Question:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.
Question: Who are Billy and Sally's parents?.

Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.
Question: What type of voice does Sally use while playing?.

Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.
Question: What color hair does everyone have in Billy and Sally's family?.

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: Hurlburt Field, Florida (CNN) -- An Air Force CV-22 Osprey crashed Wednesday during a routine training mission north of Navarre, Florida, injuring five crew members aboard, a military official said.
Sent 2: The crash occurred about 6:45 p.m.
Sent 3: at Hurlburt Field's Eglin Range, said Amy Nicholson, chief of public affairs at the airfield.
Sent 4: The five injured crew members were taken to an area hospital, Nicholson said.
Sent 5: The extent of their injuries was not immediately known.
Sent 6: The cause of the accident is under investigation, she said.
Sent 7: The Osprey was assigned to the 1st Special Operations Wing, the Air Force said.
Sent 8: The tilt-rotor aircraft can fly like an airplane and land like a helicopter.
Sent 9: The Army began developing the Osprey in 1982, though the program was nearly scrapped in 1989 when then-Secretary of Defense Dick Cheney sought to cancel it because of ballooning costs.
Sent 10: Questions were raised about the safety of the Osprey after two crashes, including one in 1992 at a Marine Corps air base in Virginia that killed the crew.
Sent 11: In late 2000, the Marine Corps grounded the Osprey fleet after two crashes -- one in Arizona that killed four crew members and 15 passengers, and another in North Carolina that killed the crew.
Sent 12: A redesign was ordered on the Osprey, and it resumed flights in 2002.
Sent 13: The Air Force began using Ospreys in 2008 after testing the aircraft in 2006.
Sent 14: They were first deployed by the Marines in Iraq in 2007 after 18 years and $20 billion in development.
Question: How many years passed between the beginning of Osprey development and the fatal Osprey crash in Virginia?.

Paragraph- Sent 1: Hurlburt Field, Florida (CNN) -- An Air Force CV-22 Osprey crashed Wednesday during a routine training mission north of Navarre, Florida, injuring five crew members aboard, a military official said.
Sent 2: The crash occurred about 6:45 p.m.
Sent 3: at Hurlburt Field's Eglin Range, said Amy Nicholson, chief of public affairs at the airfield.
Sent 4: The five injured crew members were taken to an area hospital, Nicholson said.
Sent 5: The extent of their injuries was not immediately known.
Sent 6: The cause of the accident is under investigation, she said.
Sent 7: The Osprey was assigned to the 1st Special Operations Wing, the Air Force said.
Sent 8: The tilt-rotor aircraft can fly like an airplane and land like a helicopter.
Sent 9: The Army began developing the Osprey in 1982, though the program was nearly scrapped in 1989 when then-Secretary of Defense Dick Cheney sought to cancel it because of ballooning costs.
Sent 10: Questions were raised about the safety of the Osprey after two crashes, including one in 1992 at a Marine Corps air base in Virginia that killed the crew.
Sent 11: In late 2000, the Marine Corps grounded the Osprey fleet after two crashes -- one in Arizona that killed four crew members and 15 passengers, and another in North Carolina that killed the crew.
Sent 12: A redesign was ordered on the Osprey, and it resumed flights in 2002.
Sent 13: The Air Force began using Ospreys in 2008 after testing the aircraft in 2006.
Sent 14: They were first deployed by the Marines in Iraq in 2007 after 18 years and $20 billion in development.
Question: What reasons might have caused the Osprey to be scrapped?.

Paragraph- Sent 1: Hurlburt Field, Florida (CNN) -- An Air Force CV-22 Osprey crashed Wednesday during a routine training mission north of Navarre, Florida, injuring five crew members aboard, a military official said.
Sent 2: The crash occurred about 6:45 p.m.
Sent 3: at Hurlburt Field's Eglin Range, said Amy Nicholson, chief of public affairs at the airfield.
Sent 4: The five injured crew members were taken to an area hospital, Nicholson said.
Sent 5: The extent of their injuries was not immediately known.
Sent 6: The cause of the accident is under investigation, she said.
Sent 7: The Osprey was assigned to the 1st Special Operations Wing, the Air Force said.
Sent 8: The tilt-rotor aircraft can fly like an airplane and land like a helicopter.
Sent 9: The Army began developing the Osprey in 1982, though the program was nearly scrapped in 1989 when then-Secretary of Defense Dick Cheney sought to cancel it because of ballooning costs.
Sent 10: Questions were raised about the safety of the Osprey after two crashes, including one in 1992 at a Marine Corps air base in Virginia that killed the crew.
Sent 11: In late 2000, the Marine Corps grounded the Osprey fleet after two crashes -- one in Arizona that killed four crew members and 15 passengers, and another in North Carolina that killed the crew.
Sent 12: A redesign was ordered on the Osprey, and it resumed flights in 2002.
Sent 13: The Air Force began using Ospreys in 2008 after testing the aircraft in 2006.
Sent 14: They were first deployed by the Marines in Iraq in 2007 after 18 years and $20 billion in development.
Question: How many crew members were injured in the crash of an Osprey aircraft on Wednesday?.

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: You are already very familiar with Earths gravity.
Sent 2: It constantly pulls you toward Earths center.
Sent 3: What might happen if there was no gravity?
Sent 4: You know that the Earth is rotating on its axis.
Sent 5: This motion causes our day and night cycle.
Sent 6: The Earth also orbits the Sun.
Sent 7: All this motion may cause you to fly off the Earth!
Sent 8: You can thank gravity for keeping you in place.
Sent 9: Gravity keeps us firmly down on the ground.
Sent 10: Gravity also pulls on objects that are in the sky.
Sent 11: It also pulls on objects that are in space.
Sent 12: Meteors and skydivers are pulled down by gravity.
Sent 13: Gravity also keeps the moon orbiting the Earth.
Sent 14: Without gravity, the moon would float away.
Sent 15: It also holds artificial satellites in their orbit.
Sent 16: Many of these satellites help to connect the world.
Sent 17: They allow you to pick up a phone a call in many parts of the world.
Sent 18: You can also thank gravity for all your TV channels.
Question: What could cause you to fly off the Earth?.

Paragraph- Sent 1: You are already very familiar with Earths gravity.
Sent 2: It constantly pulls you toward Earths center.
Sent 3: What might happen if there was no gravity?
Sent 4: You know that the Earth is rotating on its axis.
Sent 5: This motion causes our day and night cycle.
Sent 6: The Earth also orbits the Sun.
Sent 7: All this motion may cause you to fly off the Earth!
Sent 8: You can thank gravity for keeping you in place.
Sent 9: Gravity keeps us firmly down on the ground.
Sent 10: Gravity also pulls on objects that are in the sky.
Sent 11: It also pulls on objects that are in space.
Sent 12: Meteors and skydivers are pulled down by gravity.
Sent 13: Gravity also keeps the moon orbiting the Earth.
Sent 14: Without gravity, the moon would float away.
Sent 15: It also holds artificial satellites in their orbit.
Sent 16: Many of these satellites help to connect the world.
Sent 17: They allow you to pick up a phone a call in many parts of the world.
Sent 18: You can also thank gravity for all your TV channels.
Question: What does gravity do to the earth?.

Paragraph- Sent 1: You are already very familiar with Earths gravity.
Sent 2: It constantly pulls you toward Earths center.
Sent 3: What might happen if there was no gravity?
Sent 4: You know that the Earth is rotating on its axis.
Sent 5: This motion causes our day and night cycle.
Sent 6: The Earth also orbits the Sun.
Sent 7: All this motion may cause you to fly off the Earth!
Sent 8: You can thank gravity for keeping you in place.
Sent 9: Gravity keeps us firmly down on the ground.
Sent 10: Gravity also pulls on objects that are in the sky.
Sent 11: It also pulls on objects that are in space.
Sent 12: Meteors and skydivers are pulled down by gravity.
Sent 13: Gravity also keeps the moon orbiting the Earth.
Sent 14: Without gravity, the moon would float away.
Sent 15: It also holds artificial satellites in their orbit.
Sent 16: Many of these satellites help to connect the world.
Sent 17: They allow you to pick up a phone a call in many parts of the world.
Sent 18: You can also thank gravity for all your TV channels.
Question: What is the origin of gravity?.

