Question:
Paragraph- Sent 1: In her storage room-turned-office, Jennifer Baum works under an expanding leak that is causing the ceiling to turn brown and crumble.
Sent 2: Mold grows in the buckets positioned to catch the water.
Sent 3: She shrugs it off.
Sent 4: Outside her office she has taped up a clear plastic suit, and a sign that reads, "All employees must don protective gear before coming in."Sent 5: Such is life in limbo.
Sent 6: Nearly a year after Sept. 11, the Legal Aid Society-the lawyers for New York's poor and homeless-remains, well, homeless.
Sent 7: The nonprofit has been barred from returning to its 90 Church St. headquarters, across from the World Trade Center site, because of environmental concerns.
Sent 8: Legal Aid has uncomfortable company.
Sent 9: More than 11,500 New Yorkers continue to work out of temporary space, according to analysis by Manhattan-based real estate brokerage TenantWise.com Inc. and Crain's New York Business.
Sent 10: That's 8% of the 137,000 workers who lost their offices or access to them when the Twin Towers collapsed.
Sent 11: Legal Aid's 450 displaced attorneys and staffers have spent the past 12 months spread among previously unused spaces-some unused for good reason-in the nonprofit's other offices.
Sent 12: It could be another year and a half before they return to their old desks.
Sent 13: They have contended with difficult working conditions as demand for Legal Aid's services is on the rise because of Sept. 11 and the deteriorating economy.
Sent 14: The civil division is spread among a few boroughs.
Sent 15: Their papers and documents, some 20,000 boxes worth, are stuck in a storage facility in Linden, N.J. "I am counting the days till we can have all the parts back in one place," says Steven Banks, Legal Aid's associate attorney in chief.
Sent 16: In the memories of the exiled workers, the old office has achieved mythical proportions.
Sent 17: They say the wood paneling and rugs had the ability to cool emotions and lift spirits.
Sent 18: The Legal Aid office on Montague Street in Brooklyn Heights, where 65 displaced workers have cobbled together space amid the faded and scratched walls, looks more like a bargain basement.
Question: Who put up a sign outside her office that reads: "All employees must don protective gear before coming in.".

Paragraph- Sent 1: In her storage room-turned-office, Jennifer Baum works under an expanding leak that is causing the ceiling to turn brown and crumble.
Sent 2: Mold grows in the buckets positioned to catch the water.
Sent 3: She shrugs it off.
Sent 4: Outside her office she has taped up a clear plastic suit, and a sign that reads, "All employees must don protective gear before coming in."Sent 5: Such is life in limbo.
Sent 6: Nearly a year after Sept. 11, the Legal Aid Society-the lawyers for New York's poor and homeless-remains, well, homeless.
Sent 7: The nonprofit has been barred from returning to its 90 Church St. headquarters, across from the World Trade Center site, because of environmental concerns.
Sent 8: Legal Aid has uncomfortable company.
Sent 9: More than 11,500 New Yorkers continue to work out of temporary space, according to analysis by Manhattan-based real estate brokerage TenantWise.com Inc. and Crain's New York Business.
Sent 10: That's 8% of the 137,000 workers who lost their offices or access to them when the Twin Towers collapsed.
Sent 11: Legal Aid's 450 displaced attorneys and staffers have spent the past 12 months spread among previously unused spaces-some unused for good reason-in the nonprofit's other offices.
Sent 12: It could be another year and a half before they return to their old desks.
Sent 13: They have contended with difficult working conditions as demand for Legal Aid's services is on the rise because of Sept. 11 and the deteriorating economy.
Sent 14: The civil division is spread among a few boroughs.
Sent 15: Their papers and documents, some 20,000 boxes worth, are stuck in a storage facility in Linden, N.J. "I am counting the days till we can have all the parts back in one place," says Steven Banks, Legal Aid's associate attorney in chief.
Sent 16: In the memories of the exiled workers, the old office has achieved mythical proportions.
Sent 17: They say the wood paneling and rugs had the ability to cool emotions and lift spirits.
Sent 18: The Legal Aid office on Montague Street in Brooklyn Heights, where 65 displaced workers have cobbled together space amid the faded and scratched walls, looks more like a bargain basement.
Question: Why must employees wear protective gear before entering Jennifer Baum's office?.

Paragraph- Sent 1: In her storage room-turned-office, Jennifer Baum works under an expanding leak that is causing the ceiling to turn brown and crumble.
Sent 2: Mold grows in the buckets positioned to catch the water.
Sent 3: She shrugs it off.
Sent 4: Outside her office she has taped up a clear plastic suit, and a sign that reads, "All employees must don protective gear before coming in."Sent 5: Such is life in limbo.
Sent 6: Nearly a year after Sept. 11, the Legal Aid Society-the lawyers for New York's poor and homeless-remains, well, homeless.
Sent 7: The nonprofit has been barred from returning to its 90 Church St. headquarters, across from the World Trade Center site, because of environmental concerns.
Sent 8: Legal Aid has uncomfortable company.
Sent 9: More than 11,500 New Yorkers continue to work out of temporary space, according to analysis by Manhattan-based real estate brokerage TenantWise.com Inc. and Crain's New York Business.
Sent 10: That's 8% of the 137,000 workers who lost their offices or access to them when the Twin Towers collapsed.
Sent 11: Legal Aid's 450 displaced attorneys and staffers have spent the past 12 months spread among previously unused spaces-some unused for good reason-in the nonprofit's other offices.
Sent 12: It could be another year and a half before they return to their old desks.
Sent 13: They have contended with difficult working conditions as demand for Legal Aid's services is on the rise because of Sept. 11 and the deteriorating economy.
Sent 14: The civil division is spread among a few boroughs.
Sent 15: Their papers and documents, some 20,000 boxes worth, are stuck in a storage facility in Linden, N.J. "I am counting the days till we can have all the parts back in one place," says Steven Banks, Legal Aid's associate attorney in chief.
Sent 16: In the memories of the exiled workers, the old office has achieved mythical proportions.
Sent 17: They say the wood paneling and rugs had the ability to cool emotions and lift spirits.
Sent 18: The Legal Aid office on Montague Street in Brooklyn Heights, where 65 displaced workers have cobbled together space amid the faded and scratched walls, looks more like a bargain basement.
Question: Where was the original address of the Legal Aid Society headquarters.

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: Marsha loves playing with her noodle friend.
Sent 2: She had it for a long time so it is now a dark brown color.
Sent 3: When her mom first made it, it was white.
Sent 4: The night she met her noodle friend was spaghetti night.
Sent 5: Marsha's favorite dinner was spaghetti, which happened to be every Tuesday night.
Sent 6: On one Tuesday, a piece of spaghetti fell on the kitchen floor.
Sent 7: To Marsha, it looked like a stick man so she kept him.
Sent 8: She named her new noodle friend Joey and took him everywhere she went.
Sent 9: Sometimes Joey gets a little dried out so Marsha's mom told her to soak him in water every few days.
Sent 10: There were a couple times that the family dog, Mika, has tried to take Joey from Marsha and eat him!
Sent 11: So from now on, Marsha takes extra special care to make sure Joey is safe and sound at all times.
Sent 12: During the day she keeps him in a plastic bag in her pocket.
Sent 13: At night, she puts him under her pillow.
Sent 14: She loves Joey and wants to always be friends with him.
Question: On what day of the week did Marsha meet Joey?.

Paragraph- Sent 1: Once upon a time I had a dog named Toodles.
Sent 2: He was black and white and had long floppy ears.
Sent 3: He also had very short legs, but really big paws.
Sent 4: Every Saturday we would go to the park and play Toodles' favorite game.
Sent 5: Toodles loved playing fetch.
Sent 6: One Saturday, Toodles ran over to the pond because he saw ducks swimming there.
Sent 7: He ran all around the pond, barking at the ducks.
Sent 8: The ducks ignored him, and kept swimming.
Sent 9: Toodles wasn't having it!
Sent 10: He jumped into the pond and started swimming toward the ducks, chasing around his new playmates.
Sent 11: One of the ducks, braver than the others, poked Toodles with his beak - and then bit him right on one of his floppy ears!
Sent 12: Toodles barked and ran out of the pond because the duck hurt his ear.
Sent 13: Soaking wet, he ran toward where I was eating a sandwich on the grass and curled right up in my lap so I could make him feel better.
Sent 14: After that, whenever he would see a duck, Toodles would run the other way.
Question: where was the pond.

