Question:
Paragraph- Sent 1: On either 10 or 11 June 323 BC, Alexander died in the palace of Nebuchadnezzar II, in Babylon, at age 32.
Sent 2: There are two different versions of Alexander's death and details of the death differ slightly in each.
Sent 3: Plutarch's account is that roughly 14 days before his death, Alexander entertained admiral Nearchus, and spent the night and next day drinking with Medius of Larissa.
Sent 4: He developed a fever, which worsened until he was unable to speak.
Sent 5: The common soldiers, anxious about his health, were granted the right to file past him as he silently waved at them.
Sent 6: In the second account, Diodorus recounts that Alexander was struck with pain after downing a large bowl of unmixed wine in honour of Heracles, followed by 11 days of weakness; he did not develop a fever and died after some agony.
Sent 7: Arrian also mentioned this as an alternative, but Plutarch specifically denied this claim.
Sent 8: Given the propensity of the Macedonian aristocracy to assassination, foul play featured in multiple accounts of his death.
Sent 9: Diodorus, Plutarch, Arrian and Justin all mentioned the theory that Alexander was poisoned.
Sent 10: Justin stated that Alexander was the victim of a poisoning conspiracy, Plutarch dismissed it as a fabrication, while both Diodorus and Arrian noted that they mentioned it only for the sake of completeness.
Sent 11: The accounts were nevertheless fairly consistent in designating Antipater, recently removed as Macedonian viceroy, and at odds with Olympias, as the head of the alleged plot.
Sent 12: Perhaps taking his summons to Babylon as a death sentence, and having seen the fate of Parmenion and Philotas, Antipater purportedly arranged for Alexander to be poisoned by his son Iollas, who was Alexander's wine-pourer.
Sent 13: There was even a suggestion that Aristotle may have participated.
Sent 14: It is claimed that the strongest argument against the poison theory is the fact that twelve days passed between the start of his illness and his death; such long-acting poisons were probably not available.
Sent 15: However, in 2003 Dr Leo Schep From The New Zealand National Poisons Centre proposed in a BBC documentary investigating his death that the plant white hellebore (Veratrum album) may have been used to poison Alexander.
Sent 16: In 2014 Dr Leo Schep published this theory in the peer-reviewed medical journal Clinical Toxicology; in this journal article it was suggested Alexander's wine was spiked with Veratrum album, a plant known to the Ancient Greeks, which produces poisoning symptoms that match the course of events as described in the Alexander Romance.
Sent 17: Veratrum album poisoning can have a prolonged course and it was suggested that if Alexander was poisoned, Veratrum album offers the most plausible cause.
Sent 18: Another poisoning explanation was put forward in 2010, it was proposed that the circumstances of his death were compatible with poisoning by water of the river Styx (Mavroneri) that contained calicheamicin, a dangerous compound produced by bacteria.
Question: Who was said to have developed a fever that eventually worsened until people were anxious about his health?.

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: What happened to Darius after he was defeated by Alexander?.

Paragraph- Sent 1: On either 10 or 11 June 323 BC, Alexander died in the palace of Nebuchadnezzar II, in Babylon, at age 32.
Sent 2: There are two different versions of Alexander's death and details of the death differ slightly in each.
Sent 3: Plutarch's account is that roughly 14 days before his death, Alexander entertained admiral Nearchus, and spent the night and next day drinking with Medius of Larissa.
Sent 4: He developed a fever, which worsened until he was unable to speak.
Sent 5: The common soldiers, anxious about his health, were granted the right to file past him as he silently waved at them.
Sent 6: In the second account, Diodorus recounts that Alexander was struck with pain after downing a large bowl of unmixed wine in honour of Heracles, followed by 11 days of weakness; he did not develop a fever and died after some agony.
Sent 7: Arrian also mentioned this as an alternative, but Plutarch specifically denied this claim.
Sent 8: Given the propensity of the Macedonian aristocracy to assassination, foul play featured in multiple accounts of his death.
Sent 9: Diodorus, Plutarch, Arrian and Justin all mentioned the theory that Alexander was poisoned.
Sent 10: Justin stated that Alexander was the victim of a poisoning conspiracy, Plutarch dismissed it as a fabrication, while both Diodorus and Arrian noted that they mentioned it only for the sake of completeness.
Sent 11: The accounts were nevertheless fairly consistent in designating Antipater, recently removed as Macedonian viceroy, and at odds with Olympias, as the head of the alleged plot.
Sent 12: Perhaps taking his summons to Babylon as a death sentence, and having seen the fate of Parmenion and Philotas, Antipater purportedly arranged for Alexander to be poisoned by his son Iollas, who was Alexander's wine-pourer.
Sent 13: There was even a suggestion that Aristotle may have participated.
Sent 14: It is claimed that the strongest argument against the poison theory is the fact that twelve days passed between the start of his illness and his death; such long-acting poisons were probably not available.
Sent 15: However, in 2003 Dr Leo Schep From The New Zealand National Poisons Centre proposed in a BBC documentary investigating his death that the plant white hellebore (Veratrum album) may have been used to poison Alexander.
Sent 16: In 2014 Dr Leo Schep published this theory in the peer-reviewed medical journal Clinical Toxicology; in this journal article it was suggested Alexander's wine was spiked with Veratrum album, a plant known to the Ancient Greeks, which produces poisoning symptoms that match the course of events as described in the Alexander Romance.
Sent 17: Veratrum album poisoning can have a prolonged course and it was suggested that if Alexander was poisoned, Veratrum album offers the most plausible cause.
Sent 18: Another poisoning explanation was put forward in 2010, it was proposed that the circumstances of his death were compatible with poisoning by water of the river Styx (Mavroneri) that contained calicheamicin, a dangerous compound produced by bacteria.
Question: Who was behind the plot to kill Alexander?.

