becomes a volunteer in a hospital for wounded soldiers , where she meets an officer named Lon Hammond , Jr. , a young lawyer who is handsome , sophisticated , charming and comes from old Southern money .
Sent 11: The two eventually become engaged , to the delight of Allie 's parents , but Allie sees Noah 's face when Lon asks her to marry him .

Output: With whom Allie got engaged , to the delight of Allie 's parents?


Input:
Paragraph- Sent 1: At a modern-day nursing home , an elderly man named Duke begins to read a romantic story from his notebook to a fellow patient .
Sent 2: The story he tells begins in 1940 .
Sent 3: In Seabrook Island , South Carolina , local country boy Noah Calhoun is smitten with seventeen-year-old heiress Allie Hamilton after seeing her at a carnival , and they share an idyllic summer love affair .
Sent 4: Noah takes Allie to an abandoned house , which he explains that he intends to buy for them .
Sent 5: Later that evening , she asks him to make love to her , but they are interrupted by Noah 's friend Fin ( ( ( Kevin Connolly with the news that Allie 's parents have the police out looking for her .
Sent 6: When Allie and Noah return to her parents ' mansion , they ban her from seeing Noah , whom they say is `` trash , trash , trash not for you ! '' Sent 7: The two break up and the next morning , Allie 's mother announces that the family is returning home to Charleston .
Sent 8: Noah writes a letter each day to Allie for one year , but Allie 's mom intercepts them all and keeps them hidden from Allie .
Sent 9: As each lover sees there is no contact from the other , Noah and Allie have no choice but to move on with their lives ; Noah and Fin enlist to fight in World War II and Fin is killed in battle .
Sent 10: Allie becomes a volunteer in a hospital for wounded soldiers , where she meets an officer named Lon Hammond , Jr. , a young lawyer who is handsome , sophisticated , charming and comes from old Southern money .
Sent 11: The two eventually become engaged , to the delight of Allie 's parents , but Allie sees Noah 's face when Lon asks her to marry him .

Output: In Seabrook Island, where does Noah take the heiress with whom he's smitten?


Input:
Paragraph- Sent 1: At a modern-day nursing home , an elderly man named Duke begins to read a romantic story from his notebook to a fellow patient .
Sent 2: The story he tells begins in 1940 .
Sent 3: In Seabrook Island , South Carolina , local country boy Noah Calhoun is smitten with seventeen-year-old heiress Allie Hamilton after seeing her at a carnival , and they share an idyllic summer love affair .
Sent 4: Noah takes Allie to an abandoned house , which he explains that he intends to buy for them .
Sent 5: Later that evening , she asks him to make love to her , but they are interrupted by Noah 's friend Fin ( ( ( Kevin Connolly with the news that Allie 's parents have the police out looking for her .
Sent 6: When Allie and Noah return to her parents ' mansion , they ban her from seeing Noah , whom they say is `` trash , trash , trash not for you ! '' Sent 7: The two break up and the next morning , Allie 's mother announces that the family is returning home to Charleston .
Sent 8: Noah writes a letter each day to Allie for one year , but Allie 's mom intercepts them all and keeps them hidden from Allie .
Sent 9: As each lover sees there is no contact from the other , Noah and Allie have no choice but to move on with their lives ; Noah and Fin enlist to fight in World War II and Fin is killed in battle .
Sent 10: Allie becomes a volunteer in a hospital for wounded soldiers , where she meets an officer named Lon Hammond , Jr. , a young lawyer who is handsome , sophisticated , charming and comes from old Southern money .
Sent 11: The two eventually become engaged , to the delight of Allie 's parents , but Allie sees Noah 's face when Lon asks her to marry him .

Output: Who asks Noah To make love?


Input:
Paragraph- Sent 1: At a modern-day nursing home , an elderly man named Duke begins to read a romantic story from his notebook to a fellow patient .
Sent 2: The story he tells begins in 1940 .
Sent 3: In Seabrook Island , South Carolina , local country boy Noah Calhoun is smitten with seventeen-year-old heiress Allie Hamilton after seeing her at a carnival , and they share an idyllic summer love affair .
Sent 4: Noah takes Allie to an abandoned house , which he explains that he intends to buy for them .
Sent 5: Later that evening , she asks him to make love to her , but they are interrupted by Noah 's friend Fin ( ( ( Kevin Connolly with the news that Allie 's parents have the police out looking for her .
Sent 6: When Allie and Noah return to her parents ' mansion , they ban her from seeing Noah , whom they say is `` trash , trash , trash not for you ! '' Sent 7: The two break up and the next morning , Allie 's mother announces that the family is returning home to Charleston .
Sent 8: Noah writes a letter each day to Allie for one year , but Allie 's mom intercepts them all and keeps them hidden from Allie .
Sent 9: As each lover sees there is no contact from the other , Noah and Allie have no choice but to move on with their lives ; Noah and Fin enlist to fight in World War II and Fin is killed in battle .
Sent 10: Allie becomes a volunteer in a hospital for wounded soldiers , where she meets an officer named Lon Hammond , Jr. , a young lawyer who is handsome , sophisticated , charming and comes from old Southern money .
Sent 11: The two eventually become engaged , to the delight of Allie 's parents , but Allie sees Noah 's face when Lon asks her to marry him .