Paragraph- Sent 1: Marsha loves playing with her noodle friend.
Sent 2: She had it for a long time so it is now a dark brown color.
Sent 3: When her mom first made it, it was white.
Sent 4: The night she met her noodle friend was spaghetti night.
Sent 5: Marsha's favorite dinner was spaghetti, which happened to be every Tuesday night.
Sent 6: On one Tuesday, a piece of spaghetti fell on the kitchen floor.
Sent 7: To Marsha, it looked like a stick man so she kept him.
Sent 8: She named her new noodle friend Joey and took him everywhere she went.
Sent 9: Sometimes Joey gets a little dried out so Marsha's mom told her to soak him in water every few days.
Sent 10: There were a couple times that the family dog, Mika, has tried to take Joey from Marsha and eat him!
Sent 11: So from now on, Marsha takes extra special care to make sure Joey is safe and sound at all times.
Sent 12: During the day she keeps him in a plastic bag in her pocket.
Sent 13: At night, she puts him under her pillow.
Sent 14: She loves Joey and wants to always be friends with him.
Question: What places can Joey expect to be kept over the course of 24 hours?.

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: Other men followed, and in the fortune of each Mr. Thorndike found himself, to his surprise, taking a personal interest.
Sent 2: It was as good as a play.
Sent 3: It reminded him of the Sicilians he had seen in London in their little sordid tragedies.
Sent 4: Only these actors were appearing in their proper persons in real dramas of a life he did not know, but which appealed to something that had been long untouched, long in disuse.
Sent 5: It was an uncomfortable sensation that left him restless because, as he appreciated, it needed expression, an outlet.
Sent 6: He found this, partially, in praising, through Andrews, the young judge who had publicly rebuked him.
Sent 7: Mr. Thorndike found him astute, sane; his queries intelligent, his comments just.
Sent 8: And this probation officer, she, too, was capable, was she not?
Sent 9: Smiling at his interest in what to him was an old story, the younger man nodded.
Sent 10: “I like her looks,” whispered the great man.
Sent 11: “Like her clear eyes and clean skin.
Sent 12: She strikes me as able, full of energy, and yet womanly.
Sent 13: These men when they come under her charge,” he insisted, eagerly, “need money to start again, don’t they?” He spoke anxiously.
Sent 14: He believed he had found the clew to his restlessness.
Sent 15: It was a desire to help; to be of use to these failures who had fallen and who were being lifted to their feet.
Sent 16: Andrews looked at him curiously.
Sent 17: “Anything you give her,” he answered, “would be well invested.” “If you will tell me her name and address?” whispered the banker.
Sent 18: He was much given to charity, but it had been perfunctory, it was extended on the advice of his secretary.
Sent 19: In helping here, he felt a genial glow of personal pleasure.
Sent 20: It was much more satisfactory than giving an Old Master to his private chapel.
Question: In what sense are the "failures" that Mr. Thorndike wants to help "being lifted to their feet?".

Paragraph- Sent 1: Other men followed, and in the fortune of each Mr. Thorndike found himself, to his surprise, taking a personal interest.
Sent 2: It was as good as a play.
Sent 3: It reminded him of the Sicilians he had seen in London in their little sordid tragedies.
Sent 4: Only these actors were appearing in their proper persons in real dramas of a life he did not know, but which appealed to something that had been long untouched, long in disuse.
Sent 5: It was an uncomfortable sensation that left him restless because, as he appreciated, it needed expression, an outlet.
Sent 6: He found this, partially, in praising, through Andrews, the young judge who had publicly rebuked him.
Sent 7: Mr. Thorndike found him astute, sane; his queries intelligent, his comments just.
Sent 8: And this probation officer, she, too, was capable, was she not?
Sent 9: Smiling at his interest in what to him was an old story, the younger man nodded.
Sent 10: “I like her looks,” whispered the great man.
Sent 11: “Like her clear eyes and clean skin.
Sent 12: She strikes me as able, full of energy, and yet womanly.
Sent 13: These men when they come under her charge,” he insisted, eagerly, “need money to start again, don’t they?” He spoke anxiously.
Sent 14: He believed he had found the clew to his restlessness.
Sent 15: It was a desire to help; to be of use to these failures who had fallen and who were being lifted to their feet.
Sent 16: Andrews looked at him curiously.
Sent 17: “Anything you give her,” he answered, “would be well invested.” “If you will tell me her name and address?” whispered the banker.
Sent 18: He was much given to charity, but it had been perfunctory, it was extended on the advice of his secretary.
Sent 19: In helping here, he felt a genial glow of personal pleasure.
Sent 20: It was much more satisfactory than giving an Old Master to his private chapel.
Question: When the topic of money is first broached, is it a request or an offer?.

Paragraph- Sent 1: Other men followed, and in the fortune of each Mr. Thorndike found himself, to his surprise, taking a personal interest.
Sent 2: It was as good as a play.
Sent 3: It reminded him of the Sicilians he had seen in London in their little sordid tragedies.
Sent 4: Only these actors were appearing in their proper persons in real dramas of a life he did not know, but which appealed to something that had been long untouched, long in disuse.
Sent 5: It was an uncomfortable sensation that left him restless because, as he appreciated, it needed expression, an outlet.
Sent 6: He found this, partially, in praising, through Andrews, the young judge who had publicly rebuked him.
Sent 7: Mr. Thorndike found him astute, sane; his queries intelligent, his comments just.
Sent 8: And this probation officer, she, too, was capable, was she not?
Sent 9: Smiling at his interest in what to him was an old story, the younger man nodded.
Sent 10: “I like her looks,” whispered the great man.
Sent 11: “Like her clear eyes and clean skin.
Sent 12: She strikes me as able, full of energy, and yet womanly.
Sent 13: These men when they come under her charge,” he insisted, eagerly, “need money to start again, don’t they?” He spoke anxiously.
Sent 14: He believed he had found the clew to his restlessness.
Sent 15: It was a desire to help; to be of use to these failures who had fallen and who were being lifted to their feet.
Sent 16: Andrews looked at him curiously.
Sent 17: “Anything you give her,” he answered, “would be well invested.” “If you will tell me her name and address?” whispered the banker.
Sent 18: He was much given to charity, but it had been perfunctory, it was extended on the advice of his secretary.
Sent 19: In helping here, he felt a genial glow of personal pleasure.
Sent 20: It was much more satisfactory than giving an Old Master to his private chapel.
Question: Who were the Sicilians that Mr. Thorndike had encountered in London?.

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: Taliban and American aid.
Sent 2: After the September 11 attacks, it was necessary for conservatives to somehow explain away the fact that the US government gave 245 million dollars to the new evildoers du jour.
Sent 3: Never mind the fact that authors such as Robert Scheer warned of aiding the Taliban as early as in May 2001.
Sent 4: Never mind that they did so not out of some humanitarian motivation, but because of the Taliban's violent enforcement of the ban on opium poppies.
Sent 5: Never mind that in a regime that is controlled by warlords, it does not matter who is authorized to distribute the aid -- the ruling regional warlords will seize control of it and use it to their own advantage.
Sent 6: Never mind that this very argument has been used by hawks in opposition to sending humanitarian aid to Iraq's Saddam Hussein.
Sent 7: Never mind that the Taliban continued selling opium in spite of the deal.
Sent 8: Never mind that this is all documented on Michael Moore's website about the film.
Sent 9: Gun homicides.
Sent 10: Statistics are Moore's weakest point, and it is surprising that his critics don't dwell on them longer.
Sent 11: That's because they know all too well that Moore is correct: The United States have a far greater homicide rate (both gun- and non-gun) than most other first world countries.
Sent 12: His main mistake is that he does not use population corrected data, his second mistake is that he does not cite his sources (and, as you correctly point out, he probably uses different reporting methods for the different countries).
Sent 13: A good comparison of international homicide rates can be found on the relatively neutral guncite.com website.
Question: Who continued selling opium in spite of the deal?.

Paragraph- Sent 1: After the 1998 embassy bombings, the U.S. government tried to develop a clearer picture of Bin Ladin's finances.
Sent 2: A U.S. interagency group traveled to Saudi Arabia twice, in 1999 and 2000, to get information from the Saudis about their understanding of those finances.
Sent 3: The group eventually concluded that the oft-repeated assertion that Bin Ladin was funding al Qaeda from his personal fortune was in fact not true.
Sent 4: The officials developed a new theory: al Qaeda was getting its money elsewhere, and the United States needed to focus on other sources of funding, such as charities, wealthy donors, and financial facilitators.
Sent 5: Ultimately, although the intelligence community devoted more resources to the issue and produced somewhat more intelligence, it remained difficult to distinguish al Qaeda's financial transactions among the vast sums moving in the international financial system.
Sent 6: The CIA was not able to find or disrupt al Qaeda's money flows.
Sent 7: The NSC staff thought that one possible solution to these weaknesses in the intelligence community was to create an all-source terrorist-financing intelligence analysis center.
Sent 8: Clarke pushed for the funding of such a center at Treasury, but neither Treasury nor the CIA was willing to commit the resources.
Sent 9: Within the United States, various FBI field offices gathered intelligence on organizations suspected of raising funds for al Qaeda or other terrorist groups.
Sent 10: By 9/11, FBI agents understood that there were extremist organizations operating within the United States supporting a global jihadist movement and with substantial connections to al Qaeda.
Sent 11: The FBI operated a web of informants, conducted electronic surveillance, and had opened significant investigations in a number of field offices, including New York, Chicago, Detroit, San Diego, and Minneapolis.
Sent 12: On a national level, however, the FBI never used the information to gain a systematic or strategic understanding of the nature and extent of al Qaeda fundraising.
Sent 13: Treasury regulators, as well as U.S. financial institutions, were generally focused on finding and deterring or disrupting the vast flows of U.S. currency generated by drug trafficking and high-level international fraud.
Sent 14: Large-scale scandals, such as the use of the Bank of New York by Russian money launderers to move millions of dollars out of Russia, captured the attention of the Department of the Treasury and of Congress.
Sent 15: Before 9/11, Treasury did not consider terrorist financing important enough to mention in its national strategy for money laundering.
Question: Who were on opposite sides of the idea to create an all-source terrorist-financing intelligence analysis center?.