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 following books have more than 5,000 citations in Google Scholar: Bandura, A. (1997).
Sent 2: Self-efficacy: the exercise of control.
Sent 3: New York: W.H. Freeman.
Sent 4: Bandura, A. (1986).
Sent 5: Social Foundations of Thought and Action: A Social Cognitive Theory.
Sent 6: Englewood Cliffs, N.J.: Prentice-Hall.
Sent 7: His other books are Bandura, A., & Walters, R.H. (1959).
Sent 8: Adolescent Aggression.
Sent 9: Ronald Press: New York.
Sent 10: Bandura, A. (1962).
Sent 11: Social Learning through Imitation.
Sent 12: University of Nebraska Press: Lincoln, NE. Bandura, A. (1969).
Sent 13: Principles of behavior modification.
Sent 14: New York: Holt, Rinehart and Winston.
Sent 15: Bandura, A. (1971).
Sent 16: Psychological modeling: conflicting theories.
Sent 17: Chicago: Aldine*Atherton.
Sent 18: Bandura, A. (1973).
Question: What year was Self-efficacy: the exercise of control published?.

Paragraph- Sent 1: The following books have more than 5,000 citations in Google Scholar: Bandura, A. (1997).
Sent 2: Self-efficacy: the exercise of control.
Sent 3: New York: W.H. Freeman.
Sent 4: Bandura, A. (1986).
Sent 5: Social Foundations of Thought and Action: A Social Cognitive Theory.
Sent 6: Englewood Cliffs, N.J.: Prentice-Hall.
Sent 7: His other books are Bandura, A., & Walters, R.H. (1959).
Sent 8: Adolescent Aggression.
Sent 9: Ronald Press: New York.
Sent 10: Bandura, A. (1962).
Sent 11: Social Learning through Imitation.
Sent 12: University of Nebraska Press: Lincoln, NE. Bandura, A. (1969).
Sent 13: Principles of behavior modification.
Sent 14: New York: Holt, Rinehart and Winston.
Sent 15: Bandura, A. (1971).
Sent 16: Psychological modeling: conflicting theories.
Sent 17: Chicago: Aldine*Atherton.
Sent 18: Bandura, A. (1973).
Question: Who published Social Learning through Limitation?.

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

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: Jake was walking to the park to play baseball with his friends.
Sent 2: He loved being outside on sunny days, and now that school was over for the year, he was playing baseball every day.
Sent 3: The more he played, the better he got.
Sent 4: Only Frank was better than he was.
Sent 5: He liked playing third base, but he often played in the field.
Sent 6: He was carrying his favorite mitt that his Grandfather had bought him.
Sent 7: His Grandfather had taught him to catch.
Sent 8: He loved spending time with him when he was younger, but he had moved last year.
Sent 9: Now he only saw his Grandfather in the summer.
Sent 10: Jake was really excited to show him his skills when he came to their next game.
Sent 11: He could throw really fast now.
Sent 12: He was sure his Grandfather would want to sit in the front to watch him.
Sent 13: He knew he would jump up and down.
Sent 14: Jake happily ran the rest of the way to the park thinking about how much fun he was going to have playing baseball this year.
Question: Whom did Jake spend time with when he was younger?.

Paragraph- Sent 1: Jake was walking to the park to play baseball with his friends.
Sent 2: He loved being outside on sunny days, and now that school was over for the year, he was playing baseball every day.
Sent 3: The more he played, the better he got.
Sent 4: Only Frank was better than he was.
Sent 5: He liked playing third base, but he often played in the field.
Sent 6: He was carrying his favorite mitt that his Grandfather had bought him.
Sent 7: His Grandfather had taught him to catch.
Sent 8: He loved spending time with him when he was younger, but he had moved last year.
Sent 9: Now he only saw his Grandfather in the summer.
Sent 10: Jake was really excited to show him his skills when he came to their next game.
Sent 11: He could throw really fast now.
Sent 12: He was sure his Grandfather would want to sit in the front to watch him.
Sent 13: He knew he would jump up and down.
Sent 14: Jake happily ran the rest of the way to the park thinking about how much fun he was going to have playing baseball this year.
Question: Was Jake only able to see his grandfather in the summer since he moved last year?.

Paragraph- Sent 1: Jake was walking to the park to play baseball with his friends.
Sent 2: He loved being outside on sunny days, and now that school was over for the year, he was playing baseball every day.
Sent 3: The more he played, the better he got.
Sent 4: Only Frank was better than he was.
Sent 5: He liked playing third base, but he often played in the field.
Sent 6: He was carrying his favorite mitt that his Grandfather had bought him.
Sent 7: His Grandfather had taught him to catch.
Sent 8: He loved spending time with him when he was younger, but he had moved last year.
Sent 9: Now he only saw his Grandfather in the summer.
Sent 10: Jake was really excited to show him his skills when he came to their next game.
Sent 11: He could throw really fast now.
Sent 12: He was sure his Grandfather would want to sit in the front to watch him.
Sent 13: He knew he would jump up and down.
Sent 14: Jake happily ran the rest of the way to the park thinking about how much fun he was going to have playing baseball this year.
Question: What did Jake get better at the more he played?.

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: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .
Sent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .
Sent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .
Sent 4: With the fixer 's help , .
Sent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .
Sent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .
Sent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .
Sent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .
Sent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .
Sent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .
Sent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .
Sent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .
Sent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others .
Question: Who helped Callimaco masquerade as a doctor?.

Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .
Sent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .
Sent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .
Sent 4: With the fixer 's help , .
Sent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .
Sent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .
Sent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .
Sent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .
Sent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .
Sent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .
Sent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .
Sent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .
Sent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others .
Question: What is the role of Callimaco in this play?.

Paragraph- Sent 1: Callimaco is taken by the beauty of Lucrezia , but she is the loyal wife of Nicia , a rich and foolish lawyer .
Sent 2: Callimaco hires the service of a shady ` fixer ' named Ligurio to aid in his quest to sleep with her .
Sent 3: Lgurio informs Callimaco that Nicia and Lucrezia are anxious to have a child .
Sent 4: With the fixer 's help , .
Sent 5: Callimaco masquerades as a doctor and convinces Nicia that the best way for Lucrezia to conceive a child is by her taking a potion made from the Mandrake Root .
Sent 6: He lies and warns Nicia that the first man to sleep with Lucrezia after she has taken the potion will die within eight days .
Sent 7: Together they devise a plan to kidnap a stranger to sleep with Lucrezia and draw out the poison .
Sent 8: Callimaco then disguises himself and arranges to be the one who is kidnapped .
Sent 9: Lucrezia is an honorable woman and does not at first agree to meet with the stranger .
Sent 10: Nicia gets both Lucrezia 's mother , a woman of ill repute , and her confessor Brother Timoteo , a priest of low morals , to aid in convincing Lucrezia of the necessity of the plan .
Sent 11: After finally sleeping with Lucrezia , Callimaco confesses everything .
Sent 12: Lucrezia gives thought to the duplicity of her husband , her mother , and her confessor , and decides that she now wants Callimaco as a lover forever .
Sent 13: Callimaco gets what he had desired and everyone else continues to believe that each had outwitted the others .
Question: Who finally slept with Lucrezia?.

