Question:
Paragraph- Sent 1: Soon Sweetwater realised that his work was over for the night and planned to leave.
Sent 2: But there was one point to be settled first.
Sent 3: Was there any other means of exit from these grounds save that offered by the ordinary driveway?
Sent 4: He had an impression that in one of his strolls about, he had detected the outlines of a door in what looked like a high brick wall in the extreme rear.
Sent 5: If so, it were well worth his while to know where that door led.
Sent 6: Working his way along in the shadow cast by the house and afterward by the stable itself, he came upon what was certainly a wall and a wall with a door in it.
Sent 7: He could see the latter plainly from where he halted in the thick of the shadows.
Sent 8: The moonlight shone broadly on it, and he could detect the very shape and size of its lock.
Sent 9: It might be as well to try that lock, but he would have to cross a very wide strip of moonlight in order to do so, and he feared to attract attention to his extreme inquisitiveness.
Sent 10: Yet who was there to notice him at this hour?
Sent 11: Mr. Cumberland had not moved, the girls were upstairs, Zadok was busy with his paper, and the footman dozing over his pipe in his room over the stable.
Sent 12: Sweetwater had just come from that room, and he knew.
Question: What room was Sweetwater in before?.

Paragraph- Sent 1: Soon Sweetwater realised that his work was over for the night and planned to leave.
Sent 2: But there was one point to be settled first.
Sent 3: Was there any other means of exit from these grounds save that offered by the ordinary driveway?
Sent 4: He had an impression that in one of his strolls about, he had detected the outlines of a door in what looked like a high brick wall in the extreme rear.
Sent 5: If so, it were well worth his while to know where that door led.
Sent 6: Working his way along in the shadow cast by the house and afterward by the stable itself, he came upon what was certainly a wall and a wall with a door in it.
Sent 7: He could see the latter plainly from where he halted in the thick of the shadows.
Sent 8: The moonlight shone broadly on it, and he could detect the very shape and size of its lock.
Sent 9: It might be as well to try that lock, but he would have to cross a very wide strip of moonlight in order to do so, and he feared to attract attention to his extreme inquisitiveness.
Sent 10: Yet who was there to notice him at this hour?
Sent 11: Mr. Cumberland had not moved, the girls were upstairs, Zadok was busy with his paper, and the footman dozing over his pipe in his room over the stable.
Sent 12: Sweetwater had just come from that room, and he knew.
Question: Who could have possibly noticed Sweetwater if the timing was less ideal?.

Paragraph- Sent 1: Soon Sweetwater realised that his work was over for the night and planned to leave.
Sent 2: But there was one point to be settled first.
Sent 3: Was there any other means of exit from these grounds save that offered by the ordinary driveway?
Sent 4: He had an impression that in one of his strolls about, he had detected the outlines of a door in what looked like a high brick wall in the extreme rear.
Sent 5: If so, it were well worth his while to know where that door led.
Sent 6: Working his way along in the shadow cast by the house and afterward by the stable itself, he came upon what was certainly a wall and a wall with a door in it.
Sent 7: He could see the latter plainly from where he halted in the thick of the shadows.
Sent 8: The moonlight shone broadly on it, and he could detect the very shape and size of its lock.
Sent 9: It might be as well to try that lock, but he would have to cross a very wide strip of moonlight in order to do so, and he feared to attract attention to his extreme inquisitiveness.
Sent 10: Yet who was there to notice him at this hour?
Sent 11: Mr. Cumberland had not moved, the girls were upstairs, Zadok was busy with his paper, and the footman dozing over his pipe in his room over the stable.
Sent 12: Sweetwater had just come from that room, and he knew.
Question: What question needed to be answered before Sweetwater could leave?.

Instruction: You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (", "). E.g. "1, 2" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (", ").


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

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.
Question: What did Alexander have absolutely no interests in?.

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.
Question: What was some positive traits of Alexander?.

Instruction: You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (", "). E.g. "1, 2" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (", ").


Question:
Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .
Sent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .
Sent 3: Dhuruvan is a trainer at the camp .
Sent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .
Sent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .
Sent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .
Sent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .
Sent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .
Sent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .
Sent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .
Sent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest .
Question: Why do you think the two white men want the Indian satellite research station?.

Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .
Sent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .
Sent 3: Dhuruvan is a trainer at the camp .
Sent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .
Sent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .
Sent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .
Sent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .
Sent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .
Sent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .
Sent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .
Sent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest .
Question: What type of satellite was mentioned?.

Paragraph- Sent 1: The film begins with the announcement of the scheduled launch of a space vehicle carrying an Indian remote sensing satellite which would help scientists identify land suitable for agriculture .
Sent 2: Within a short range of this operation , in the same forest , the state forest department runs an NCC camp for women cadets .
Sent 3: Dhuruvan is a trainer at the camp .
Sent 4: Being a Scheduled tribe , he is deprecated for being positioned as a cadet officer in the forest security force through reservation system by his senior officer Ganapathiram .
Sent 5: But Dhuruvan 's integrity and co-living with other tribes in the forest abnegates aboriginal allegations by other forward caste officials and cadets in the department .
Sent 6: As a part of the training camp , an expedition is organized into the forest for a selected five cadets from the troop .
Sent 7: Dhuruvan selects the five most insolent and disobedient girls in the troop for the expedition intending to provide them better training .
Sent 8: As an attempt at a practical joke , the haughty girls post a complaint to Ganapathiram claiming that they did n't feel safe with Dhuruvan and that he was responsible for whatever that was to happen to them .
Sent 9: Meanwhile , the expedition begins and while Dhuruvan is caught up in some procedures at the forest check post , the girls non-chanlantly try to drive the jeep and run it down the slope of a hill .
Sent 10: After losing their vehicle , the troop decides to stay in the forest for the night and go by an alternate route the next morning .
Sent 11: But the plot thickens , when Kalpana describes two white men with advanced armaments in the Indian forest heading towards the direction of the Indian satellite research station in the forest .
Question: why dhuruvan is so depreciated?.