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


Question:
Paragraph- Sent 1: The next evening, she arrived with a stack of glistening stopboxes containing sushi, sashimi, oysters in their shells, and Terran vegetables fresh plucked from their hydroponic beds.
Sent 2: Wondering about the reason for her extravagance, I asked how work had gone that day.
Sent 3: "Emil came in.
Sent 4: He's taking Dream's End."Sent 5: "Emil?"Sent 6: "You've no memory left, old one.
Sent 7: Emil Malaquez."Sent 8: You did that to test my affections."Sent 9: "What?"Sent 10: "Calling him by his first name.
Sent 11: I did that in a comedy once.'Nights with Karl and Groucho.'Sent 12: It was before your time."Sent 13: "The critics liked it."Sent 14: "I'm glad."Sent 15: A moment later: "That's not why I called him 'Emil'."Sent 16: "No. We lunched together.
Sent 17: He's nice.".
Question: What is the full name of the person taking Dream’s End?.

Paragraph- Sent 1: The side of Malaquez's parcel gave way to reveal a greenmunk caught in a sheen of solid air.
Sent 2: Bits of leaf mold flew from under his feet as he ran to greet a friend or a bringer of food.
Sent 3: Tasha oohed in awe.
Sent 4: I said, "Frodo's been visiting you, eh?"Sent 5: Malaquez said, "Your pet?"Sent 6: "Hardly.
Sent 7: He lives around here somewhere.
Sent 8: I suppose he was attracted to the commotion up the hill."Sent 9: "Ah," Malaquez said.
Sent 10: "Why 'Frodo'?"Sent 11: Tasha said, "A little fellow with big, furry feet.
Sent 12: What else could he be called?"Sent 13: She handed the sculpture to me.
Sent 14: I almost dropped it; I expected it to weigh no more than a holo.
Sent 15: "Heavy," I said, as if he might not have known.
Sent 16: He laughed.
Sent 17: "My last piece was of four old Undersiders crouched around a trash fire.
Sent 18: Be glad someone didn't toss that to you."Sent 19: He spoke of his art with the enthusiasm of a seven-year-old.
Sent 20: "Um, I should wait to importune you, but...".
Question: Where does Frodo live?.

Paragraph- Sent 1: The next evening, she arrived with a stack of glistening stopboxes containing sushi, sashimi, oysters in their shells, and Terran vegetables fresh plucked from their hydroponic beds.
Sent 2: Wondering about the reason for her extravagance, I asked how work had gone that day.
Sent 3: "Emil came in.
Sent 4: He's taking Dream's End."Sent 5: "Emil?"Sent 6: "You've no memory left, old one.
Sent 7: Emil Malaquez."Sent 8: You did that to test my affections."Sent 9: "What?"Sent 10: "Calling him by his first name.
Sent 11: I did that in a comedy once.'Nights with Karl and Groucho.'Sent 12: It was before your time."Sent 13: "The critics liked it."Sent 14: "I'm glad."Sent 15: A moment later: "That's not why I called him 'Emil'."Sent 16: "No. We lunched together.
Sent 17: He's nice.".
Question: Why did one of the charaters from the passages call Emil by his first name?.

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: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.
Question: Why was Michele's heart pounding?.

Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.
Question: What quick action allowed Michelle to keep her balance?.

Paragraph- Sent 1: Michelle was riding her scooter.
Sent 2: She hit a hole in the street.
Sent 3: She started to lose control of her scooter.
Sent 4: She thought she would fall.
Sent 5: In the blink of an eye, she shifted her weight.
Sent 6: This quick action helped her to keep her balance.
Sent 7: Her heart was pounding.
Sent 8: The good news is that she did not get hurt.
Sent 9: How was she able to react so quickly?
Sent 10: Michelle can thank her nervous system.
Sent 11: The nervous system does not work alone.
Sent 12: It works with the endocrine system.
Sent 13: Together, they control all the other organ systems.
Sent 14: The nervous system sends one type of signal.
Sent 15: The nervous system sends electrical pulses.
Sent 16: The endocrine system sends another type of signal.
Sent 17: These chemical signals are called hormones.
Sent 18: Hormones tell other body parts that a change is needed.
Question: What bodily system allowed Michelle to react quickly?.