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: { { Plot } } Tom plays pool in a deserted pool hall , pocketing two balls by lowdown means and then wakes Jerry up by shooting the 10-ball into the pocket where he is sleeping .
Sent 2: Jerry awakes just in time to avoid the 10-ball and is carried out to the ball return , where the 10 and the 13 smash the mouse between each other .
Sent 3: Jerry is mad and walks up through the pocket , first sees nothing , but after a few steps back to the pocket , he spots Tom perched behind it .
Sent 4: Jerry tries to jump into another corner pocket , but Tom aims a cue ball with so much force that it roll 's into the pocket , and spins back out of it and it rolls Jerry backwards to Tom , who has made a ramp with his cue stick for the mouse to slide up .
Sent 5: Jerry stops at the top of the stick and is then blown down by Tom , who then shoots a stream of balls to make the mouse flat .
Sent 6: The whole train rebounds back towards the cat and the balls stack up at Tom 's end of the table .
Sent 7: Tom shoots all the balls in succession with his cue , and then tries to shoot Jerry , but the mouse hangs onto the cue tip .
Sent 8: The cat , as if he were saying `` Have it your way '' , chalks up and shoots the 8-ball using Jerry .
Sent 9: The mouse drops off the cue tip and then is upended by the 8-ball rolling in circles , and Tom forces Jerry to jump through the ball rack as if he were a circus performer .
Sent 10: Tom then sets it on fire to add an additional level of torment , and when Jerry accomplishes this with poise , Tom discards the flaming rack and shoots the 8-ball across the table and back .
Question: How is Tom able to blow Jerry down the stick?.

Paragraph- Sent 1: { { Plot } } Tom plays pool in a deserted pool hall , pocketing two balls by lowdown means and then wakes Jerry up by shooting the 10-ball into the pocket where he is sleeping .
Sent 2: Jerry awakes just in time to avoid the 10-ball and is carried out to the ball return , where the 10 and the 13 smash the mouse between each other .
Sent 3: Jerry is mad and walks up through the pocket , first sees nothing , but after a few steps back to the pocket , he spots Tom perched behind it .
Sent 4: Jerry tries to jump into another corner pocket , but Tom aims a cue ball with so much force that it roll 's into the pocket , and spins back out of it and it rolls Jerry backwards to Tom , who has made a ramp with his cue stick for the mouse to slide up .
Sent 5: Jerry stops at the top of the stick and is then blown down by Tom , who then shoots a stream of balls to make the mouse flat .
Sent 6: The whole train rebounds back towards the cat and the balls stack up at Tom 's end of the table .
Sent 7: Tom shoots all the balls in succession with his cue , and then tries to shoot Jerry , but the mouse hangs onto the cue tip .
Sent 8: The cat , as if he were saying `` Have it your way '' , chalks up and shoots the 8-ball using Jerry .
Sent 9: The mouse drops off the cue tip and then is upended by the 8-ball rolling in circles , and Tom forces Jerry to jump through the ball rack as if he were a circus performer .
Sent 10: Tom then sets it on fire to add an additional level of torment , and when Jerry accomplishes this with poise , Tom discards the flaming rack and shoots the 8-ball across the table and back .
Question: When Jerry stops at the top of the stick, what position was the stick in?.

Paragraph- Sent 1: { { Plot } } Tom plays pool in a deserted pool hall , pocketing two balls by lowdown means and then wakes Jerry up by shooting the 10-ball into the pocket where he is sleeping .
Sent 2: Jerry awakes just in time to avoid the 10-ball and is carried out to the ball return , where the 10 and the 13 smash the mouse between each other .
Sent 3: Jerry is mad and walks up through the pocket , first sees nothing , but after a few steps back to the pocket , he spots Tom perched behind it .
Sent 4: Jerry tries to jump into another corner pocket , but Tom aims a cue ball with so much force that it roll 's into the pocket , and spins back out of it and it rolls Jerry backwards to Tom , who has made a ramp with his cue stick for the mouse to slide up .
Sent 5: Jerry stops at the top of the stick and is then blown down by Tom , who then shoots a stream of balls to make the mouse flat .
Sent 6: The whole train rebounds back towards the cat and the balls stack up at Tom 's end of the table .
Sent 7: Tom shoots all the balls in succession with his cue , and then tries to shoot Jerry , but the mouse hangs onto the cue tip .
Sent 8: The cat , as if he were saying `` Have it your way '' , chalks up and shoots the 8-ball using Jerry .
Sent 9: The mouse drops off the cue tip and then is upended by the 8-ball rolling in circles , and Tom forces Jerry to jump through the ball rack as if he were a circus performer .
Sent 10: Tom then sets it on fire to add an additional level of torment , and when Jerry accomplishes this with poise , Tom discards the flaming rack and shoots the 8-ball across the table and back .
Question: What does Tom do when Jerry hangs on to his cue tip?.

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 second major point on which the principals had agreed on March 10 was the need to crack down on terrorist organizations and curtail their fund-raising.
Sent 2: The embassy bombings of 1998 had focused attention on al Qaeda's finances.
Sent 3: One result had been the creation of an NSC-led interagency committee on terrorist financing.
Sent 4: On its recommendation, the President had designated Bin Ladin and al Qaeda as subject to sanctions under the International Emergency Economic Powers Act.
Sent 5: This gave theTreasury Department's Office of Foreign Assets Control (OFAC) the ability to search for and freeze any Bin Ladin or al Qaeda assets that reached the U.S. financial system.
Sent 6: But since OFAC had little information to go on, few funds were frozen.
Sent 7: In July 1999, the President applied the same designation to the Taliban for harboring Bin Ladin.
Sent 8: Here, OFAC had more success.
Sent 9: It blocked more than $34 million in Taliban assets held in U.S. banks.
Sent 10: Another $215 million in gold and $2 million in demand deposits, all belonging to the Afghan central bank and held by the Federal Reserve Bank of New York, were also frozen.
Sent 11: After October 1999, when the State Department formally designated al Qaeda a "foreign terrorist organization," it became the duty of U.S. banks to block its transactions and seize its funds.
Sent 12: Neither this designation nor UN sanctions had much additional practical effect; the sanctions were easily circumvented, and there were no multilateral mechanisms to ensure that other countries' financial systems were not used as conduits for terrorist funding.
Sent 13: Attacking the funds of an institution, even the Taliban, was easier than finding and seizing the funds of a clandestine worldwide organization like al Qaeda.
Sent 14: Although the CIA's Bin Ladin unit had originally been inspired by the idea of studying terrorist financial links, few personnel assigned to it had any experience in financial investigations.
Sent 15: Any terrorist-financing intelligence appeared to have been collected collaterally, as a consequence of gathering other intelligence.
Sent 16: This attitude may have stemmed in large part from the chief of this unit, who did not believe that simply following the money from point A to point B revealed much about the terrorists' plans and intentions.
Sent 17: As a result, the CIA placed little emphasis on terrorist financing.
Sent 18: Nevertheless, the CIA obtained a general understanding of how al Qaeda raised money.
Question: Why was it difficult for U.S. banks to block the transactions of and seize the funds of al Qaeda despite it being designated a "foreign terrorist organization"?.

Paragraph- Sent 1: The second major point on which the principals had agreed on March 10 was the need to crack down on terrorist organizations and curtail their fund-raising.
Sent 2: The embassy bombings of 1998 had focused attention on al Qaeda's finances.
Sent 3: One result had been the creation of an NSC-led interagency committee on terrorist financing.
Sent 4: On its recommendation, the President had designated Bin Ladin and al Qaeda as subject to sanctions under the International Emergency Economic Powers Act.
Sent 5: This gave theTreasury Department's Office of Foreign Assets Control (OFAC) the ability to search for and freeze any Bin Ladin or al Qaeda assets that reached the U.S. financial system.
Sent 6: But since OFAC had little information to go on, few funds were frozen.
Sent 7: In July 1999, the President applied the same designation to the Taliban for harboring Bin Ladin.
Sent 8: Here, OFAC had more success.
Sent 9: It blocked more than $34 million in Taliban assets held in U.S. banks.
Sent 10: Another $215 million in gold and $2 million in demand deposits, all belonging to the Afghan central bank and held by the Federal Reserve Bank of New York, were also frozen.
Sent 11: After October 1999, when the State Department formally designated al Qaeda a "foreign terrorist organization," it became the duty of U.S. banks to block its transactions and seize its funds.
Sent 12: Neither this designation nor UN sanctions had much additional practical effect; the sanctions were easily circumvented, and there were no multilateral mechanisms to ensure that other countries' financial systems were not used as conduits for terrorist funding.
Sent 13: Attacking the funds of an institution, even the Taliban, was easier than finding and seizing the funds of a clandestine worldwide organization like al Qaeda.
Sent 14: Although the CIA's Bin Ladin unit had originally been inspired by the idea of studying terrorist financial links, few personnel assigned to it had any experience in financial investigations.
Sent 15: Any terrorist-financing intelligence appeared to have been collected collaterally, as a consequence of gathering other intelligence.
Sent 16: This attitude may have stemmed in large part from the chief of this unit, who did not believe that simply following the money from point A to point B revealed much about the terrorists' plans and intentions.
Sent 17: As a result, the CIA placed little emphasis on terrorist financing.
Sent 18: Nevertheless, the CIA obtained a general understanding of how al Qaeda raised money.
Question: Why was it easier to attack the funds of an institution, even the Taliban, than to find and seize the funds of a clandestine worldwide organization like al Qaeda?.