Paragraph- Sent 1: Taliban and American aid.
Sent 2: After the September 11 attacks, it was necessary for conservatives to somehow explain away the fact that the US government gave 245 million dollars to the new evildoers du jour.
Sent 3: Never mind the fact that authors such as Robert Scheer warned of aiding the Taliban as early as in May 2001.
Sent 4: Never mind that they did so not out of some humanitarian motivation, but because of the Taliban's violent enforcement of the ban on opium poppies.
Sent 5: Never mind that in a regime that is controlled by warlords, it does not matter who is authorized to distribute the aid -- the ruling regional warlords will seize control of it and use it to their own advantage.
Sent 6: Never mind that this very argument has been used by hawks in opposition to sending humanitarian aid to Iraq's Saddam Hussein.
Sent 7: Never mind that the Taliban continued selling opium in spite of the deal.
Sent 8: Never mind that this is all documented on Michael Moore's website about the film.
Sent 9: Gun homicides.
Sent 10: Statistics are Moore's weakest point, and it is surprising that his critics don't dwell on them longer.
Sent 11: That's because they know all too well that Moore is correct: The United States have a far greater homicide rate (both gun- and non-gun) than most other first world countries.
Sent 12: His main mistake is that he does not use population corrected data, his second mistake is that he does not cite his sources (and, as you correctly point out, he probably uses different reporting methods for the different countries).
Sent 13: A good comparison of international homicide rates can be found on the relatively neutral guncite.com website.
Question: Who are the "evildoers du jour" that received $245 Million from the US Government?.

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: After arriving in New York City, Einstein was taken to various places and events, including Chinatown, a lunch with the editors of the New York Times, and a performance of Carmen at the Metropolitan Opera, where he was cheered by the audience on his arrival.
Sent 2: During the days following, he was given the keys to the city by Mayor Jimmy Walker and met the president of Columbia University, who described Einstein as "the ruling monarch of the mind."Sent 3: Harry Emerson Fosdick, pastor at New York's Riverside Church, gave Einstein a tour of the church and showed him a full-size statue that the church made of Einstein, standing at the entrance.
Sent 4: Also during his stay in New York, he joined a crowd of 15,000 people at Madison Square Garden during a Hanukkah celebration.
Sent 5: Einstein next traveled to California where he met Caltech president and Nobel laureate, Robert A. Millikan.
Sent 6: His friendship with Millikan was "awkward", as Millikan "had a penchant for patriotic militarism," where Einstein was a pronounced pacifist.
Sent 7: During an address to Caltech's students, Einstein noted that science was often inclined to do more harm than good.
Sent 8: This aversion to war also led Einstein to befriend author Upton Sinclair and film star Charlie Chaplin, both noted for their pacifism.
Sent 9: Carl Laemmle, head of Universal Studios, gave Einstein a tour of his studio and introduced him to Chaplin.
Sent 10: They had an instant rapport, with Chaplin inviting Einstein and his wife, Elsa, to his home for dinner.
Sent 11: Chaplin said Einstein's outward persona, calm and gentle, seemed to conceal a "highly emotional temperament," from which came his "extraordinary intellectual energy."Sent 12: Chaplin also remembers Elsa telling him about the time Einstein conceived his theory of relativity.
Sent 13: During breakfast one morning, he seemed lost in thought and ignored his food.
Sent 14: She asked him if something was bothering him.
Sent 15: He sat down at his piano and started playing.
Sent 16: He continued playing and writing notes for half an hour, then went upstairs to his study, where he remained for two weeks, with Elsa bringing up his food.
Sent 17: At the end of the two weeks he came downstairs with two sheets of paper bearing his theory.
Sent 18: Chaplin's film, City Lights, was to premier a few days later in Hollywood, and Chaplin invited Einstein and Elsa to join him as his special guests.
Question: Before leaving for California, Einstein what popular place?.

Paragraph- Sent 1: Einstein's political view was in favor of socialism and critical of capitalism, which he detailed in his essays such as "Why Socialism?".
Sent 2: Einstein offered and was called on to give judgments and opinions on matters often unrelated to theoretical physics or mathematics.
Sent 3: He strongly advocated the idea of a democratic global government that would check the power of nation-states in the framework of a world federation.
Sent 4: Einstein's views about religious belief have been collected from interviews and original writings.
Sent 5: He called himself an agnostic, while disassociating himself from the label atheist.
Sent 6: He said he believed in the "pantheistic" God of Baruch Spinoza, but not in a personal god, a belief he criticized.
Sent 7: Einstein once wrote: "I do not believe in a personal God and I have never denied this but expressed it clearly".
Question: What did Einstein consider himself to be from a religious perspective?.

Paragraph- Sent 1: After arriving in New York City, Einstein was taken to various places and events, including Chinatown, a lunch with the editors of the New York Times, and a performance of Carmen at the Metropolitan Opera, where he was cheered by the audience on his arrival.
Sent 2: During the days following, he was given the keys to the city by Mayor Jimmy Walker and met the president of Columbia University, who described Einstein as "the ruling monarch of the mind."Sent 3: Harry Emerson Fosdick, pastor at New York's Riverside Church, gave Einstein a tour of the church and showed him a full-size statue that the church made of Einstein, standing at the entrance.
Sent 4: Also during his stay in New York, he joined a crowd of 15,000 people at Madison Square Garden during a Hanukkah celebration.
Sent 5: Einstein next traveled to California where he met Caltech president and Nobel laureate, Robert A. Millikan.
Sent 6: His friendship with Millikan was "awkward", as Millikan "had a penchant for patriotic militarism," where Einstein was a pronounced pacifist.
Sent 7: During an address to Caltech's students, Einstein noted that science was often inclined to do more harm than good.
Sent 8: This aversion to war also led Einstein to befriend author Upton Sinclair and film star Charlie Chaplin, both noted for their pacifism.
Sent 9: Carl Laemmle, head of Universal Studios, gave Einstein a tour of his studio and introduced him to Chaplin.
Sent 10: They had an instant rapport, with Chaplin inviting Einstein and his wife, Elsa, to his home for dinner.
Sent 11: Chaplin said Einstein's outward persona, calm and gentle, seemed to conceal a "highly emotional temperament," from which came his "extraordinary intellectual energy."Sent 12: Chaplin also remembers Elsa telling him about the time Einstein conceived his theory of relativity.
Sent 13: During breakfast one morning, he seemed lost in thought and ignored his food.
Sent 14: She asked him if something was bothering him.
Sent 15: He sat down at his piano and started playing.
Sent 16: He continued playing and writing notes for half an hour, then went upstairs to his study, where he remained for two weeks, with Elsa bringing up his food.
Sent 17: At the end of the two weeks he came downstairs with two sheets of paper bearing his theory.
Sent 18: Chaplin's film, City Lights, was to premier a few days later in Hollywood, and Chaplin invited Einstein and Elsa to join him as his special guests.
Question: How long did it take for Einstein to finish his theory of relativity?.