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


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

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

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

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: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .
Sent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .
Sent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .
Sent 4: Georgia is assigned to pull the birthday train .
Sent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .
Sent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .
Sent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .
Sent 8: Farnsworth and Pete turn down their offers to pull the train .
Sent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .
Sent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .
Sent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain .
Question: What train does Rollo lead the toys into?.

Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .
Sent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .
Sent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .
Sent 4: Georgia is assigned to pull the birthday train .
Sent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .
Sent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .
Sent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .
Sent 8: Farnsworth and Pete turn down their offers to pull the train .
Sent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .
Sent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .
Sent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain .
Question: Whom are the three human characters?.

Paragraph- Sent 1: Eric , a young boy , is excited about his birthday after reading a book and believes that a train will come for him , despite his sister Jill 's disbelief .
Sent 2: A few hours later , the train station 's control tower wakes up and in the roundhouse , Tillie , a young little blue switcher engine , along with her best bird friend , Chip , wakes up four other trains : Georgia , a kind all-purpose engine , Farnsworth , a stuck-up passenger engine , Jebediah , a worn-out old engine , and Pete , a gruff , burly freight engine .
Sent 3: After the tower assigns Farnsworth and Pete their jobs , Tillie tries to help with the milk train assigned to Jebediah , but the tower insists that she is too small for the job .
Sent 4: Georgia is assigned to pull the birthday train .
Sent 5: A clown named Rollo leads the toys into the train , including Stretch , a basketball player ; Missy , a ballerina ; a Handy Pandy , a panda ; Perky , an elephant ; and Grumpella , a stuffed bird .
Sent 6: During her journey , Georgia breaks down and is taken back to the roundhouse by Doc .
Sent 7: Left behind , Rollo eventually takes Doc 's advice of flagging down one of the other engines returning from their daily runs over the mountain .
Sent 8: Farnsworth and Pete turn down their offers to pull the train .
Sent 9: Meanwhile , Tillie asks the tower to rescue the stranded train , but he insists that Tillie will never do the job .
Sent 10: Jebediah turns down his offer to pull the train because of his age , and returns to the roundhouse .
Sent 11: Chip and Tillie sneak past the sleeping tower and pulls the birthday train up a mountain .
Question: What was one of the other engines doing? What does Farnsworth and Pete do?.

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


Question:
Paragraph- Sent 1: In pre-Islamic Middle Persian (Zoroastrian) literature, Alexander is referred to by the epithet gujastak, meaning "accursed", and is accused of destroying temples and burning the sacred texts of Zoroastrianism.
Sent 2: In Islamic Iran, under the influence of the Alexander Romance (in Persian: skhndrnmh Iskandarnamah), a more positive portrayal of Alexander emerges.
Sent 3: Firdausi's Shahnameh ("The Book of Kings") includes Alexander in a line of legitimate Iranian shahs, a mythical figure who explored the far reaches of the world in search of the Fountain of Youth.
Sent 4: Later Persian writers associate him with philosophy, portraying him at a symposium with figures such as Socrates, Plato and Aristotle, in search of immortality.
Sent 5: The Syriac version of the Alexander Romance portrays him as an ideal Christian world conqueror who prayed to "the one true God".
Sent 6: In Egypt, Alexander was portrayed as the son of Nectanebo II, the last pharaoh before the Persian conquest.
Sent 7: His defeat of Darius was depicted as Egypt's salvation, "proving" Egypt was still ruled by an Egyptian.
Sent 8: The figure of Dhul-Qarnayn (literally "the Two-Horned One") mentioned in the Quran is believed by some scholars to represent Alexander, due to parallels with the Alexander Romance.
Sent 9: In this tradition, he was a heroic figure who built a wall to defend against the nations of Gog and Magog.
Sent 10: He then traveled the known world in search for the Water of Life and Immortality, eventually becoming a prophet.
Sent 11: In Hindi and Urdu, the name "Sikandar", derived from Persian, denotes a rising young talent.
Sent 12: In medieval Europe he was made a member of the Nine Worthies, a group of heroes who encapsulated all the ideal qualities of chivalry.
Question: Firdausi's Shahnameh ("The Book of Kings") includes who in a line of legitimate Iranian shahs and later Persian writers associate him with what?.