Paragraph- Sent 1: The second major point on which the principals had agreed on March 10 was the need to crack down on terrorist organizations and curtail their fund-raising.
Sent 2: The embassy bombings of 1998 had focused attention on al Qaeda's finances.
Sent 3: One result had been the creation of an NSC-led interagency committee on terrorist financing.
Sent 4: On its recommendation, the President had designated Bin Ladin and al Qaeda as subject to sanctions under the International Emergency Economic Powers Act.
Sent 5: This gave theTreasury Department's Office of Foreign Assets Control (OFAC) the ability to search for and freeze any Bin Ladin or al Qaeda assets that reached the U.S. financial system.
Sent 6: But since OFAC had little information to go on, few funds were frozen.
Sent 7: In July 1999, the President applied the same designation to the Taliban for harboring Bin Ladin.
Sent 8: Here, OFAC had more success.
Sent 9: It blocked more than $34 million in Taliban assets held in U.S. banks.
Sent 10: Another $215 million in gold and $2 million in demand deposits, all belonging to the Afghan central bank and held by the Federal Reserve Bank of New York, were also frozen.
Sent 11: After October 1999, when the State Department formally designated al Qaeda a "foreign terrorist organization," it became the duty of U.S. banks to block its transactions and seize its funds.
Sent 12: Neither this designation nor UN sanctions had much additional practical effect; the sanctions were easily circumvented, and there were no multilateral mechanisms to ensure that other countries' financial systems were not used as conduits for terrorist funding.
Sent 13: Attacking the funds of an institution, even the Taliban, was easier than finding and seizing the funds of a clandestine worldwide organization like al Qaeda.
Sent 14: Although the CIA's Bin Ladin unit had originally been inspired by the idea of studying terrorist financial links, few personnel assigned to it had any experience in financial investigations.
Sent 15: Any terrorist-financing intelligence appeared to have been collected collaterally, as a consequence of gathering other intelligence.
Sent 16: This attitude may have stemmed in large part from the chief of this unit, who did not believe that simply following the money from point A to point B revealed much about the terrorists' plans and intentions.
Sent 17: As a result, the CIA placed little emphasis on terrorist financing.
Sent 18: Nevertheless, the CIA obtained a general understanding of how al Qaeda raised money.
Question: Who recommended that the President designate Bin Ladin and al Qaeda as subject to sanctions under the International Emergency Economic Powers Act?.

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 National Security Act of 1947 created the position of Director of Central Intelligence (DCI).
Sent 2: Independent from the departments of Defense, State, Justice, and other policy departments, the DCI heads the U.S.intelligence community and provides intelligence to federal entities.
Sent 3: The sole element of the intelligence community independent from a cabinet agency is the CIA.
Sent 4: As an independent agency, it collects, analyzes, and disseminates intelligence from all sources.
Sent 5: The CIA's number one customer is the president of the United States, who also has the authority to direct it to conduct covert operations.
Sent 6: Although covert actions represent a very small fraction of the Agency's entire budget, these operations have at times been controversial and over time have dominated the public's perception of the CIA.
Sent 7: The DCI is confirmed by the Senate but is not technically a member of the president's cabinet.
Sent 8: The director's power under federal law over the loose, confederated "intelligence community" is limited.
Sent 9: He or she states the community's priorities and coordinates development of intelligence agency budget requests for submission to Congress.
Sent 10: This responsibility gives many the false impression that the DCI has line authority over the heads of these agencies and has the power to shift resources within these budgets as the need arises.
Sent 11: Neither is true.
Sent 12: In fact, the DCI's real authority has been directly proportional to his personal closeness to the president, which has waxed and waned over the years, and to others in government, especially the secretary of defense.
Sent 13: Intelligence agencies under the Department of Defense account for approximately 80 percent of all U.S. spending for intelligence, including some that supports a national customer base and some that supports specific Defense Department or military service needs.
Sent 14: As they are housed in the Defense Department, these agencies are keenly attentive to the military's strategic and tactical requirements.
Question: What does the sole element of the intelligence community (independent from a cabinet agency) do?.

Paragraph- Sent 1: The National Security Act of 1947 created the position of Director of Central Intelligence (DCI).
Sent 2: Independent from the departments of Defense, State, Justice, and other policy departments, the DCI heads the U.S.intelligence community and provides intelligence to federal entities.
Sent 3: The sole element of the intelligence community independent from a cabinet agency is the CIA.
Sent 4: As an independent agency, it collects, analyzes, and disseminates intelligence from all sources.
Sent 5: The CIA's number one customer is the president of the United States, who also has the authority to direct it to conduct covert operations.
Sent 6: Although covert actions represent a very small fraction of the Agency's entire budget, these operations have at times been controversial and over time have dominated the public's perception of the CIA.
Sent 7: The DCI is confirmed by the Senate but is not technically a member of the president's cabinet.
Sent 8: The director's power under federal law over the loose, confederated "intelligence community" is limited.
Sent 9: He or she states the community's priorities and coordinates development of intelligence agency budget requests for submission to Congress.
Sent 10: This responsibility gives many the false impression that the DCI has line authority over the heads of these agencies and has the power to shift resources within these budgets as the need arises.
Sent 11: Neither is true.
Sent 12: In fact, the DCI's real authority has been directly proportional to his personal closeness to the president, which has waxed and waned over the years, and to others in government, especially the secretary of defense.
Sent 13: Intelligence agencies under the Department of Defense account for approximately 80 percent of all U.S. spending for intelligence, including some that supports a national customer base and some that supports specific Defense Department or military service needs.
Sent 14: As they are housed in the Defense Department, these agencies are keenly attentive to the military's strategic and tactical requirements.
Question: Which independent Agency collects, analyzes, and disseminates intelligence from its sources?.

Paragraph- Sent 1: The National Security Act of 1947 created the position of Director of Central Intelligence (DCI).
Sent 2: Independent from the departments of Defense, State, Justice, and other policy departments, the DCI heads the U.S.intelligence community and provides intelligence to federal entities.
Sent 3: The sole element of the intelligence community independent from a cabinet agency is the CIA.
Sent 4: As an independent agency, it collects, analyzes, and disseminates intelligence from all sources.
Sent 5: The CIA's number one customer is the president of the United States, who also has the authority to direct it to conduct covert operations.
Sent 6: Although covert actions represent a very small fraction of the Agency's entire budget, these operations have at times been controversial and over time have dominated the public's perception of the CIA.
Sent 7: The DCI is confirmed by the Senate but is not technically a member of the president's cabinet.
Sent 8: The director's power under federal law over the loose, confederated "intelligence community" is limited.
Sent 9: He or she states the community's priorities and coordinates development of intelligence agency budget requests for submission to Congress.
Sent 10: This responsibility gives many the false impression that the DCI has line authority over the heads of these agencies and has the power to shift resources within these budgets as the need arises.
Sent 11: Neither is true.
Sent 12: In fact, the DCI's real authority has been directly proportional to his personal closeness to the president, which has waxed and waned over the years, and to others in government, especially the secretary of defense.
Sent 13: Intelligence agencies under the Department of Defense account for approximately 80 percent of all U.S. spending for intelligence, including some that supports a national customer base and some that supports specific Defense Department or military service needs.
Sent 14: As they are housed in the Defense Department, these agencies are keenly attentive to the military's strategic and tactical requirements.
Question: Is it true that the DCI has line authority over the heads of these agencies and has the power to shift resources within these budgets as the need arises?.