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) -- Air New Zealand's latest in-flight safety video, released Tuesday, is already another viral hit but is encountering some turbulence over its use of several bikini-clad Sports Illustrated models.
Sent 2: View the video here Previous versions of the video -- starring anything from Hobbits to Bear Grylls to New Zealand's all conquering All Blacks rugby team -- have revolutionized the on-board safety message airlines deliver to passengers.
Sent 3: The most recent effort though is being criticized by some as neither ground-breaking nor as creative, after the airline teamed up with Sports Illustrated magazine to produce what it's calling "the world's most beautiful safety video."Sent 4: The "Safety in Paradise" video, which rolls out on Air New Zealand flights at the end of February, is beautifully shot and certainly cheerful and fun.
Sent 5: It was filmed in the Cook Islands -- home to several stunning beaches -- and coincides with the 50th anniversary of Sports Illustrated's Swimsuit franchise.
Sent 6: Earlier videos have been witty, clever and quirky but the paradise video combines a far less subtle use of eye-catching material -- using four of the planet's most beautiful, and scantily clad women, to deliver information to passengers.
Sent 7: The models include Ariel Meredith, Chrissy Teigen, Hannah Davis and Jessica Gomes.
Sent 8: Christie Brinkley makes a cameo.
Sent 9: "It seems that suddenly they are saying that my sexuality is all that matters about me," one critic, Massey University lecturer and feminist commentator Deborah Russell told the Sydney Morning Herald.
Sent 10: Social media reaction to the video was predictably mixed, though the majority of commenters on Facebook and Twitter appeared to support the video -- and the women in it.
Sent 11: Many praised Air New Zealand for using beautiful women to promote the Cook Islands and complimented the airline on its marketing prowess, given the mass of media attention now being given to the safety video.
Sent 12: From the negative corner, while some commented they were appalled Air New Zealand would be so sexist, others said the Sports Illustrated version just isn't all that clever -- a disappointing follow up to the airline's creative safety videos of the past.
Question: Which airline teamed up with Sports Illustrated magazine in order to produce a safety video?.

Paragraph- Sent 1: (CNN) -- Air New Zealand's latest in-flight safety video, released Tuesday, is already another viral hit but is encountering some turbulence over its use of several bikini-clad Sports Illustrated models.
Sent 2: View the video here Previous versions of the video -- starring anything from Hobbits to Bear Grylls to New Zealand's all conquering All Blacks rugby team -- have revolutionized the on-board safety message airlines deliver to passengers.
Sent 3: The most recent effort though is being criticized by some as neither ground-breaking nor as creative, after the airline teamed up with Sports Illustrated magazine to produce what it's calling "the world's most beautiful safety video."Sent 4: The "Safety in Paradise" video, which rolls out on Air New Zealand flights at the end of February, is beautifully shot and certainly cheerful and fun.
Sent 5: It was filmed in the Cook Islands -- home to several stunning beaches -- and coincides with the 50th anniversary of Sports Illustrated's Swimsuit franchise.
Sent 6: Earlier videos have been witty, clever and quirky but the paradise video combines a far less subtle use of eye-catching material -- using four of the planet's most beautiful, and scantily clad women, to deliver information to passengers.
Sent 7: The models include Ariel Meredith, Chrissy Teigen, Hannah Davis and Jessica Gomes.
Sent 8: Christie Brinkley makes a cameo.
Sent 9: "It seems that suddenly they are saying that my sexuality is all that matters about me," one critic, Massey University lecturer and feminist commentator Deborah Russell told the Sydney Morning Herald.
Sent 10: Social media reaction to the video was predictably mixed, though the majority of commenters on Facebook and Twitter appeared to support the video -- and the women in it.
Sent 11: Many praised Air New Zealand for using beautiful women to promote the Cook Islands and complimented the airline on its marketing prowess, given the mass of media attention now being given to the safety video.
Sent 12: From the negative corner, while some commented they were appalled Air New Zealand would be so sexist, others said the Sports Illustrated version just isn't all that clever -- a disappointing follow up to the airline's creative safety videos of the past.
Question: Which company created "the world's most beautiful safety video"?.

Paragraph- Sent 1: (CNN) -- Air New Zealand's latest in-flight safety video, released Tuesday, is already another viral hit but is encountering some turbulence over its use of several bikini-clad Sports Illustrated models.
Sent 2: View the video here Previous versions of the video -- starring anything from Hobbits to Bear Grylls to New Zealand's all conquering All Blacks rugby team -- have revolutionized the on-board safety message airlines deliver to passengers.
Sent 3: The most recent effort though is being criticized by some as neither ground-breaking nor as creative, after the airline teamed up with Sports Illustrated magazine to produce what it's calling "the world's most beautiful safety video."Sent 4: The "Safety in Paradise" video, which rolls out on Air New Zealand flights at the end of February, is beautifully shot and certainly cheerful and fun.
Sent 5: It was filmed in the Cook Islands -- home to several stunning beaches -- and coincides with the 50th anniversary of Sports Illustrated's Swimsuit franchise.
Sent 6: Earlier videos have been witty, clever and quirky but the paradise video combines a far less subtle use of eye-catching material -- using four of the planet's most beautiful, and scantily clad women, to deliver information to passengers.
Sent 7: The models include Ariel Meredith, Chrissy Teigen, Hannah Davis and Jessica Gomes.
Sent 8: Christie Brinkley makes a cameo.
Sent 9: "It seems that suddenly they are saying that my sexuality is all that matters about me," one critic, Massey University lecturer and feminist commentator Deborah Russell told the Sydney Morning Herald.
Sent 10: Social media reaction to the video was predictably mixed, though the majority of commenters on Facebook and Twitter appeared to support the video -- and the women in it.
Sent 11: Many praised Air New Zealand for using beautiful women to promote the Cook Islands and complimented the airline on its marketing prowess, given the mass of media attention now being given to the safety video.
Sent 12: From the negative corner, while some commented they were appalled Air New Zealand would be so sexist, others said the Sports Illustrated version just isn't all that clever -- a disappointing follow up to the airline's creative safety videos of the past.
Question: What kind of career does Christie Brinkley have?.

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:   But I think it is certain that most of the early Christians understood  these words of our Lord's ascension and coming again in glory.
Sent 2: They  believed that He was coming again in a very little while during their own  life-time, in a few months or years, to make an end of the world and to  judge the quick and the dead.
Sent 3: And as they waited for His coming, one  generation after another, and yet He did not come, a sadness fell upon  them.
Sent 4: Christ seemed to have left the world.
Sent 5: The little while that He  had promised to be away seemed to have become a very long while.
Sent 6: Hundreds of years passed, and yet Christ did not come in glory.
Sent 7: And, as  I said, a sadness fell on all the Church.
Sent 8: Surely, they said, this is the  time of which Christ said we were to weep and lament till we saw Him  again--this is the time of which He said that the bridegroom should be  taken from us, and we should fast in those days.
Sent 9: And they did fast, and  weep, and lament; and their religion became a very sad and melancholy  one--most sad in those who were most holy, and loved their Lord best, and  longed most for His coming in glory.
Question: Why did the Christians fast, weep, and lament?.

Paragraph- Sent 1:   But I think it is certain that most of the early Christians understood  these words of our Lord's ascension and coming again in glory.
Sent 2: They  believed that He was coming again in a very little while during their own  life-time, in a few months or years, to make an end of the world and to  judge the quick and the dead.
Sent 3: And as they waited for His coming, one  generation after another, and yet He did not come, a sadness fell upon  them.
Sent 4: Christ seemed to have left the world.
Sent 5: The little while that He  had promised to be away seemed to have become a very long while.
Sent 6: Hundreds of years passed, and yet Christ did not come in glory.
Sent 7: And, as  I said, a sadness fell on all the Church.
Sent 8: Surely, they said, this is the  time of which Christ said we were to weep and lament till we saw Him  again--this is the time of which He said that the bridegroom should be  taken from us, and we should fast in those days.
Sent 9: And they did fast, and  weep, and lament; and their religion became a very sad and melancholy  one--most sad in those who were most holy, and loved their Lord best, and  longed most for His coming in glory.
Question: What was the reaction Christians had?.

Paragraph- Sent 1:   But I think it is certain that most of the early Christians understood  these words of our Lord's ascension and coming again in glory.
Sent 2: They  believed that He was coming again in a very little while during their own  life-time, in a few months or years, to make an end of the world and to  judge the quick and the dead.
Sent 3: And as they waited for His coming, one  generation after another, and yet He did not come, a sadness fell upon  them.
Sent 4: Christ seemed to have left the world.
Sent 5: The little while that He  had promised to be away seemed to have become a very long while.
Sent 6: Hundreds of years passed, and yet Christ did not come in glory.
Sent 7: And, as  I said, a sadness fell on all the Church.
Sent 8: Surely, they said, this is the  time of which Christ said we were to weep and lament till we saw Him  again--this is the time of which He said that the bridegroom should be  taken from us, and we should fast in those days.
Sent 9: And they did fast, and  weep, and lament; and their religion became a very sad and melancholy  one--most sad in those who were most holy, and loved their Lord best, and  longed most for His coming in glory.
Question: Who promised to be away a little while?.

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: Sometimes traits can vary from parent to offspring.
Sent 2: These changes are due to mutations.
Sent 3: Mutations are a random change.
Sent 4: Mutations are natural.
Sent 5: Some mutations are harmful.
Sent 6: In this case, the organism may not live to reproduce.
Sent 7: The trait will not be passed onto offspring.
Sent 8: Others variations in traits have no effect on survival.
Sent 9: Can some mutations be good for a living thing?
Sent 10: Other mutations can have great benefits.
Sent 11: Imagine being the first moth that can blend into its background.
Sent 12: It would have a better chance of survival.
Sent 13: A living thing that survives is likely to have offspring.
Sent 14: If it does, it may pass the new trait on to its offspring.
Sent 15: Thats good news for the offspring.
Sent 16: The offspring may be more likely to survive.
Sent 17: Mutations are one way living things adapt to new conditions.
Question: what are mutations ?.