Paragraph- Sent 1: In pre-Islamic Middle Persian (Zoroastrian) literature, Alexander is referred to by the epithet gujastak, meaning "accursed", and is accused of destroying temples and burning the sacred texts of Zoroastrianism.
Sent 2: In Islamic Iran, under the influence of the Alexander Romance (in Persian: skhndrnmh Iskandarnamah), a more positive portrayal of Alexander emerges.
Sent 3: Firdausi's Shahnameh ("The Book of Kings") includes Alexander in a line of legitimate Iranian shahs, a mythical figure who explored the far reaches of the world in search of the Fountain of Youth.
Sent 4: Later Persian writers associate him with philosophy, portraying him at a symposium with figures such as Socrates, Plato and Aristotle, in search of immortality.
Sent 5: The Syriac version of the Alexander Romance portrays him as an ideal Christian world conqueror who prayed to "the one true God".
Sent 6: In Egypt, Alexander was portrayed as the son of Nectanebo II, the last pharaoh before the Persian conquest.
Sent 7: His defeat of Darius was depicted as Egypt's salvation, "proving" Egypt was still ruled by an Egyptian.
Sent 8: The figure of Dhul-Qarnayn (literally "the Two-Horned One") mentioned in the Quran is believed by some scholars to represent Alexander, due to parallels with the Alexander Romance.
Sent 9: In this tradition, he was a heroic figure who built a wall to defend against the nations of Gog and Magog.
Sent 10: He then traveled the known world in search for the Water of Life and Immortality, eventually becoming a prophet.
Sent 11: In Hindi and Urdu, the name "Sikandar", derived from Persian, denotes a rising young talent.
Sent 12: In medieval Europe he was made a member of the Nine Worthies, a group of heroes who encapsulated all the ideal qualities of chivalry.
Question: Who is claimed to have attended a symposium with Socrates, Plato and Aristotle?.

Paragraph- Sent 1: In pre-Islamic Middle Persian (Zoroastrian) literature, Alexander is referred to by the epithet gujastak, meaning "accursed", and is accused of destroying temples and burning the sacred texts of Zoroastrianism.
Sent 2: In Islamic Iran, under the influence of the Alexander Romance (in Persian: skhndrnmh Iskandarnamah), a more positive portrayal of Alexander emerges.
Sent 3: Firdausi's Shahnameh ("The Book of Kings") includes Alexander in a line of legitimate Iranian shahs, a mythical figure who explored the far reaches of the world in search of the Fountain of Youth.
Sent 4: Later Persian writers associate him with philosophy, portraying him at a symposium with figures such as Socrates, Plato and Aristotle, in search of immortality.
Sent 5: The Syriac version of the Alexander Romance portrays him as an ideal Christian world conqueror who prayed to "the one true God".
Sent 6: In Egypt, Alexander was portrayed as the son of Nectanebo II, the last pharaoh before the Persian conquest.
Sent 7: His defeat of Darius was depicted as Egypt's salvation, "proving" Egypt was still ruled by an Egyptian.
Sent 8: The figure of Dhul-Qarnayn (literally "the Two-Horned One") mentioned in the Quran is believed by some scholars to represent Alexander, due to parallels with the Alexander Romance.
Sent 9: In this tradition, he was a heroic figure who built a wall to defend against the nations of Gog and Magog.
Sent 10: He then traveled the known world in search for the Water of Life and Immortality, eventually becoming a prophet.
Sent 11: In Hindi and Urdu, the name "Sikandar", derived from Persian, denotes a rising young talent.
Sent 12: In medieval Europe he was made a member of the Nine Worthies, a group of heroes who encapsulated all the ideal qualities of chivalry.
Question: In Hindi and Urdu, the name "Sikandar", is derived from where? and in medieval Europe Alexander was a member of the what?.

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


Question:
Paragraph- Sent 1: The movie is a fictionalized account of the experiences of a real-life Jewish-American military officer , Colonel David `` Mickey '' Marcus , who commanded units of the fledgling Israel Defense Force during the 1948 Arab-Israeli War .
Sent 2: Marcus , a former Colonel in the Judge Advocate General Corps of the US Army , recently released from active duty and now working as a New York lawyer , is approached by the Haganah who request his assistance in preparing Israeli troops to defend the newly declared state against the invasion of its Arab neighbors .
Sent 3: Marcus , still a Army Reserve officer , is refused permission by the Pentagon to go , unless he uses an alias and travels as a civilian .
Sent 4: As `` Michael Stone '' , he arrives in Israel to be met by a Haganah member , Magda Simon , whom he immediately starts flirting with .
Sent 5: Marcus , who parachuted into occupied France during World War II ,and helped to organise the relief mission for Dachau , the first Nazi concentration camp liberated by American troops , is initially viewed with suspicion by some Haganah soldiers .
Sent 6: But after he leads a commando raid on an Arab arms dump and assists in a landing of ` illegal ' refugees , he is more accepted .
Sent 7: He prepares his training manuals and then returns to New York , where his wife has suffered a miscarriage .
Sent 8: Now restless , and despite his wife 's pleadings , he does return to Israel and is given command of the Jerusalem front with the rank of ` Aluf ' , a rank not used since biblical days .
Question: What jobs has Marcus done specifically to help war efforts?.