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: Einstein visited New York City for the first time on 2 April 1921, where he received an official welcome by Mayor John Francis Hylan, followed by three weeks of lectures and receptions.
Sent 2: He went on to deliver several lectures at Columbia University and Princeton University, and in Washington he accompanied representatives of the National Academy of Science on a visit to the White House.
Sent 3: On his return to Europe he was the guest of the British statesman and philosopher Viscount Haldane in London, where he met several renowned scientific, intellectual and political figures, and delivered a lecture at King's College.
Sent 4: He also published an essay, "My First Impression of the U.S.A.," in July 1921, in which he tried briefly to describe some characteristics of Americans, much as Alexis de Tocqueville did, who published his own impressions in Democracy in America (1835).
Sent 5: For some of his observations, Einstein was clearly surprised: "What strikes a visitor is the joyous, positive attitude to life .
Sent 6: The American is friendly, self-confident, optimistic, and without envy."Sent 7: In 1922, his travels took him to Asia and later to Palestine, as part of a six-month excursion and speaking tour, as he visited Singapore, Ceylon and Japan, where he gave a series of lectures to thousands of Japanese.
Sent 8: After his first public lecture, he met the emperor and empress at the Imperial Palace, where thousands came to watch.
Sent 9: In a letter to his sons, Einstein described his impression of the Japanese as being modest, intelligent, considerate, and having a true feel for art.
Sent 10: On his return voyage, he visited Palestine for 12 days in what would become his only visit to that region.
Sent 11: Einstein was greeted as if he were a head of state, rather than a physicist, which included a cannon salute upon arriving at the home of the British high commissioner, Sir Herbert Samuel.
Sent 12: During one reception, the building was stormed by people who wanted to see and hear him.
Sent 13: In Einstein's talk to the audience, he expressed happiness that the Jewish people were beginning to be recognized as a force in the world.
Question: What year did Einstein expressed his happiness that the Jewish people were beginning to be recognized as a force in the world?.

Paragraph- Sent 1: Einstein visited New York City for the first time on 2 April 1921, where he received an official welcome by Mayor John Francis Hylan, followed by three weeks of lectures and receptions.
Sent 2: He went on to deliver several lectures at Columbia University and Princeton University, and in Washington he accompanied representatives of the National Academy of Science on a visit to the White House.
Sent 3: On his return to Europe he was the guest of the British statesman and philosopher Viscount Haldane in London, where he met several renowned scientific, intellectual and political figures, and delivered a lecture at King's College.
Sent 4: He also published an essay, "My First Impression of the U.S.A.," in July 1921, in which he tried briefly to describe some characteristics of Americans, much as Alexis de Tocqueville did, who published his own impressions in Democracy in America (1835).
Sent 5: For some of his observations, Einstein was clearly surprised: "What strikes a visitor is the joyous, positive attitude to life .
Sent 6: The American is friendly, self-confident, optimistic, and without envy."Sent 7: In 1922, his travels took him to Asia and later to Palestine, as part of a six-month excursion and speaking tour, as he visited Singapore, Ceylon and Japan, where he gave a series of lectures to thousands of Japanese.
Sent 8: After his first public lecture, he met the emperor and empress at the Imperial Palace, where thousands came to watch.
Sent 9: In a letter to his sons, Einstein described his impression of the Japanese as being modest, intelligent, considerate, and having a true feel for art.
Sent 10: On his return voyage, he visited Palestine for 12 days in what would become his only visit to that region.
Sent 11: Einstein was greeted as if he were a head of state, rather than a physicist, which included a cannon salute upon arriving at the home of the British high commissioner, Sir Herbert Samuel.
Sent 12: During one reception, the building was stormed by people who wanted to see and hear him.
Sent 13: In Einstein's talk to the audience, he expressed happiness that the Jewish people were beginning to be recognized as a force in the world.
Question: In what country was Einstein greeted as a head of state in 1922?.

Paragraph- Sent 1: Einstein visited New York City for the first time on 2 April 1921, where he received an official welcome by Mayor John Francis Hylan, followed by three weeks of lectures and receptions.
Sent 2: He went on to deliver several lectures at Columbia University and Princeton University, and in Washington he accompanied representatives of the National Academy of Science on a visit to the White House.
Sent 3: On his return to Europe he was the guest of the British statesman and philosopher Viscount Haldane in London, where he met several renowned scientific, intellectual and political figures, and delivered a lecture at King's College.
Sent 4: He also published an essay, "My First Impression of the U.S.A.," in July 1921, in which he tried briefly to describe some characteristics of Americans, much as Alexis de Tocqueville did, who published his own impressions in Democracy in America (1835).
Sent 5: For some of his observations, Einstein was clearly surprised: "What strikes a visitor is the joyous, positive attitude to life .
Sent 6: The American is friendly, self-confident, optimistic, and without envy."Sent 7: In 1922, his travels took him to Asia and later to Palestine, as part of a six-month excursion and speaking tour, as he visited Singapore, Ceylon and Japan, where he gave a series of lectures to thousands of Japanese.
Sent 8: After his first public lecture, he met the emperor and empress at the Imperial Palace, where thousands came to watch.
Sent 9: In a letter to his sons, Einstein described his impression of the Japanese as being modest, intelligent, considerate, and having a true feel for art.
Sent 10: On his return voyage, he visited Palestine for 12 days in what would become his only visit to that region.
Sent 11: Einstein was greeted as if he were a head of state, rather than a physicist, which included a cannon salute upon arriving at the home of the British high commissioner, Sir Herbert Samuel.
Sent 12: During one reception, the building was stormed by people who wanted to see and hear him.
Sent 13: In Einstein's talk to the audience, he expressed happiness that the Jewish people were beginning to be recognized as a force in the world.
Question: At which universities did Einstein deliver lectures on his 1921 trip to the United States?.

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: WASHINGTON (CNN) -- Libya has paid $1.5 billion to the families of terrorism victims, overcoming the final obstacle to full relations with the United States, the State Department said Friday.
Sent 2: Police officers survey the wreckage of Pan Am Flight 103 in Lockerbie, Scotland, in December 1988.
Sent 3: The payment ends Tripoli's legal liability in U.S. terror cases and paves the way for increased U.S. involvement in the oil-rich nation.
Sent 4: President Bush signed an executive order Friday restoring Libyan immunity from terrorism-related lawsuits and dismissing pending cases over compensation as part of a deal reached this summer.
Sent 5: David Welch, the top U.S. diplomat for the Middle East, who negotiated the agreement, called Libya's rehabilitation from a terrorist nation to a U.S. ally "historic."Sent 6: The pact closes the book on a contentious period in U.S.-Libyan relations, which began in the 1980s with a series of attacks involving the two countries, including the bombings of Pan Am flight 103, a German disco and U.S. airstrikes over Libya.
Sent 7: U.S. business executives hope the new relationship will lead to billions of dollars of new investment in Libya, a country rich in petroleum reserves but lacking a developed infrastructure.
Sent 8: This summer, the United States and Libya signed a deal for the State Department to create a $1.8 billion compensation fund to finalize the claims for the 1988 bombing of Pan Am Flight 103 over Lockerbie, Scotland, and the 1986 bombing of La Belle disco in Berlin, Germany.
Sent 9: It also compensates Libyan victims of U.S. airstrikes in the 1980s.
Sent 10: Congress unanimously adopted the Libyan Claims Resolution Act, sponsored by Sen. Frank R. Lautenberg, D-New Jersey, which cleared the way to end the feud and created the victim compensation fund.
Sent 11: Under the agreement, Libya pays more than $500 million to settle remaining claims from the Lockerbie case and more than $280 million for victims of the disco bombing.
Sent 12: It will also set aside funds to compensate victims of several other incidents blamed on Libya, although Libya has not accepted responsibility.
Question: When did US relations with Libya become contentious?.