Paragraph- Sent 1: Sometimes traits can vary from parent to offspring.
Sent 2: These changes are due to mutations.
Sent 3: Mutations are a random change.
Sent 4: Mutations are natural.
Sent 5: Some mutations are harmful.
Sent 6: In this case, the organism may not live to reproduce.
Sent 7: The trait will not be passed onto offspring.
Sent 8: Others variations in traits have no effect on survival.
Sent 9: Can some mutations be good for a living thing?
Sent 10: Other mutations can have great benefits.
Sent 11: Imagine being the first moth that can blend into its background.
Sent 12: It would have a better chance of survival.
Sent 13: A living thing that survives is likely to have offspring.
Sent 14: If it does, it may pass the new trait on to its offspring.
Sent 15: Thats good news for the offspring.
Sent 16: The offspring may be more likely to survive.
Sent 17: Mutations are one way living things adapt to new conditions.
Question: can mutations have an effect on survival.

Paragraph- Sent 1: Sometimes traits can vary from parent to offspring.
Sent 2: These changes are due to mutations.
Sent 3: Mutations are a random change.
Sent 4: Mutations are natural.
Sent 5: Some mutations are harmful.
Sent 6: In this case, the organism may not live to reproduce.
Sent 7: The trait will not be passed onto offspring.
Sent 8: Others variations in traits have no effect on survival.
Sent 9: Can some mutations be good for a living thing?
Sent 10: Other mutations can have great benefits.
Sent 11: Imagine being the first moth that can blend into its background.
Sent 12: It would have a better chance of survival.
Sent 13: A living thing that survives is likely to have offspring.
Sent 14: If it does, it may pass the new trait on to its offspring.
Sent 15: Thats good news for the offspring.
Sent 16: The offspring may be more likely to survive.
Sent 17: Mutations are one way living things adapt to new conditions.
Question: What can cause traits to vary?.

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: What a time of it Dawson's Landing was having!
Sent 2: All its life it had been asleep, but now it hardly got a chance for a nod, so swiftly did big events and crashing surprises come along in one another's wake: Friday morning, first glimpse of Real Nobility, also grand reception at Aunt Patsy Cooper's, also great robber raid; Friday evening, dramatic kicking of the heir of the chief citizen in presence of four hundred people; Saturday morning, emergence as practicing lawyer of the long-submerged Pudd'nhead Wilson; Saturday night, duel between chief citizen and titled stranger.
Sent 3: The people took more pride in the duel than in all the other events put together, perhaps.
Sent 4: It was a glory to their town to have such a thing happen there.
Sent 5: In their eyes the principals had reached the summit of human honor.
Sent 6: Everybody paid homage to their names; their praises were in all mouths.
Sent 7: Even the duelists' subordinates came in for a handsome share of the public approbation: wherefore Pudd'nhead Wilson was suddenly become a man of consequence.
Sent 8: When asked to run for the mayoralty Saturday night, he was risking defeat, but Sunday morning found him a made man and his success assured.
Question: What had Pudd'nhead Wilson assured his success in?.

Paragraph- Sent 1: What a time of it Dawson's Landing was having!
Sent 2: All its life it had been asleep, but now it hardly got a chance for a nod, so swiftly did big events and crashing surprises come along in one another's wake: Friday morning, first glimpse of Real Nobility, also grand reception at Aunt Patsy Cooper's, also great robber raid; Friday evening, dramatic kicking of the heir of the chief citizen in presence of four hundred people; Saturday morning, emergence as practicing lawyer of the long-submerged Pudd'nhead Wilson; Saturday night, duel between chief citizen and titled stranger.
Sent 3: The people took more pride in the duel than in all the other events put together, perhaps.
Sent 4: It was a glory to their town to have such a thing happen there.
Sent 5: In their eyes the principals had reached the summit of human honor.
Sent 6: Everybody paid homage to their names; their praises were in all mouths.
Sent 7: Even the duelists' subordinates came in for a handsome share of the public approbation: wherefore Pudd'nhead Wilson was suddenly become a man of consequence.
Sent 8: When asked to run for the mayoralty Saturday night, he was risking defeat, but Sunday morning found him a made man and his success assured.
Question: What was Pudd'nhead Wilson asked to do on Saturday?.

Paragraph- Sent 1: What a time of it Dawson's Landing was having!
Sent 2: All its life it had been asleep, but now it hardly got a chance for a nod, so swiftly did big events and crashing surprises come along in one another's wake: Friday morning, first glimpse of Real Nobility, also grand reception at Aunt Patsy Cooper's, also great robber raid; Friday evening, dramatic kicking of the heir of the chief citizen in presence of four hundred people; Saturday morning, emergence as practicing lawyer of the long-submerged Pudd'nhead Wilson; Saturday night, duel between chief citizen and titled stranger.
Sent 3: The people took more pride in the duel than in all the other events put together, perhaps.
Sent 4: It was a glory to their town to have such a thing happen there.
Sent 5: In their eyes the principals had reached the summit of human honor.
Sent 6: Everybody paid homage to their names; their praises were in all mouths.
Sent 7: Even the duelists' subordinates came in for a handsome share of the public approbation: wherefore Pudd'nhead Wilson was suddenly become a man of consequence.
Sent 8: When asked to run for the mayoralty Saturday night, he was risking defeat, but Sunday morning found him a made man and his success assured.
Question: How had the principals reached the summit of human honor?.

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: An insect can have one of three types of change in its life.
Sent 2: A metamorphosis describes how insects change.
Sent 3: Some insects do not go through a change.
Sent 4: Instead, the young look like small versions of adults.
Sent 5: The only change between young and mature is size.
Sent 6: Other types of insects go through a change in physical appearance.
Sent 7: There are two types of this type of change.
Sent 8: Some insects change only slightly during their change.
Sent 9: This type is called incomplete metamorphosis.
Sent 10: Other types of insects go through a major change.
Sent 11: They don’t look at all like the adult when they are born.
Sent 12: This type of change is called complete metamorphosis.
Sent 13: Occurs in the most primitive insects.
Sent 14: Newborn insect looks like a tiny version of the adult.
Sent 15: Incomplete Three stages: egg, nymph, and adult.
Sent 16: Young, called nymphs, usually similar to adult.
Sent 17: Growth occurs during the nymph stage.
Question: What happens when an insect goes through incomplete metomorphosis?.

Paragraph- Sent 1: When you get sick, your body springs to action.
Sent 2: Your body starts to fight the illness.
Sent 3: Thats why you want to eat right and get plenty of sleep.
Sent 4: You need a strong immune system to fight off illness.
Sent 5: Plants dont have an immune system.
Sent 6: That does not mean they do not get sick.
Sent 7: Plants are affected by disease just like us.
Sent 8: Typically, their first line of defense is the death of part of the plant.
Sent 9: This prevents the infection from spreading.
Sent 10: Many plants also produce special chemicals to fight disease.
Sent 11: For example, willow trees produce a chemical to kill the bacteria.
Sent 12: The same compound is used in many acne products.
Sent 13: You can see a picture of a willow tree in Figure Plants may be smarter than we think.
Sent 14: No, they cannot talk to each other.
Sent 15: They may be able to send messages, though.
Question: What takes place first, when a disease starts eating away at a plant?.

Paragraph- Sent 1: An insect can have one of three types of change in its life.
Sent 2: A metamorphosis describes how insects change.
Sent 3: Some insects do not go through a change.
Sent 4: Instead, the young look like small versions of adults.
Sent 5: The only change between young and mature is size.
Sent 6: Other types of insects go through a change in physical appearance.
Sent 7: There are two types of this type of change.
Sent 8: Some insects change only slightly during their change.
Sent 9: This type is called incomplete metamorphosis.
Sent 10: Other types of insects go through a major change.
Sent 11: They don’t look at all like the adult when they are born.
Sent 12: This type of change is called complete metamorphosis.
Sent 13: Occurs in the most primitive insects.
Sent 14: Newborn insect looks like a tiny version of the adult.
Sent 15: Incomplete Three stages: egg, nymph, and adult.
Sent 16: Young, called nymphs, usually similar to adult.
Sent 17: Growth occurs during the nymph stage.
Question: What is it called when some insects go through one of three types of change?.