Paragraph- Sent 1: The movie is a fictionalized account of the experiences of a real-life Jewish-American military officer , Colonel David `` Mickey '' Marcus , who commanded units of the fledgling Israel Defense Force during the 1948 Arab-Israeli War .
Sent 2: Marcus , a former Colonel in the Judge Advocate General Corps of the US Army , recently released from active duty and now working as a New York lawyer , is approached by the Haganah who request his assistance in preparing Israeli troops to defend the newly declared state against the invasion of its Arab neighbors .
Sent 3: Marcus , still a Army Reserve officer , is refused permission by the Pentagon to go , unless he uses an alias and travels as a civilian .
Sent 4: As `` Michael Stone '' , he arrives in Israel to be met by a Haganah member , Magda Simon , whom he immediately starts flirting with .
Sent 5: Marcus , who parachuted into occupied France during World War II ,and helped to organise the relief mission for Dachau , the first Nazi concentration camp liberated by American troops , is initially viewed with suspicion by some Haganah soldiers .
Sent 6: But after he leads a commando raid on an Arab arms dump and assists in a landing of ` illegal ' refugees , he is more accepted .
Sent 7: He prepares his training manuals and then returns to New York , where his wife has suffered a miscarriage .
Sent 8: Now restless , and despite his wife 's pleadings , he does return to Israel and is given command of the Jerusalem front with the rank of ` Aluf ' , a rank not used since biblical days .
Question: What wars are mentioned in the story?.

Paragraph- Sent 1: The movie is a fictionalized account of the experiences of a real-life Jewish-American military officer , Colonel David `` Mickey '' Marcus , who commanded units of the fledgling Israel Defense Force during the 1948 Arab-Israeli War .
Sent 2: Marcus , a former Colonel in the Judge Advocate General Corps of the US Army , recently released from active duty and now working as a New York lawyer , is approached by the Haganah who request his assistance in preparing Israeli troops to defend the newly declared state against the invasion of its Arab neighbors .
Sent 3: Marcus , still a Army Reserve officer , is refused permission by the Pentagon to go , unless he uses an alias and travels as a civilian .
Sent 4: As `` Michael Stone '' , he arrives in Israel to be met by a Haganah member , Magda Simon , whom he immediately starts flirting with .
Sent 5: Marcus , who parachuted into occupied France during World War II ,and helped to organise the relief mission for Dachau , the first Nazi concentration camp liberated by American troops , is initially viewed with suspicion by some Haganah soldiers .
Sent 6: But after he leads a commando raid on an Arab arms dump and assists in a landing of ` illegal ' refugees , he is more accepted .
Sent 7: He prepares his training manuals and then returns to New York , where his wife has suffered a miscarriage .
Sent 8: Now restless , and despite his wife 's pleadings , he does return to Israel and is given command of the Jerusalem front with the rank of ` Aluf ' , a rank not used since biblical days .
Question: Which two women is he involved with?.

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: Tokugawa Takes All: When Hideyoshi died in 1598, he hoped to have his five-year-old son continue his “dynasty,” initially under the tutelage of five regents.
Sent 2: But one of the regents was Ieyasu Tokugawa, who had been biding his time at Edo for 12 years, nurturing dynastic ambitions of his own.
Sent 3: Of the cunning, ruthless triumvirate that came out on top at the end of the country’s century of civil war, Tokugawa was without doubt the most patient, the most prudent — and most treacherous.
Sent 4: He moved quickly to eliminate his strongest rivals, crushing them in 1600 at the great Battle of Sekigahara (near modern Nagoya).
Sent 5: During its subsequent two and a half centuries of rule from the new capital established at Edo, the Tokugawa organized a tightly controlled coalition of some 260 daimyo in strategic strongholds throughout the country.
Sent 6: The allegiance of this highly privileged and prestigious group was ensured by cementing their ethical principles in the code of bushido, “the way of the warrior”: loyalty to one’s master, defense of one’s status and honor, and fulfillment of all obligations.
Sent 7: Loyalty was further enforced by holding the vassals’ wives and children hostage in Edo.
Sent 8: All roads into Edo, the most famous being the Tokaido Highway, had checkpoints for guns coming in and for wives going out.
Sent 9: One of the most effective ways of keeping a tight rein on the country was to cut it off from the outside world, to keep Japan Japanese.
Sent 10: At first, Ieyasu Tokugawa was eager to promote foreign trade.
Sent 11: He wanted silk and encouraged the Dutch and British as good, nonproselytizing Protestants just interested in trade.
Sent 12: But he didn’t like the Portuguese and Spanish Catholic missionaries, who he felt were undermining traditional Japanese values.
Sent 13: He banned their activities in 1612 and two years later ordered the expulsion of all missionaries and unrepentant Japanese converts.
Sent 14: Executions and torture followed.
Sent 15: Converts were forced to renounce their faith by trampling crucifixes and effigies of Jesus and Mary.
Sent 16: The Catholic Church has counted 3,125 martyrs in Japan from 1597 (beginning under Hideyoshi) to 1660.
Sent 17: In 1635 the Japanese were forbidden, on pain of death, to attempt to travel abroad, and Japanese citizens already overseas were prevented from returning, in case they brought back subversive Christian doctrines.
Sent 18: Western books were banned, as were Chinese books that mentioned Christianity.
Question: how was loyalty enforced in the bushido?.