Paragraph- Sent 1: WASHINGTON (CNN) -- Libya has paid $1.5 billion to the families of terrorism victims, overcoming the final obstacle to full relations with the United States, the State Department said Friday.
Sent 2: Police officers survey the wreckage of Pan Am Flight 103 in Lockerbie, Scotland, in December 1988.
Sent 3: The payment ends Tripoli's legal liability in U.S. terror cases and paves the way for increased U.S. involvement in the oil-rich nation.
Sent 4: President Bush signed an executive order Friday restoring Libyan immunity from terrorism-related lawsuits and dismissing pending cases over compensation as part of a deal reached this summer.
Sent 5: David Welch, the top U.S. diplomat for the Middle East, who negotiated the agreement, called Libya's rehabilitation from a terrorist nation to a U.S. ally "historic."Sent 6: The pact closes the book on a contentious period in U.S.-Libyan relations, which began in the 1980s with a series of attacks involving the two countries, including the bombings of Pan Am flight 103, a German disco and U.S. airstrikes over Libya.
Sent 7: U.S. business executives hope the new relationship will lead to billions of dollars of new investment in Libya, a country rich in petroleum reserves but lacking a developed infrastructure.
Sent 8: This summer, the United States and Libya signed a deal for the State Department to create a $1.8 billion compensation fund to finalize the claims for the 1988 bombing of Pan Am Flight 103 over Lockerbie, Scotland, and the 1986 bombing of La Belle disco in Berlin, Germany.
Sent 9: It also compensates Libyan victims of U.S. airstrikes in the 1980s.
Sent 10: Congress unanimously adopted the Libyan Claims Resolution Act, sponsored by Sen. Frank R. Lautenberg, D-New Jersey, which cleared the way to end the feud and created the victim compensation fund.
Sent 11: Under the agreement, Libya pays more than $500 million to settle remaining claims from the Lockerbie case and more than $280 million for victims of the disco bombing.
Sent 12: It will also set aside funds to compensate victims of several other incidents blamed on Libya, although Libya has not accepted responsibility.
Question: When and where was a disco affected by Libyan attacks?.

Paragraph- Sent 1: WASHINGTON (CNN) -- Libya has paid $1.5 billion to the families of terrorism victims, overcoming the final obstacle to full relations with the United States, the State Department said Friday.
Sent 2: Police officers survey the wreckage of Pan Am Flight 103 in Lockerbie, Scotland, in December 1988.
Sent 3: The payment ends Tripoli's legal liability in U.S. terror cases and paves the way for increased U.S. involvement in the oil-rich nation.
Sent 4: President Bush signed an executive order Friday restoring Libyan immunity from terrorism-related lawsuits and dismissing pending cases over compensation as part of a deal reached this summer.
Sent 5: David Welch, the top U.S. diplomat for the Middle East, who negotiated the agreement, called Libya's rehabilitation from a terrorist nation to a U.S. ally "historic."Sent 6: The pact closes the book on a contentious period in U.S.-Libyan relations, which began in the 1980s with a series of attacks involving the two countries, including the bombings of Pan Am flight 103, a German disco and U.S. airstrikes over Libya.
Sent 7: U.S. business executives hope the new relationship will lead to billions of dollars of new investment in Libya, a country rich in petroleum reserves but lacking a developed infrastructure.
Sent 8: This summer, the United States and Libya signed a deal for the State Department to create a $1.8 billion compensation fund to finalize the claims for the 1988 bombing of Pan Am Flight 103 over Lockerbie, Scotland, and the 1986 bombing of La Belle disco in Berlin, Germany.
Sent 9: It also compensates Libyan victims of U.S. airstrikes in the 1980s.
Sent 10: Congress unanimously adopted the Libyan Claims Resolution Act, sponsored by Sen. Frank R. Lautenberg, D-New Jersey, which cleared the way to end the feud and created the victim compensation fund.
Sent 11: Under the agreement, Libya pays more than $500 million to settle remaining claims from the Lockerbie case and more than $280 million for victims of the disco bombing.
Sent 12: It will also set aside funds to compensate victims of several other incidents blamed on Libya, although Libya has not accepted responsibility.
Question: Who paid to end Tripoli's legal liability?.

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 plants do not get enough water.
Sent 2: They live in places that are very dry.
Sent 3: How can they get and keep water?
Sent 4: Plants that are adapted to these dry places are called xerophytes.
Sent 5: Their traits help them survive.
Sent 6: They need to have a large water intake.
Sent 7: They also need to be able to conserve water.
Sent 8: They also need to be able to store water between rains.
Sent 9: The saguaro cactus in Figure 3.10 has adapted in all three ways.
Sent 10: This cactus has a huge root system.
Sent 11: It allows the cactus to gather a lot of water during the rare rainfalls.
Sent 12: The saguaro doesnt have any leaves.
Sent 13: Leaves are where water can be lost.
Sent 14: Not in this plant!
Sent 15: It also has a large, barrel-shaped stem.
Sent 16: It is here the plant can store a lot of water.
Sent 17: Thorns protect the stem from thirsty animals.
Sent 18: The animals might try to eat parts of the plant to get at the water inside the plant.
Question: Where can water be lost in a plant and is something the Saguaro Cactus does not have?.

Paragraph- Sent 1: Some traits help a living thing survive.
Sent 2: These traits are called adaptations.
Sent 3: Some adaptations are better than others.
Sent 4: Look at the cactus in Figure 3.1.
Sent 5: Its leaves look like needles.
Sent 6: Their shape helps the plant live in dry climates.
Sent 7: The needle-like leaves help it to not lose water.
Sent 8: Why is that important for a cactus?
Sent 9: Cactus live in deserts.
Sent 10: Deserts receive very little rainfall.
Sent 11: Other plants are better suited for locations that are wet and shady.
Sent 12: These are opposite conditions to the desert.
Sent 13: Palm trees grow in the rainforest.
Sent 14: Rainforests have a lot of rainfall.
Sent 15: The palm tree has very large leaves.
Sent 16: They do not have to worry about losing water through their leaves.
Sent 17: As a result, palm leaves are very wide.
Sent 18: Plants that live in sunny locations do not need large leaves.
Question: Name a tree that is better suited for wet abd shady locations.

Paragraph- Sent 1: Some plants do not get enough water.
Sent 2: They live in places that are very dry.
Sent 3: How can they get and keep water?
Sent 4: Plants that are adapted to these dry places are called xerophytes.
Sent 5: Their traits help them survive.
Sent 6: They need to have a large water intake.
Sent 7: They also need to be able to conserve water.
Sent 8: They also need to be able to store water between rains.
Sent 9: The saguaro cactus in Figure 3.10 has adapted in all three ways.
Sent 10: This cactus has a huge root system.
Sent 11: It allows the cactus to gather a lot of water during the rare rainfalls.
Sent 12: The saguaro doesnt have any leaves.
Sent 13: Leaves are where water can be lost.
Sent 14: Not in this plant!
Sent 15: It also has a large, barrel-shaped stem.
Sent 16: It is here the plant can store a lot of water.
Sent 17: Thorns protect the stem from thirsty animals.
Sent 18: The animals might try to eat parts of the plant to get at the water inside the plant.
Question: Are there plants that survive in extremely dry locations?.

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:   Arthur Weldon had not been very enthusiastic about the paper at any time, although he humored the girls by attending in a good-natured way to the advertising, hiring some of the country folk to get subscriptions, and keeping the books.
Sent 2: He was a young man of considerable education who had inherited a large fortune, safely invested, and therefore had no need, through financial necessity, to interest himself in business of any sort.
Sent 3: He allowed the girls to print his name as editor in chief, but he did no editorial work at all, amusing himself these delightful summer days by wandering in the woods, where he collected botanical specimens, or sitting with Uncle John on the lawn, where they read together or played chess.
Sent 4: Both the men were glad the girls were happy in their work and enthusiastic over the success of their audacious venture.
Sent 5: Beth was developing decided talent as a writer of editorials and her articles were even more thoughtful and dignified than were those of Patsy.
Sent 6: The two girls found plenty to occupy them at the office, while Louise did the reportorial work and flitted through Millville and down to Huntingdon each day in search of small items of local interest.
Sent 7: She grew fond of this work, for it brought her close to the people and enabled her to study their characters and peculiarities.
Sent 8: Her manner of approaching the simple country folk was so gracious and winning that they freely gave her any information they possessed, and chatted with her unreservedly.
Question: Who read and played chess with Uncle John on the lawn?.