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) -- Lewis Hamilton and Jenson Button secured a McLaren one-two in a dramatic Turkish Grand Prix on Sunday as they took advantage of a collision between Red Bull pair Mark Webber and Sebastian Vettel.
Sent 2: Polesitter Webber was leading when his German teammate tried to overtake him on lap 41 of 58 and succeeded only in crashing into him and going off.
Sent 3: Webber, who looked set for this third straight victory, had to pit to have a new nose cone, leaving Hamilton, who had been strongly challenging in third, to take the lead from Button, the reigning world champion.
Sent 4: The pair then engaged in their own private duel, with Button briefly heading his fellow Briton, before Hamilton took the lead for the final time to secure his first win of the season.
Sent 5: Webber completed the podium and the third place helps him maintain the lead in the title race, five points clear of Button, with Hamilton moving up to third place, four points further adrift.
Sent 6: The Mercedes pair of seven-time champion Michael Schumacher and Nico Rosberg finished a distant fourth and fifth with Robert Kubica sixth for Renault.
Sent 7: The Ferraris of Felipe Massa and Fernando Alonso were seventh and eighth, hardly an auspicious performance to mark the 800th grand prix for the famous red cars.
Sent 8: German Adrian Sutil was ninth for Force India and Japanese Kamui Kobayashi completed the points scoring for Sauber in 10th.
Sent 9: To complete a disappointing afternoon for Red Bull, they lost the lead to McLaren by a single point in the constructors' title race.
Sent 10: "A big shame for the team -- and not an ideal scenario at all," said Webber as he recalled the disastrous incident with Vettel.
Question: Which teams entered into the top ten of the Turkish Grand Prix.

Paragraph- Sent 1: (CNN) -- Lewis Hamilton and Jenson Button secured a McLaren one-two in a dramatic Turkish Grand Prix on Sunday as they took advantage of a collision between Red Bull pair Mark Webber and Sebastian Vettel.
Sent 2: Polesitter Webber was leading when his German teammate tried to overtake him on lap 41 of 58 and succeeded only in crashing into him and going off.
Sent 3: Webber, who looked set for this third straight victory, had to pit to have a new nose cone, leaving Hamilton, who had been strongly challenging in third, to take the lead from Button, the reigning world champion.
Sent 4: The pair then engaged in their own private duel, with Button briefly heading his fellow Briton, before Hamilton took the lead for the final time to secure his first win of the season.
Sent 5: Webber completed the podium and the third place helps him maintain the lead in the title race, five points clear of Button, with Hamilton moving up to third place, four points further adrift.
Sent 6: The Mercedes pair of seven-time champion Michael Schumacher and Nico Rosberg finished a distant fourth and fifth with Robert Kubica sixth for Renault.
Sent 7: The Ferraris of Felipe Massa and Fernando Alonso were seventh and eighth, hardly an auspicious performance to mark the 800th grand prix for the famous red cars.
Sent 8: German Adrian Sutil was ninth for Force India and Japanese Kamui Kobayashi completed the points scoring for Sauber in 10th.
Sent 9: To complete a disappointing afternoon for Red Bull, they lost the lead to McLaren by a single point in the constructors' title race.
Sent 10: "A big shame for the team -- and not an ideal scenario at all," said Webber as he recalled the disastrous incident with Vettel.
Question: How many different individual teams ended up with at least one member in scoring positions?.

Paragraph- Sent 1: (CNN) -- Lewis Hamilton and Jenson Button secured a McLaren one-two in a dramatic Turkish Grand Prix on Sunday as they took advantage of a collision between Red Bull pair Mark Webber and Sebastian Vettel.
Sent 2: Polesitter Webber was leading when his German teammate tried to overtake him on lap 41 of 58 and succeeded only in crashing into him and going off.
Sent 3: Webber, who looked set for this third straight victory, had to pit to have a new nose cone, leaving Hamilton, who had been strongly challenging in third, to take the lead from Button, the reigning world champion.
Sent 4: The pair then engaged in their own private duel, with Button briefly heading his fellow Briton, before Hamilton took the lead for the final time to secure his first win of the season.
Sent 5: Webber completed the podium and the third place helps him maintain the lead in the title race, five points clear of Button, with Hamilton moving up to third place, four points further adrift.
Sent 6: The Mercedes pair of seven-time champion Michael Schumacher and Nico Rosberg finished a distant fourth and fifth with Robert Kubica sixth for Renault.
Sent 7: The Ferraris of Felipe Massa and Fernando Alonso were seventh and eighth, hardly an auspicious performance to mark the 800th grand prix for the famous red cars.
Sent 8: German Adrian Sutil was ninth for Force India and Japanese Kamui Kobayashi completed the points scoring for Sauber in 10th.
Sent 9: To complete a disappointing afternoon for Red Bull, they lost the lead to McLaren by a single point in the constructors' title race.
Sent 10: "A big shame for the team -- and not an ideal scenario at all," said Webber as he recalled the disastrous incident with Vettel.
Question: Which country is Webber's teammate Vettel from.

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: Albert Einstein was born in Ulm, in the Kingdom of Wurttemberg in the German Empire on 14 March 1879.
Sent 2: His parents were Hermann Einstein, a salesman and engineer, and Pauline Koch.
Sent 3: In 1880, the family moved to Munich, where his father and his uncle founded Elektrotechnische Fabrik J. Einstein & Cie, a company that manufactured electrical equipment based on direct current.
Sent 4: The Einsteins were non-observant Ashkenazi Jews.
Sent 5: Albert attended a Catholic elementary school from the age of 5 for three years.
Sent 6: At the age of 8, he was transferred to the Luitpold Gymnasium (now known as the Albert Einstein Gymnasium), where he received advanced primary and secondary school education until he left Germany seven years later.
Sent 7: In 1894, his father's company failed: direct current (DC) lost the War of Currents to alternating current (AC).
Sent 8: In search of business, the Einstein family moved to Italy, first to Milan and then, a few months later, to Pavia.
Sent 9: When the family moved to Pavia, Einstein stayed in Munich to finish his studies at the Luitpold Gymnasium.
Sent 10: His father intended for him to pursue electrical engineering, but Einstein clashed with authorities and resented the school's regimen and teaching method.
Sent 11: He later wrote that the spirit of learning and creative thought were lost in strict rote learning.
Sent 12: At the end of December 1894, he travelled to Italy to join his family in Pavia, convincing the school to let him go by using a doctor's note.
Sent 13: It was during his time in Italy that he wrote a short essay with the title "On the Investigation of the State of the Ether in a Magnetic Field.
Sent 14: In 1895, at the age of 16, Einstein sat the entrance examinations for the Swiss Federal Polytechnic in Zurich (later the Eidgenossische Technische Hochschule ETH).
Sent 15: He failed to reach the required standard in the general part of the examination, but obtained exceptional grades in physics and mathematics.
Sent 16: On the advice of the principal of the Polytechnic, he attended the Argovian cantonal school (gymnasium) in Aarau, Switzerland, in 1895-96 to complete his secondary schooling.
Sent 17: While lodging with the family of Professor Jost Winteler, he fell in love with Winteler's daughter, Marie.
Sent 18: (Albert's sister Maja later married Wintelers' son Paul.) In January 1896, with his father's approval, he renounced his citizenship in the German Kingdom of Wurttemberg to avoid military service.
Question: Albert Einstein attended the Luitpold Gymnasium (now known as the Albert Einstein Gymnasium) after attending what kind of school?.

Paragraph- Sent 1: Einstein's political view was in favor of socialism and critical of capitalism, which he detailed in his essays such as "Why Socialism?".
Sent 2: Einstein offered and was called on to give judgments and opinions on matters often unrelated to theoretical physics or mathematics.
Sent 3: He strongly advocated the idea of a democratic global government that would check the power of nation-states in the framework of a world federation.
Sent 4: Einstein's views about religious belief have been collected from interviews and original writings.
Sent 5: He called himself an agnostic, while disassociating himself from the label atheist.
Sent 6: He said he believed in the "pantheistic" God of Baruch Spinoza, but not in a personal god, a belief he criticized.
Sent 7: Einstein once wrote: "I do not believe in a personal God and I have never denied this but expressed it clearly".
Question: What were Einstein's religious views?.