Output: where does Noah takes Allie?


Input:
Paragraph- Sent 1: At a modern-day nursing home , an elderly man named Duke begins to read a romantic story from his notebook to a fellow patient .
Sent 2: The story he tells begins in 1940 .
Sent 3: In Seabrook Island , South Carolina , local country boy Noah Calhoun is smitten with seventeen-year-old heiress Allie Hamilton after seeing her at a carnival , and they share an idyllic summer love affair .
Sent 4: Noah takes Allie to an abandoned house , which he explains that he intends to buy for them .
Sent 5: Later that evening , she asks him to make love to her , but they are interrupted by Noah 's friend Fin ( ( ( Kevin Connolly with the news that Allie 's parents have the police out looking for her .
Sent 6: When Allie and Noah return to her parents ' mansion , they ban her from seeing Noah , whom they say is `` trash , trash , trash not for you ! '' Sent 7: The two break up and the next morning , Allie 's mother announces that the family is returning home to Charleston .
Sent 8: Noah writes a letter each day to Allie for one year , but Allie 's mom intercepts them all and keeps them hidden from Allie .
Sent 9: As each lover sees there is no contact from the other , Noah and Allie have no choice but to move on with their lives ; Noah and Fin enlist to fight in World War II and Fin is killed in battle .
Sent 10: Allie becomes a volunteer in a hospital for wounded soldiers , where she meets an officer named Lon Hammond , Jr. , a young lawyer who is handsome , sophisticated , charming and comes from old Southern money .
Sent 11: The two eventually become engaged , to the delight of Allie 's parents , but Allie sees Noah 's face when Lon asks her to marry him .

Output: who is reading the story that begins in the year 1940?


Input:
Paragraph- Sent 1: At a modern-day nursing home , an elderly man named Duke begins to read a romantic story from his notebook to a fellow patient .
Sent 2: The story he tells begins in 1940 .
Sent 3: In Seabrook Island , South Carolina , local country boy Noah Calhoun is smitten with seventeen-year-old heiress Allie Hamilton after seeing her at a carnival , and they share an idyllic summer love affair .
Sent 4: Noah takes Allie to an abandoned house , which he explains that he intends to buy for them .
Sent 5: Later that evening , she asks him to make love to her , but they are interrupted by Noah 's friend Fin ( ( ( Kevin Connolly with the news that Allie 's parents have the police out looking for her .
Sent 6: When Allie and Noah return to her parents ' mansion , they ban her from seeing Noah , whom they say is `` trash , trash , trash not for you ! '' Sent 7: The two break up and the next morning , Allie 's mother announces that the family is returning home to Charleston .
Sent 8: Noah writes a letter each day to Allie for one year , but Allie 's mom intercepts them all and keeps them hidden from Allie .
Sent 9: As each lover sees there is no contact from the other , Noah and Allie have no choice but to move on with their lives ; Noah and Fin enlist to fight in World War II and Fin is killed in battle .
Sent 10: Allie becomes a volunteer in a hospital for wounded soldiers , where she meets an officer named Lon Hammond , Jr. , a young lawyer who is handsome , sophisticated , charming and comes from old Southern money .
Sent 11: The two eventually become engaged , to the delight of Allie 's parents , but Allie sees Noah 's face when Lon asks her to marry him .

Output: when does the story begins which was said by Duke?