Paragraph- Sent 1:   Arthur Weldon had not been very enthusiastic about the paper at any time, although he humored the girls by attending in a good-natured way to the advertising, hiring some of the country folk to get subscriptions, and keeping the books.
Sent 2: He was a young man of considerable education who had inherited a large fortune, safely invested, and therefore had no need, through financial necessity, to interest himself in business of any sort.
Sent 3: He allowed the girls to print his name as editor in chief, but he did no editorial work at all, amusing himself these delightful summer days by wandering in the woods, where he collected botanical specimens, or sitting with Uncle John on the lawn, where they read together or played chess.
Sent 4: Both the men were glad the girls were happy in their work and enthusiastic over the success of their audacious venture.
Sent 5: Beth was developing decided talent as a writer of editorials and her articles were even more thoughtful and dignified than were those of Patsy.
Sent 6: The two girls found plenty to occupy them at the office, while Louise did the reportorial work and flitted through Millville and down to Huntingdon each day in search of small items of local interest.
Sent 7: She grew fond of this work, for it brought her close to the people and enabled her to study their characters and peculiarities.
Sent 8: Her manner of approaching the simple country folk was so gracious and winning that they freely gave her any information they possessed, and chatted with her unreservedly.
Question: Who allowed the girls to print his names as editor and chief?.

Paragraph- Sent 1:   Arthur Weldon had not been very enthusiastic about the paper at any time, although he humored the girls by attending in a good-natured way to the advertising, hiring some of the country folk to get subscriptions, and keeping the books.
Sent 2: He was a young man of considerable education who had inherited a large fortune, safely invested, and therefore had no need, through financial necessity, to interest himself in business of any sort.
Sent 3: He allowed the girls to print his name as editor in chief, but he did no editorial work at all, amusing himself these delightful summer days by wandering in the woods, where he collected botanical specimens, or sitting with Uncle John on the lawn, where they read together or played chess.
Sent 4: Both the men were glad the girls were happy in their work and enthusiastic over the success of their audacious venture.
Sent 5: Beth was developing decided talent as a writer of editorials and her articles were even more thoughtful and dignified than were those of Patsy.
Sent 6: The two girls found plenty to occupy them at the office, while Louise did the reportorial work and flitted through Millville and down to Huntingdon each day in search of small items of local interest.
Sent 7: She grew fond of this work, for it brought her close to the people and enabled her to study their characters and peculiarities.
Sent 8: Her manner of approaching the simple country folk was so gracious and winning that they freely gave her any information they possessed, and chatted with her unreservedly.
Question: Who worked well with those who lived in the country and what how did they help her?.

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) -- Shain Gandee, one of the stars of the MTV reality show "Buckwild," has been found dead along with two other people in Kanawha County, West Virginia, authorities said Monday.
Sent 2: "This is a very sad and tragic event," Kanawha County Commissioner Kent Carper said.
Sent 3: "We live in a very small community.
Sent 4: Our thoughts and prayers are with the Gandee family."Sent 5: Gandee, 21, was found dead in a vehicle along with his uncle, David Dwight Gandee, 48, and Donald Robert Myers, 27, authorities said.
Sent 6: 'Buckwild' producer talks about the show "Earlier this day after releasing information Shain Gandee was missing, the Kanawha County Sheriff's Office received word of a disabled vehicle in a wooded area near Thaxton Hollow, Sissonville, Kanawha County WV," said a statement from the Sheriff's Office.
Sent 7: "Deputies and members of the Sissonville Volunteer Fire Department used all terrain vehicles to access that vehicle, a 1984 Ford Bronco belonging to the Gandee family.
Sent 8: The vehicle was in a muddy area along a worn path.
Sent 9: Inside were the bodies of three people."Sent 10: In a subsequent release, the Sheriff's Office said the vehicle was partially submerged in mud.
Sent 11: It was uneven but upright; its muffler was below the surface.
Sent 12: Mud covered the lower part of the Bronco's passenger side door, but the driver's side, where the younger Gandee sat, was free, the Sheriff's Office said.
Sent 13: Gandee was happy with life before death He was one of the nine cast members of "Buckwild."Sent 14: The show follows a group of young adults trying to have fun in Sissonville, West Virginia, pulling stunts such as turning a dump truck into a swimming pool or just riding around the woods on their all-terrain vehicles.
Sent 15: Gandee was billed as a former high school prom king who had done "every job from coal mining to being a garbage man.".
Question: Did Kent Carper say "Our thoughts and prayers are with the Gandee family."?.

Paragraph- Sent 1: (CNN) -- The body of a tourist was found off the coast of Thailand Tuesday, but six others remain missing after a ferry sank over the weekend near a popular diving destination, authorities said.
Sent 2: Survivors of the ferry sinking disembark the Thai police boat that rescued them.
Sent 3: The body is believed to be that of Austrian tourist Gabrielle Jetzinger, the Phuket Disaster Prevention and Mitigation Office told the Thai News Agency.
Sent 4: A Thai naval helicopter spotted the body floating face down about 12 nautical miles from Phuket's Promthep cape, and a Thai navy patrol retrieved the floating corpse.
Sent 5: The body has been sent to a government hospital for an autopsy, the agency reported.
Sent 6: Authorities are still searching for the five tourists and one crew member who remain missing.
Sent 7: They are thought to be German, Austrian, Japanese, Swiss and one Thai crew member, the news agency said.
Sent 8: The tourist boat, the Choke Somboon 19, was taking passengers from the Similan Islands to Phuket -- an area popular with tourists from around the world.
Sent 9: It capsized during a heavy storm Sunday night, said Lt. Sattawat Srirattanapong with the Phuket City police.
Sent 10: Survivors included 15 international tourists and eight Thais, who were picked up by a rescue boat Monday morning.
Sent 11: Phuket and the Similan Islands are famous for their diving spots, attracting international tourists each year from November to May.
Question: How many methods did the Thai rescuers use to rescue the tourists?.

Paragraph- Sent 1: (CNN) -- Shain Gandee, one of the stars of the MTV reality show "Buckwild," has been found dead along with two other people in Kanawha County, West Virginia, authorities said Monday.
Sent 2: "This is a very sad and tragic event," Kanawha County Commissioner Kent Carper said.
Sent 3: "We live in a very small community.
Sent 4: Our thoughts and prayers are with the Gandee family."Sent 5: Gandee, 21, was found dead in a vehicle along with his uncle, David Dwight Gandee, 48, and Donald Robert Myers, 27, authorities said.
Sent 6: 'Buckwild' producer talks about the show "Earlier this day after releasing information Shain Gandee was missing, the Kanawha County Sheriff's Office received word of a disabled vehicle in a wooded area near Thaxton Hollow, Sissonville, Kanawha County WV," said a statement from the Sheriff's Office.
Sent 7: "Deputies and members of the Sissonville Volunteer Fire Department used all terrain vehicles to access that vehicle, a 1984 Ford Bronco belonging to the Gandee family.
Sent 8: The vehicle was in a muddy area along a worn path.
Sent 9: Inside were the bodies of three people."Sent 10: In a subsequent release, the Sheriff's Office said the vehicle was partially submerged in mud.
Sent 11: It was uneven but upright; its muffler was below the surface.
Sent 12: Mud covered the lower part of the Bronco's passenger side door, but the driver's side, where the younger Gandee sat, was free, the Sheriff's Office said.
Sent 13: Gandee was happy with life before death He was one of the nine cast members of "Buckwild."Sent 14: The show follows a group of young adults trying to have fun in Sissonville, West Virginia, pulling stunts such as turning a dump truck into a swimming pool or just riding around the woods on their all-terrain vehicles.
Sent 15: Gandee was billed as a former high school prom king who had done "every job from coal mining to being a garbage man.".
Question: Why was the Gandee family's 1984 Ford Bronco partially submerged in mud?.