Paragraph- Sent 1: Albert Einstein was born in Ulm, in the Kingdom of Wurttemberg in the German Empire on 14 March 1879.
Sent 2: His parents were Hermann Einstein, a salesman and engineer, and Pauline Koch.
Sent 3: In 1880, the family moved to Munich, where his father and his uncle founded Elektrotechnische Fabrik J. Einstein & Cie, a company that manufactured electrical equipment based on direct current.
Sent 4: The Einsteins were non-observant Ashkenazi Jews.
Sent 5: Albert attended a Catholic elementary school from the age of 5 for three years.
Sent 6: At the age of 8, he was transferred to the Luitpold Gymnasium (now known as the Albert Einstein Gymnasium), where he received advanced primary and secondary school education until he left Germany seven years later.
Sent 7: In 1894, his father's company failed: direct current (DC) lost the War of Currents to alternating current (AC).
Sent 8: In search of business, the Einstein family moved to Italy, first to Milan and then, a few months later, to Pavia.
Sent 9: When the family moved to Pavia, Einstein stayed in Munich to finish his studies at the Luitpold Gymnasium.
Sent 10: His father intended for him to pursue electrical engineering, but Einstein clashed with authorities and resented the school's regimen and teaching method.
Sent 11: He later wrote that the spirit of learning and creative thought were lost in strict rote learning.
Sent 12: At the end of December 1894, he travelled to Italy to join his family in Pavia, convincing the school to let him go by using a doctor's note.
Sent 13: It was during his time in Italy that he wrote a short essay with the title "On the Investigation of the State of the Ether in a Magnetic Field.
Sent 14: In 1895, at the age of 16, Einstein sat the entrance examinations for the Swiss Federal Polytechnic in Zurich (later the Eidgenossische Technische Hochschule ETH).
Sent 15: He failed to reach the required standard in the general part of the examination, but obtained exceptional grades in physics and mathematics.
Sent 16: On the advice of the principal of the Polytechnic, he attended the Argovian cantonal school (gymnasium) in Aarau, Switzerland, in 1895-96 to complete his secondary schooling.
Sent 17: While lodging with the family of Professor Jost Winteler, he fell in love with Winteler's daughter, Marie.
Sent 18: (Albert's sister Maja later married Wintelers' son Paul.) In January 1896, with his father's approval, he renounced his citizenship in the German Kingdom of Wurttemberg to avoid military service.
Question: Did Albert Einstein's family move to Munich before or after Albert was born?.

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: When Alexander destroyed Tyre, most of the towns on the route to Egypt quickly capitulated.
Sent 2: A later tradition recorded his entry into Jerusalem: according to Josephus, Alexander was shown the Book of Daniel's prophecy, presumably chapter 8, which described a mighty Greek king who would conquer the Persian Empire.
Sent 3: He spared Jerusalem and pushed south into Egypt.
Sent 4: However, Alexander met with resistance at Gaza.
Sent 5: The stronghold was heavily fortified and built on a hill, requiring a siege.
Sent 6: When "his engineers pointed out to him that because of the height of the mound it would be impossible... this encouraged Alexander all the more to make the attempt".
Sent 7: After three unsuccessful assaults, the stronghold fell, but not before Alexander had received a serious shoulder wound.
Sent 8: As in Tyre, men of military age were put to the sword and the women and children were sold into slavery.
Sent 9: Alexander advanced on Egypt in later 332 BC, where he was regarded as a liberator.
Sent 10: He was pronounced son of the deity Amun at the Oracle of Siwa Oasis in the Libyan desert.
Sent 11: Henceforth, Alexander often referred to Zeus-Ammon as his true father, and after his death, currency depicted him adorned with rams horn as a symbol of his divinity.
Sent 12: During his stay in Egypt, he founded Alexandria-by-Egypt, which would become the prosperous capital of the Ptolemaic Kingdom after his death.
Question: What part of Egypt did he encounter resistance?.

Paragraph- Sent 1: In spring 333 BC, Alexander crossed the Taurus into Cilicia.
Sent 2: After a long pause due to illness, he marched on towards Syria.
Sent 3: Though outmanoeuvered by Darius' significantly larger army, he marched back to Cilicia, where he defeated Darius at Issos.
Sent 4: Darius fled the battle, causing his army to collapse, and left behind his wife, his two daughters, his mother Sisygambis, and a fabulous treasure.
Sent 5: He offered a peace treaty that included the lands he had already lost, and a ransom of 10,000 talents for his family.
Sent 6: Alexander replied that since he was now king of Asia, it was he alone who decided territorial divisions.
Sent 7: Alexander proceeded to take possession of Syria, and most of the coast of the Levant.
Sent 8: In the following year, 332 BC, he was forced to attack Tyre, which he captured after a long and difficult siege.
Sent 9: Alexander massacred the men of military age and sold the women and children into slavery.
Question: Why did Darius' flee?.

Paragraph- Sent 1: Before crossing to Asia, Alexander wanted to safeguard his northern borders.
Sent 2: In the spring of 335 BC, he advanced to suppress several revolts.
Sent 3: Starting from Amphipolis, he traveled east into the country of the "Independent Thracians"; and at Mount Haemus, the Macedonian army attacked and defeated the Thracian forces manning the heights.
Sent 4: The Macedonians marched into the country of the Triballi, and defeated their army near the Lyginus river (a tributary of the Danube).
Sent 5: Alexander then marched for three days to the Danube, encountering the Getae tribe on the opposite shore.
Sent 6: Crossing the river at night, he surprised them and forced their army to retreat after the first cavalry skirmish.
Sent 7: News then reached Alexander that Cleitus, King of Illyria, and King Glaukias of the Taulanti were in open revolt against his authority.
Sent 8: Marching west into Illyria, Alexander defeated each in turn, forcing the two rulers to flee with their troops.
Sent 9: With these victories, he secured his northern frontier.
Sent 10: While Alexander campaigned north, the Thebans and Athenians rebelled once again.
Sent 11: Alexander immediately headed south.
Sent 12: While the other cities again hesitated, Thebes decided to fight.
Sent 13: The Theban resistance was ineffective, and Alexander razed the city and divided its territory between the other Boeotian cities.
Sent 14: The end of Thebes cowed Athens, leaving all of Greece temporarily at peace.
Sent 15: Alexander then set out on his Asian campaign, leaving Antipater as regent.
Question: What was Alexander's immediate response when Thebes and Athens rebelled?.

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


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

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

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

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: After the death of Spitamenes and his marriage to Roxana (Roshanak in Bactrian) to cement relations with his new satrapies, Alexander turned to the Indian subcontinent.
Sent 2: He invited the chieftains of the former satrapy of Gandhara, in the north of what is now Pakistan, to come to him and submit to his authority.
Sent 3: Omphis(Indian name Ambhi Kumar), the ruler of Taxila, whose kingdom extended from the Indus to the Hydaspes (Jhelum), complied, but the chieftains of some hill clans, including the Aspasioi and Assakenoi sections of the Kambojas (known in Indian texts also as Ashvayanas and Ashvakayanas), refused to submit.
Sent 4: Ambhi hastened to relieve Alexander of his apprehension and met him with valuable presents, placing himself and all his forces at his disposal.
Sent 5: Alexander not only returned Ambhi his title and the gifts but he also presented him with a wardrobe of "Persian robes, gold and silver ornaments, 30 horses and 1000 talents in gold".
Sent 6: Alexander was emboldened to divide his forces, and Ambhi assisted Hephaestion and Perdiccas in constructing a bridge over the Indus where it bends at Hund (Fox 1973), supplied their troops with provisions, and received Alexander himself, and his whole army, in his capital city of Taxila, with every demonstration of friendship and the most liberal hospitality.
Sent 7: On the subsequent advance of the Macedonian king, Taxiles accompanied him with a force of 5000 men and took part in the battle of the Hydaspes River.
Sent 8: After that victory he was sent by Alexander in pursuit of Porus, to whom he was charged to offer favourable terms, but narrowly escaped losing his life at the hands of his old enemy.
Sent 9: Subsequently, however, the two rivals were reconciled by the personal mediation of Alexander; and Taxiles, after having contributed zealously to the equipment of the fleet on the Hydaspes, was entrusted by the king with the government of the whole territory between that river and the Indus.
Sent 10: A considerable accession of power was granted him after the death of Philip, son of Machatas; and he was allowed to retain his authority at the death of Alexander himself (323 BC), as well as in the subsequent partition of the provinces at Triparadisus, 321 BC.
Sent 11: In the winter of 327/326 BC, Alexander personally led a campaign against these clans; the Aspasioi of Kunar valleys, the Guraeans of the Guraeus valley, and the Assakenoi of the Swat and Buner valleys.
Sent 12: A fierce contest ensued with the Aspasioi in which Alexander was wounded in the shoulder by a dart, but eventually the Aspasioi lost.
Sent 13: Alexander then faced the Assakenoi, who fought in the strongholds of Massaga, Ora and Aornos.
Sent 14: The fort of Massaga was reduced only after days of bloody fighting, in which Alexander was wounded seriously in the ankle.
Sent 15: According to Curtius, "Not only did Alexander slaughter the entire population of Massaga, but also did he reduce its buildings to rubble".
Sent 16: A similar slaughter followed at Ora.
Sent 17: In the aftermath of Massaga and Ora, numerous Assakenians fled to the fortress of Aornos.
Sent 18: Alexander followed close behind and captured the strategic hill-fort after four bloody days.
Question: What were the reasons for Alexander's invitation and who obliged?.