Instruction: You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (", "). E.g. "1, 2" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (", ").


Question:
Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.
Sent 2: The Taliban have kidnapped him.
Sent 3: If the truck turns right, he knows he's being sold to another militant group.
Sent 4: A left turn means his kidnappers have decided to let him go.
Sent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.
Sent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.
Sent 7: As part of CNN's "Taliban" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.
Sent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.
Sent 9: I'm told it is not possible to drive anymore.
Sent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.
Sent 11: Omar is very particular about I should cover my face.
Sent 12: I assume this is because they don't want informers to see that there's a foreigner coming.
Sent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.
Sent 14: We have to wait there, because they're going to have a meeting.
Sent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.
Sent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.
Sent 17: And he goes on, saying that we're going to be killed with a knife.
Sent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners.
Question: Why might Omar want Refsdal's face covered?.

Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.
Sent 2: The Taliban have kidnapped him.
Sent 3: If the truck turns right, he knows he's being sold to another militant group.
Sent 4: A left turn means his kidnappers have decided to let him go.
Sent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.
Sent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.
Sent 7: As part of CNN's "Taliban" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.
Sent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.
Sent 9: I'm told it is not possible to drive anymore.
Sent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.
Sent 11: Omar is very particular about I should cover my face.
Sent 12: I assume this is because they don't want informers to see that there's a foreigner coming.
Sent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.
Sent 14: We have to wait there, because they're going to have a meeting.
Sent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.
Sent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.
Sent 17: And he goes on, saying that we're going to be killed with a knife.
Sent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners.
Question: Did they drive or walk to the house?.

Paragraph- Sent 1: (CNN) -- In November 2009, Norwegian freelance journalist Paul Refsdal is riding in a pick-up truck on a dusty track of Afghan road.
Sent 2: The Taliban have kidnapped him.
Sent 3: If the truck turns right, he knows he's being sold to another militant group.
Sent 4: A left turn means his kidnappers have decided to let him go.
Sent 5: His journey started when Refsdal, who wanted to document the daily lives of the Taliban, accepted the invitation of a Taliban commander to film him and his fighters.
Sent 6: Refsdal later accompanied another Taliban commander, Omar, to his hideout on a second embed.
Sent 7: As part of CNN's "Taliban" documentary, Refsdal talked with CNN's Anderson Cooper about going from invited guest to kidnap victim -- a harrowing experience that began the way it later ended, with Refsdal in a truck.
Sent 8: Here is an edited excerpt: REFSDAL: We rent a pickup truck and we drive into this valley that doesn't really have a road.
Sent 9: I'm told it is not possible to drive anymore.
Sent 10: We will have to walk for several hours up the hillside to one village, and we have to sneak a little bit.
Sent 11: Omar is very particular about I should cover my face.
Sent 12: I assume this is because they don't want informers to see that there's a foreigner coming.
Sent 13: And we sleep in a house, and everything seems OK. Then, the next day we are asked to go to another house, just 100 meters down the hillside.
Sent 14: We have to wait there, because they're going to have a meeting.
Sent 15: After a couple hours, one of the fighters comes and says he's from al Qaeda.
Sent 16: And he says that he has information that I was spying for the coalition, so both my translator and I will be executed tonight.
Sent 17: And he goes on, saying that we're going to be killed with a knife.
Sent 18: ... He explains how much he hates foreigners and he wants to eat the flesh of foreigners.
Question: What is the name of the militant group driving the pick-up truck that Norwegian freelance journalist and kidnap victim, Paul Refsdal, is riding in?.

Instruction: You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (", "). E.g. "1, 2" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (", ").


Question:
Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.
Sent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.
Sent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.
Sent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.
Sent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.
Sent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.
Question: How can a teacher discover the best way to give a strong foundation for complete living?.

Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.
Sent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.
Sent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.
Sent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.
Sent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.
Sent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.
Question: How does watching the child help the educator find their special part of the whole work?.

Paragraph- Sent 1: In actual practice, however, we act too often as if we only cared for economic values.
Sent 2: If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.
Sent 3: While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work.
Sent 4: By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_.
Sent 5: He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building.
Sent 6: _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.
Question: If the teacher of young children is to live up to our educational profession, what must she teach?.

Instruction: You are given a paragraph, with numbered sentences, and a question. Write the numbers of the sentences needed to answer the given question. Separate multiple sentence numbers with a comma (", "). E.g. "1, 2" would be the correct response if Sent 1 and Sent 2 are needed to answer the given question (do not include sentences that contain no information that is necessary to answer the question). Sort the sentence numbers in an increasing order (i.e., '1, 2', instead of '2, 1'). Your answer should not contain anything than the sentence numbers separated by a comma (e.g. '1, 2, 3, 4'). The given question requires more than one sentence to answer. So, your answer must contain at least one comma (", ").