Paragraph- Sent 1: Tokugawa Takes All: When Hideyoshi died in 1598, he hoped to have his five-year-old son continue his “dynasty,” initially under the tutelage of five regents.
Sent 2: But one of the regents was Ieyasu Tokugawa, who had been biding his time at Edo for 12 years, nurturing dynastic ambitions of his own.
Sent 3: Of the cunning, ruthless triumvirate that came out on top at the end of the country’s century of civil war, Tokugawa was without doubt the most patient, the most prudent — and most treacherous.
Sent 4: He moved quickly to eliminate his strongest rivals, crushing them in 1600 at the great Battle of Sekigahara (near modern Nagoya).
Sent 5: During its subsequent two and a half centuries of rule from the new capital established at Edo, the Tokugawa organized a tightly controlled coalition of some 260 daimyo in strategic strongholds throughout the country.
Sent 6: The allegiance of this highly privileged and prestigious group was ensured by cementing their ethical principles in the code of bushido, “the way of the warrior”: loyalty to one’s master, defense of one’s status and honor, and fulfillment of all obligations.
Sent 7: Loyalty was further enforced by holding the vassals’ wives and children hostage in Edo.
Sent 8: All roads into Edo, the most famous being the Tokaido Highway, had checkpoints for guns coming in and for wives going out.
Sent 9: One of the most effective ways of keeping a tight rein on the country was to cut it off from the outside world, to keep Japan Japanese.
Sent 10: At first, Ieyasu Tokugawa was eager to promote foreign trade.
Sent 11: He wanted silk and encouraged the Dutch and British as good, nonproselytizing Protestants just interested in trade.
Sent 12: But he didn’t like the Portuguese and Spanish Catholic missionaries, who he felt were undermining traditional Japanese values.
Sent 13: He banned their activities in 1612 and two years later ordered the expulsion of all missionaries and unrepentant Japanese converts.
Sent 14: Executions and torture followed.
Sent 15: Converts were forced to renounce their faith by trampling crucifixes and effigies of Jesus and Mary.
Sent 16: The Catholic Church has counted 3,125 martyrs in Japan from 1597 (beginning under Hideyoshi) to 1660.
Sent 17: In 1635 the Japanese were forbidden, on pain of death, to attempt to travel abroad, and Japanese citizens already overseas were prevented from returning, in case they brought back subversive Christian doctrines.
Sent 18: Western books were banned, as were Chinese books that mentioned Christianity.
Question: What was one cruel way in which the Bushido Code was enforced?.

Paragraph- Sent 1: Tokugawa Takes All: When Hideyoshi died in 1598, he hoped to have his five-year-old son continue his “dynasty,” initially under the tutelage of five regents.
Sent 2: But one of the regents was Ieyasu Tokugawa, who had been biding his time at Edo for 12 years, nurturing dynastic ambitions of his own.
Sent 3: Of the cunning, ruthless triumvirate that came out on top at the end of the country’s century of civil war, Tokugawa was without doubt the most patient, the most prudent — and most treacherous.
Sent 4: He moved quickly to eliminate his strongest rivals, crushing them in 1600 at the great Battle of Sekigahara (near modern Nagoya).
Sent 5: During its subsequent two and a half centuries of rule from the new capital established at Edo, the Tokugawa organized a tightly controlled coalition of some 260 daimyo in strategic strongholds throughout the country.
Sent 6: The allegiance of this highly privileged and prestigious group was ensured by cementing their ethical principles in the code of bushido, “the way of the warrior”: loyalty to one’s master, defense of one’s status and honor, and fulfillment of all obligations.
Sent 7: Loyalty was further enforced by holding the vassals’ wives and children hostage in Edo.
Sent 8: All roads into Edo, the most famous being the Tokaido Highway, had checkpoints for guns coming in and for wives going out.
Sent 9: One of the most effective ways of keeping a tight rein on the country was to cut it off from the outside world, to keep Japan Japanese.
Sent 10: At first, Ieyasu Tokugawa was eager to promote foreign trade.
Sent 11: He wanted silk and encouraged the Dutch and British as good, nonproselytizing Protestants just interested in trade.
Sent 12: But he didn’t like the Portuguese and Spanish Catholic missionaries, who he felt were undermining traditional Japanese values.
Sent 13: He banned their activities in 1612 and two years later ordered the expulsion of all missionaries and unrepentant Japanese converts.
Sent 14: Executions and torture followed.
Sent 15: Converts were forced to renounce their faith by trampling crucifixes and effigies of Jesus and Mary.
Sent 16: The Catholic Church has counted 3,125 martyrs in Japan from 1597 (beginning under Hideyoshi) to 1660.
Sent 17: In 1635 the Japanese were forbidden, on pain of death, to attempt to travel abroad, and Japanese citizens already overseas were prevented from returning, in case they brought back subversive Christian doctrines.
Sent 18: Western books were banned, as were Chinese books that mentioned Christianity.
Question: Who crushed their rivals in 1600 at the great Battle of Sekigahara?.

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: Gravitational Potential Energy is affected by position.
Sent 2: Like the leaves on trees, anything that is raised up has the potential to fall.
Sent 3: It has potential energy.
Sent 4: You can see examples of people with gravitational potential energy in 1.5 Figure below.
Sent 5: Gravitational potential energy depends on two things.
Sent 6: It depends on its weight, because a large falling rock can do more damage than a leaf falling from a tree.
Sent 7: It also depends on its height above the ground.
Sent 8: Like the skateboarder, the higher the ramp, the faster he will be going when he reaches the bottom.
Sent 9: Like all energy, gravitational potential energy has the ability to do work.
Sent 10: In this case, weight has the potential to deliver a force.
Sent 11: More important for us is that it has the ability to cause change.
Sent 12: What kind of change you may ask?
Sent 13: Gravitational potential energy has the ability to cause motion.
Question: Give an example of Gravitational Potential Energy.