Paragraph- Sent 1: After the death of Spitamenes and his marriage to Roxana (Roshanak in Bactrian) to cement relations with his new satrapies, Alexander turned to the Indian subcontinent.
Sent 2: He invited the chieftains of the former satrapy of Gandhara, in the north of what is now Pakistan, to come to him and submit to his authority.
Sent 3: Omphis(Indian name Ambhi Kumar), the ruler of Taxila, whose kingdom extended from the Indus to the Hydaspes (Jhelum), complied, but the chieftains of some hill clans, including the Aspasioi and Assakenoi sections of the Kambojas (known in Indian texts also as Ashvayanas and Ashvakayanas), refused to submit.
Sent 4: Ambhi hastened to relieve Alexander of his apprehension and met him with valuable presents, placing himself and all his forces at his disposal.
Sent 5: Alexander not only returned Ambhi his title and the gifts but he also presented him with a wardrobe of "Persian robes, gold and silver ornaments, 30 horses and 1000 talents in gold".
Sent 6: Alexander was emboldened to divide his forces, and Ambhi assisted Hephaestion and Perdiccas in constructing a bridge over the Indus where it bends at Hund (Fox 1973), supplied their troops with provisions, and received Alexander himself, and his whole army, in his capital city of Taxila, with every demonstration of friendship and the most liberal hospitality.
Sent 7: On the subsequent advance of the Macedonian king, Taxiles accompanied him with a force of 5000 men and took part in the battle of the Hydaspes River.
Sent 8: After that victory he was sent by Alexander in pursuit of Porus, to whom he was charged to offer favourable terms, but narrowly escaped losing his life at the hands of his old enemy.
Sent 9: Subsequently, however, the two rivals were reconciled by the personal mediation of Alexander; and Taxiles, after having contributed zealously to the equipment of the fleet on the Hydaspes, was entrusted by the king with the government of the whole territory between that river and the Indus.
Sent 10: A considerable accession of power was granted him after the death of Philip, son of Machatas; and he was allowed to retain his authority at the death of Alexander himself (323 BC), as well as in the subsequent partition of the provinces at Triparadisus, 321 BC.
Sent 11: In the winter of 327/326 BC, Alexander personally led a campaign against these clans; the Aspasioi of Kunar valleys, the Guraeans of the Guraeus valley, and the Assakenoi of the Swat and Buner valleys.
Sent 12: A fierce contest ensued with the Aspasioi in which Alexander was wounded in the shoulder by a dart, but eventually the Aspasioi lost.
Sent 13: Alexander then faced the Assakenoi, who fought in the strongholds of Massaga, Ora and Aornos.
Sent 14: The fort of Massaga was reduced only after days of bloody fighting, in which Alexander was wounded seriously in the ankle.
Sent 15: According to Curtius, "Not only did Alexander slaughter the entire population of Massaga, but also did he reduce its buildings to rubble".
Sent 16: A similar slaughter followed at Ora.
Sent 17: In the aftermath of Massaga and Ora, numerous Assakenians fled to the fortress of Aornos.
Sent 18: Alexander followed close behind and captured the strategic hill-fort after four bloody days.
Question: Who invited the chieftains of the Gandhara satrapy to com to him and submit to his authority?.

Paragraph- Sent 1: After the death of Spitamenes and his marriage to Roxana (Roshanak in Bactrian) to cement relations with his new satrapies, Alexander turned to the Indian subcontinent.
Sent 2: He invited the chieftains of the former satrapy of Gandhara, in the north of what is now Pakistan, to come to him and submit to his authority.
Sent 3: Omphis(Indian name Ambhi Kumar), the ruler of Taxila, whose kingdom extended from the Indus to the Hydaspes (Jhelum), complied, but the chieftains of some hill clans, including the Aspasioi and Assakenoi sections of the Kambojas (known in Indian texts also as Ashvayanas and Ashvakayanas), refused to submit.
Sent 4: Ambhi hastened to relieve Alexander of his apprehension and met him with valuable presents, placing himself and all his forces at his disposal.
Sent 5: Alexander not only returned Ambhi his title and the gifts but he also presented him with a wardrobe of "Persian robes, gold and silver ornaments, 30 horses and 1000 talents in gold".
Sent 6: Alexander was emboldened to divide his forces, and Ambhi assisted Hephaestion and Perdiccas in constructing a bridge over the Indus where it bends at Hund (Fox 1973), supplied their troops with provisions, and received Alexander himself, and his whole army, in his capital city of Taxila, with every demonstration of friendship and the most liberal hospitality.
Sent 7: On the subsequent advance of the Macedonian king, Taxiles accompanied him with a force of 5000 men and took part in the battle of the Hydaspes River.
Sent 8: After that victory he was sent by Alexander in pursuit of Porus, to whom he was charged to offer favourable terms, but narrowly escaped losing his life at the hands of his old enemy.
Sent 9: Subsequently, however, the two rivals were reconciled by the personal mediation of Alexander; and Taxiles, after having contributed zealously to the equipment of the fleet on the Hydaspes, was entrusted by the king with the government of the whole territory between that river and the Indus.
Sent 10: A considerable accession of power was granted him after the death of Philip, son of Machatas; and he was allowed to retain his authority at the death of Alexander himself (323 BC), as well as in the subsequent partition of the provinces at Triparadisus, 321 BC.
Sent 11: In the winter of 327/326 BC, Alexander personally led a campaign against these clans; the Aspasioi of Kunar valleys, the Guraeans of the Guraeus valley, and the Assakenoi of the Swat and Buner valleys.
Sent 12: A fierce contest ensued with the Aspasioi in which Alexander was wounded in the shoulder by a dart, but eventually the Aspasioi lost.
Sent 13: Alexander then faced the Assakenoi, who fought in the strongholds of Massaga, Ora and Aornos.
Sent 14: The fort of Massaga was reduced only after days of bloody fighting, in which Alexander was wounded seriously in the ankle.
Sent 15: According to Curtius, "Not only did Alexander slaughter the entire population of Massaga, but also did he reduce its buildings to rubble".
Sent 16: A similar slaughter followed at Ora.
Sent 17: In the aftermath of Massaga and Ora, numerous Assakenians fled to the fortress of Aornos.
Sent 18: Alexander followed close behind and captured the strategic hill-fort after four bloody days.
Question: After what victory was Ambhi sent to pursue Porus?.

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: Have you ever felt a shock?
Sent 2: Maybe you had just walked across the carpet and touched something metal?
Sent 3: How is this similar to lightning?
Sent 4: Believe it or not, they are very similar.
Sent 5: They are both discharges of static electricity.
Sent 6: Lightning is static electricity on a grand scale.
Sent 7: Lightning discharges a lot of electric charge.
Sent 8: It happens all at once.
Sent 9: Unfortunately, this large discharge is not useful.
Sent 10: It is so large and so fast, it cannot be controlled.
Sent 11: You cant plug a toaster into a lightning bolt!
Sent 12: For most devices, a much smaller amount of electric charge is needed.
Sent 13: It must also be steady.
Sent 14: It cant come all in one big jolt.
Sent 15: Thats why we cant run our homes off of lightning.
Sent 16: Our homes need to have a steady and continuous supply of electric current.
Question: How is a shock and lightning similar?.

Paragraph- Sent 1: Electrons are particles in an atom.
Sent 2: They have a negative charge.
Sent 3: Anything that is moving has energy, even electrons.
Sent 4: We often refer to this motion as electricity.
Sent 5: Electricity is the result of the moving electrons.
Sent 6: These electrons can move through wires.
Sent 7: This motion is what makes it possible to watch TV and talk on your cell phone.
Sent 8: Have you ever had to live without electricity?
Sent 9: This can happen after big storms.
Sent 10: Any type of natural disaster can cause a loss of electricity.
Sent 11: In what ways would a loss of electricity affect your family?
Sent 12: Most of the electricity we use comes from power plants.
Sent 13: It arrives in our homes through wires.
Sent 14: There are also other sources of electricity.
Sent 15: You are probably very familiar with two of the most common sources.
Question: What is produced when electrons move through wires?.

Paragraph- Sent 1: Have you ever felt a shock?
Sent 2: Maybe you had just walked across the carpet and touched something metal?
Sent 3: How is this similar to lightning?
Sent 4: Believe it or not, they are very similar.
Sent 5: They are both discharges of static electricity.
Sent 6: Lightning is static electricity on a grand scale.
Sent 7: Lightning discharges a lot of electric charge.
Sent 8: It happens all at once.
Sent 9: Unfortunately, this large discharge is not useful.
Sent 10: It is so large and so fast, it cannot be controlled.
Sent 11: You cant plug a toaster into a lightning bolt!
Sent 12: For most devices, a much smaller amount of electric charge is needed.
Sent 13: It must also be steady.
Sent 14: It cant come all in one big jolt.
Sent 15: Thats why we cant run our homes off of lightning.
Sent 16: Our homes need to have a steady and continuous supply of electric current.
Question: How must electric charge be delivered for most devices if it is to be useful?.

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 (", ").