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 Romans: Legend says Rome was founded by Romulus, sired with twin brother Remus by Mars of a Vestal Virgin and abandoned on the Palatine Hill to be suckled by a she-wolf.
Sent 2: Historians agree with the mythmakers that the site and traditional founding date of 753 b.c.
Sent 3: are just about right.
Sent 4: Under Etruscan domination, Rome had been a monarchy until a revolt in 510 b.c.
Sent 5: established a patrician republic, which lasted five centuries.
Sent 6: In contrast to other Italian cities weakened by internal rivalries and unstable government, Rome drew strength from a solid aristocracy of consuls and senate ruling over plebeians proud of their Roman citizenship and only rarely rebellious.
Sent 7: Recovering quickly from the Gallic invasion of 390 b.c.
Sent 8: , the Romans took effective control of the peninsula by a military conquest reinforced by a network of roads with names that exist to this day: Via Appia, Flaminia, Aurelia.
Sent 9: All roads did indeed lead to — and from — Rome.
Sent 10: By 250 b.c.
Sent 11: , the city’s population had grown to an impressive 100,000.
Sent 12: Roman power extended throughout the Mediterranean with a victory in the Punic Wars against Carthage (now Tunisia) and conquests in Macedonia, Asia Minor, Spain, and southern France.
Sent 13: The rest of Italy participated only by tax contributions to the war effort and minor involvement in commerce and colonization.
Sent 14: Resentment surfaced when former Etruscan or Greek cities such as Capua, Syracuse, and Taranto supported Hannibal’s invasion in 218 b.c.
Sent 15: Rome followed up defeat of the Carthaginians with large-scale massacres and enslavement of their Italian supporters.
Sent 16: The Third and final Punic War ended in 149 b.c.
Sent 17: , though national solidarity was still a long way off.
Sent 18: Under Julius Caesar, elected in 59 b.c.
Question: According to myth in what year was Rome founded and on what site?.

Paragraph- Sent 1: Little is known of the earliest Stone Age inhabitants of Europe’s southwestern extremity.
Sent 2: The ancient Greeks called them the Cynetes (or Cunetes).
Sent 3: Whatever their origins, their culture evolved under the pressure and influence of foreign forces.
Sent 4: Among the many invading armies that settled here and contributed to nascent Portuguese culture were Phoenicians, who settled in the area around 1,000 b.c., followed by the Celts, Iberians, Greeks, and Carthaginians.
Sent 5: But it was the Romans, who arrived late in the third century b.c., who most greatly influenced all of Iberia.
Sent 6: They built towns, industries, roads, and bridges, developed agriculture, and bequeathed the Latin language, of which Portuguese is a direct descendant.
Sent 7: The Romans named the southwestern province of the peninsula Lusitania, oddly enough for one of the Celtiberian tribes they defeated, and by the third century a.d.
Sent 8: had introduced Christianity.
Sent 9: By the beginning of the fourth century the Algarve had a bishop in place, based in Faro.
Sent 10: But Rome had already fallen into decay, and soon hordes of northern tribesmen took over the empire.
Sent 11: The Algarve fell to the Visigoths in the mid-fifth century.
Sent 12: Under Moorish Rule In a.d.
Sent 13: 711, the Moors brought powerful armies from North Africa and launched a devastating attack on the Iberian peninsula, conquering much of what would become Spain and Portugal.
Sent 14: They imposed Islam and left an indelible influence on the countryside and the population of the Algarve.
Sent 15: The Moorish legacy can still be seen in the form of wells and waterwheels, squat white houses, the dark complexions of the people, and in the very name given the region — taken from Al-Gharb, which means “country of the west” (when the Moors conquered the territory, it was the most westerly in the known world).
Sent 16: The Moors governed their Iberian kingdoms from across the border in Seville, but the Algarve had its own regional capital and huge, invulnerable fortress.
Sent 17: The capital was Chelb (or Xelb), and it was bigger and better defended than Lisbon.
Sent 18: Today the town, known as Silves, (see page 38) is a provincial outpost whose only besiegers are busloads of tourists who climb the narrow streets up to the old Moorish ramparts.
Question: What was significant about the start of the fourth century until the mid fifth century?.

Paragraph- Sent 1: The Romans: Legend says Rome was founded by Romulus, sired with twin brother Remus by Mars of a Vestal Virgin and abandoned on the Palatine Hill to be suckled by a she-wolf.
Sent 2: Historians agree with the mythmakers that the site and traditional founding date of 753 b.c.
Sent 3: are just about right.
Sent 4: Under Etruscan domination, Rome had been a monarchy until a revolt in 510 b.c.
Sent 5: established a patrician republic, which lasted five centuries.
Sent 6: In contrast to other Italian cities weakened by internal rivalries and unstable government, Rome drew strength from a solid aristocracy of consuls and senate ruling over plebeians proud of their Roman citizenship and only rarely rebellious.
Sent 7: Recovering quickly from the Gallic invasion of 390 b.c.
Sent 8: , the Romans took effective control of the peninsula by a military conquest reinforced by a network of roads with names that exist to this day: Via Appia, Flaminia, Aurelia.
Sent 9: All roads did indeed lead to — and from — Rome.
Sent 10: By 250 b.c.
Sent 11: , the city’s population had grown to an impressive 100,000.
Sent 12: Roman power extended throughout the Mediterranean with a victory in the Punic Wars against Carthage (now Tunisia) and conquests in Macedonia, Asia Minor, Spain, and southern France.
Sent 13: The rest of Italy participated only by tax contributions to the war effort and minor involvement in commerce and colonization.
Sent 14: Resentment surfaced when former Etruscan or Greek cities such as Capua, Syracuse, and Taranto supported Hannibal’s invasion in 218 b.c.
Sent 15: Rome followed up defeat of the Carthaginians with large-scale massacres and enslavement of their Italian supporters.
Sent 16: The Third and final Punic War ended in 149 b.c.
Sent 17: , though national solidarity was still a long way off.
Sent 18: Under Julius Caesar, elected in 59 b.c.
Question: What was the method that Rome took control of the peninsula?.

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 Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .
Sent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .
Sent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .
Sent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .
Sent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .
Sent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .
Sent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .
Sent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .
Sent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse .
Question: Judith bribes a news reporter for the location of Brick and Ginger, whose help she elicits in doing what?.

Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .
Sent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .
Sent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .
Sent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .
Sent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .
Sent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .
Sent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .
Sent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .
Sent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse .
Question: What business does Judith have in Pahoota?.

Paragraph- Sent 1: The film begins with Brick Bardo ( Tim Thomerson , from ( ( Dollman hitchhiking to get to the town of Pahoota , where he tries to find a girl named Nurse Ginger ( Melissa Behr , who was shrunken to 11 inches in ( ( Bad Channels , to prove to her that she 's not alone .
Sent 2: Meanwhile , the film cuts to Judith Grey , who has a nightmare about the events that happened in the previous film a year before .
Sent 3: Ever since the events that took place a year before , Judith has been watching the Toyland Warehouse , believing that the toys are still alive .
Sent 4: Meanwhile , a bum breaks into the Warehouse , and starts to mess around with a clown tricycle , until he gets knocked in the head with a box of toys , causing him to hit his head on the ground , killing him .
Sent 5: However , his blood continues to flow over to the place where the demon was buried , and brings back : Baby Oopsie Daisy , Jack Attack , Mr. Static , and this time brings up a new killer toy named Zombietoid , a blonde GI JOE action figure with a sword as a weapon .
Sent 6: Judith , who 's now inside the building , finally sees the toys in full view , but is then arrested for breaking into a secluded building .
Sent 7: After the police leave , the toys force the new security guard Ray Vernon to help them with their needs .
Sent 8: Meanwhile , Judith , who now knows about Nurse Ginger and Brick Bardo 's history , bribes a news reporter to tell her where they 're at , and tells her they are in Pahoota .
Sent 9: Judith , after having a deal with Bardo and Ginger to help her kill the toys , they head off back to the Warehouse .
Question: what films cut to?.

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 (", ").