Paragraph- Sent 1: Gravitational Potential Energy is affected by position.
Sent 2: Like the leaves on trees, anything that is raised up has the potential to fall.
Sent 3: It has potential energy.
Sent 4: You can see examples of people with gravitational potential energy in 1.5 Figure below.
Sent 5: Gravitational potential energy depends on two things.
Sent 6: It depends on its weight, because a large falling rock can do more damage than a leaf falling from a tree.
Sent 7: It also depends on its height above the ground.
Sent 8: Like the skateboarder, the higher the ramp, the faster he will be going when he reaches the bottom.
Sent 9: Like all energy, gravitational potential energy has the ability to do work.
Sent 10: In this case, weight has the potential to deliver a force.
Sent 11: More important for us is that it has the ability to cause change.
Sent 12: What kind of change you may ask?
Sent 13: Gravitational potential energy has the ability to cause motion.
Question: Name two examples of the effect of gravitational potential energy that are given in the paragraph.

Paragraph- Sent 1: Gravitational Potential Energy is affected by position.
Sent 2: Like the leaves on trees, anything that is raised up has the potential to fall.
Sent 3: It has potential energy.
Sent 4: You can see examples of people with gravitational potential energy in 1.5 Figure below.
Sent 5: Gravitational potential energy depends on two things.
Sent 6: It depends on its weight, because a large falling rock can do more damage than a leaf falling from a tree.
Sent 7: It also depends on its height above the ground.
Sent 8: Like the skateboarder, the higher the ramp, the faster he will be going when he reaches the bottom.
Sent 9: Like all energy, gravitational potential energy has the ability to do work.
Sent 10: In this case, weight has the potential to deliver a force.
Sent 11: More important for us is that it has the ability to cause change.
Sent 12: What kind of change you may ask?
Sent 13: Gravitational potential energy has the ability to cause motion.
Question: What is the change that Gravitational potential energy can cause?.

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


Question:
Paragraph- Sent 1: You couldnt survive without your skin.
Sent 2: It has many important functions.
Sent 3: The main function of the skin is controlling what enters and leaves the body.
Sent 4: It prevents the loss of too much water from the body.
Sent 5: It also prevents bacteria and other microorganisms from entering the body.
Sent 6: The skin helps maintain a constant body temperature.
Sent 7: It keeps the body cool in two ways.
Sent 8: Sweat from sweat glands in the skin evaporates to cool the body.
Sent 9: Blood vessels in the skin dilate, or widen.
Sent 10: This action increases blood flow to the body surface.
Sent 11: This allows more heat to reach the surface.
Sent 12: The heat is then able to radiate off the body.
Sent 13: The opposite happens to retain body heat.
Sent 14: Blood vessels in the skin constrict, or narrow.
Sent 15: This decreases blood flow to the body surface.
Sent 16: This reduces the amount of heat that reaches the surface.
Sent 17: When this happens, less heat can be lost to the air.
Question: Can skin prevent bacteria from entering the body?.

Paragraph- Sent 1: Energy is stored in chemical compounds.
Sent 2: This energy is called chemical energy.
Sent 3: Chemical energy is a form of potential energy.
Sent 4: When bonds between atoms are broken, energy is released.
Sent 5: The wood in fireplaces has chemical energy.
Sent 6: The energy is released as heat and light when the wood burns.
Sent 7: Most living things get their energy from food.
Sent 8: When food molecules are broken down, the energy is released.
Sent 9: It may then be used to do work, like playing ball or studying science.
Sent 10: If you have ever heard, “Eat a good breakfast”, thats why.
Sent 11: You need energy to do things during the day.
Sent 12: To do those things you need energy.
Sent 13: You get your energy from the food you eat.
Sent 14: That energy is stored in your body until you need it.
Sent 15: How did you get to school today?
Sent 16: If you walked, you used chemical energy from the food you ate.
Sent 17: What if you rode the bus or were driven in a car?
Sent 18: Where did that energy come from?.
Question: Does wood have potential energy?.

Paragraph- Sent 1: You couldnt survive without your skin.
Sent 2: It has many important functions.
Sent 3: The main function of the skin is controlling what enters and leaves the body.
Sent 4: It prevents the loss of too much water from the body.
Sent 5: It also prevents bacteria and other microorganisms from entering the body.
Sent 6: The skin helps maintain a constant body temperature.
Sent 7: It keeps the body cool in two ways.
Sent 8: Sweat from sweat glands in the skin evaporates to cool the body.
Sent 9: Blood vessels in the skin dilate, or widen.
Sent 10: This action increases blood flow to the body surface.
Sent 11: This allows more heat to reach the surface.
Sent 12: The heat is then able to radiate off the body.
Sent 13: The opposite happens to retain body heat.
Sent 14: Blood vessels in the skin constrict, or narrow.
Sent 15: This decreases blood flow to the body surface.
Sent 16: This reduces the amount of heat that reaches the surface.
Sent 17: When this happens, less heat can be lost to the air.
Question: What happens when heat reaches the surface of your skin?.