Input:
Paragraph- Sent 1: At a modern-day nursing home , an elderly man named Duke begins to read a romantic story from his notebook to a fellow patient .
Sent 2: The story he tells begins in 1940 .
Sent 3: In Seabrook Island , South Carolina , local country boy Noah Calhoun is smitten with seventeen-year-old heiress Allie Hamilton after seeing her at a carnival , and they share an idyllic summer love affair .
Sent 4: Noah takes Allie to an abandoned house , which he explains that he intends to buy for them .
Sent 5: Later that evening , she asks him to make love to her , but they are interrupted by Noah 's friend Fin ( ( ( Kevin Connolly with the news that Allie 's parents have the police out looking for her .
Sent 6: When Allie and Noah return to her parents ' mansion , they ban her from seeing Noah , whom they say is `` trash , trash , trash not for you ! '' Sent 7: The two break up and the next morning , Allie 's mother announces that the family is returning home to Charleston .
Sent 8: Noah writes a letter each day to Allie for one year , but Allie 's mom intercepts them all and keeps them hidden from Allie .
Sent 9: As each lover sees there is no contact from the other , Noah and Allie have no choice but to move on with their lives ; Noah and Fin enlist to fight in World War II and Fin is killed in battle .
Sent 10: Allie becomes a volunteer in a hospital for wounded soldiers , where she meets an officer named Lon Hammond , Jr. , a young lawyer who is handsome , sophisticated , charming and comes from old Southern money .
Sent 11: The two eventually become engaged , to the delight of Allie 's parents , but Allie sees Noah 's face when Lon asks her to marry him .

Output: Who interupts Noah and Allie  at the abandoned house?


Input:
Paragraph- Sent 1: At a modern-day nursing home , an elderly man named Duke begins to read a romantic story from his notebook to a fellow patient .
Sent 2: The story he tells begins in 1940 .
Sent 3: In Seabrook Island , South Carolina , local country boy Noah Calhoun is smitten with seventeen-year-old heiress Allie Hamilton after seeing her at a carnival , and they share an idyllic summer love affair .
Sent 4: Noah takes Allie to an abandoned house , which he explains that he intends to buy for them .
Sent 5: Later that evening , she asks him to make love to her , but they are interrupted by Noah 's friend Fin ( ( ( Kevin Connolly with the news that Allie 's parents have the police out looking for her .
Sent 6: When Allie and Noah return to her parents ' mansion , they ban her from seeing Noah , whom they say is `` trash , trash , trash not for you ! '' Sent 7: The two break up and the next morning , Allie 's mother announces that the family is returning home to Charleston .
Sent 8: Noah writes a letter each day to Allie for one year , but Allie 's mom intercepts them all and keeps them hidden from Allie .
Sent 9: As each lover sees there is no contact from the other , Noah and Allie have no choice but to move on with their lives ; Noah and Fin enlist to fight in World War II and Fin is killed in battle .
Sent 10: Allie becomes a volunteer in a hospital for wounded soldiers , where she meets an officer named Lon Hammond , Jr. , a young lawyer who is handsome , sophisticated , charming and comes from old Southern money .
Sent 11: The two eventually become engaged , to the delight of Allie 's parents , but Allie sees Noah 's face when Lon asks her to marry him .

Output: Finally who was engaged to allie?


Input:
Paragraph- Sent 1: At a modern-day nursing home , an elderly man named Duke begins to read a romantic story from his notebook to a fellow patient .
Sent 2: The story he tells begins in 1940 .
Sent 3: In Seabrook Island , South Carolina , local country boy Noah Calhoun is smitten with seventeen-year-old heiress Allie Hamilton after seeing her at a carnival , and they share an idyllic summer love affair .
Sent 4: Noah takes Allie to an abandoned house , which he explains that he intends to buy for them .
Sent 5: Later that evening , she asks him to make love to her , but they are interrupted by Noah 's friend Fin ( ( ( Kevin Connolly with the news that Allie 's parents have the police out looking for her .
Sent 6: When Allie and Noah return to her parents ' mansion , they ban her from seeing Noah , whom they say is `` trash , trash , trash not for you ! '' Sent 7: The two break up and the next morning , Allie 's mother announces that the family is returning home to Charleston .
Sent 8: Noah writes a letter each day to Allie for one year , but Allie 's mom intercepts them all and keeps them hidden from Allie .
Sent 9: As each lover sees there is no contact from the other , Noah and Allie have no choice but to move on with their lives ; Noah and Fin enlist to fight in World War II and Fin is killed in battle .
Sent 10: Allie becomes a volunteer in a hospital for wounded soldiers , where she meets an officer named Lon Hammond , Jr. , a young lawyer who is handsome , sophisticated , charming and comes from old Southern money .
Sent 11: The two eventually become engaged , to the delight of Allie 's parents , but Allie sees Noah 's face when Lon asks her to marry him .

Output: Where does the story Duke read take place?