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


Question:
Paragraph- Sent 1: The year is 1980 , and the film opens with the launch of the JX-1 Hayabusa spaceship into outer space .
Sent 2: The ship , originally sent to collect data on Saturn , has its course diverted to investigate the mysterious star Gorath , reported as being 6000 times the size of the Earth .
Sent 3: It is feared that the star 's path could come dangerously close to Earth .
Sent 4: The JX-1 reaches locates Gorath and it 's much smaller than earth but with 6000 times the gravity .
Sent 5: The JX-1 radio 's back any data about the star but gets sucked into the star 's gravitational field which drags the ship into Gorath , incinerating it .
Sent 6: Japan and the rest of the world are stunned by the discovery and , after some reluctance , send up the JX-2 Ootori spaceship for a voyage to investigate Gorath .
Sent 7: The United Nations band together to discover a solution to the problem , and decide that their only solutions are to either destroy Gorath or move the planet out of the way .
Sent 8: Back on Earth , the UN decides on the plan to move the Earth out of the way of Gorath , the South Pole Operation .
Sent 9: The plan is to have atomic energy channeled through huge atomic furnaces 500 meters below the surface , then fed though enormous pipes called thrusters which will all fire in unison .
Sent 10: But for this to work they will need an area 600 kilometers producing an atomic force equal to that of 6,600,000,000 megatons to move the Earth 400,000 kilometers way from Gorath .
Sent 11: This massive project meets some setbacks such as cave-ins , but presses on .
Question: Which plants are considered for moving and which one do they go with.

Paragraph- Sent 1: The year is 1980 , and the film opens with the launch of the JX-1 Hayabusa spaceship into outer space .
Sent 2: The ship , originally sent to collect data on Saturn , has its course diverted to investigate the mysterious star Gorath , reported as being 6000 times the size of the Earth .
Sent 3: It is feared that the star 's path could come dangerously close to Earth .
Sent 4: The JX-1 reaches locates Gorath and it 's much smaller than earth but with 6000 times the gravity .
Sent 5: The JX-1 radio 's back any data about the star but gets sucked into the star 's gravitational field which drags the ship into Gorath , incinerating it .
Sent 6: Japan and the rest of the world are stunned by the discovery and , after some reluctance , send up the JX-2 Ootori spaceship for a voyage to investigate Gorath .
Sent 7: The United Nations band together to discover a solution to the problem , and decide that their only solutions are to either destroy Gorath or move the planet out of the way .
Sent 8: Back on Earth , the UN decides on the plan to move the Earth out of the way of Gorath , the South Pole Operation .
Sent 9: The plan is to have atomic energy channeled through huge atomic furnaces 500 meters below the surface , then fed though enormous pipes called thrusters which will all fire in unison .
Sent 10: But for this to work they will need an area 600 kilometers producing an atomic force equal to that of 6,600,000,000 megatons to move the Earth 400,000 kilometers way from Gorath .
Sent 11: This massive project meets some setbacks such as cave-ins , but presses on .
Question: What international powers get involved in solving the problem of Gorath?.

Paragraph- Sent 1: The year is 1980 , and the film opens with the launch of the JX-1 Hayabusa spaceship into outer space .
Sent 2: The ship , originally sent to collect data on Saturn , has its course diverted to investigate the mysterious star Gorath , reported as being 6000 times the size of the Earth .
Sent 3: It is feared that the star 's path could come dangerously close to Earth .
Sent 4: The JX-1 reaches locates Gorath and it 's much smaller than earth but with 6000 times the gravity .
Sent 5: The JX-1 radio 's back any data about the star but gets sucked into the star 's gravitational field which drags the ship into Gorath , incinerating it .
Sent 6: Japan and the rest of the world are stunned by the discovery and , after some reluctance , send up the JX-2 Ootori spaceship for a voyage to investigate Gorath .
Sent 7: The United Nations band together to discover a solution to the problem , and decide that their only solutions are to either destroy Gorath or move the planet out of the way .
Sent 8: Back on Earth , the UN decides on the plan to move the Earth out of the way of Gorath , the South Pole Operation .
Sent 9: The plan is to have atomic energy channeled through huge atomic furnaces 500 meters below the surface , then fed though enormous pipes called thrusters which will all fire in unison .
Sent 10: But for this to work they will need an area 600 kilometers producing an atomic force equal to that of 6,600,000,000 megatons to move the Earth 400,000 kilometers way from Gorath .
Sent 11: This massive project meets some setbacks such as cave-ins , but presses on .
Question: What is the name of the first spaceship and what happens to it?.

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


Question:
Paragraph- Sent 1: The Domestic Violence Legal Assistance Program fills the gap of legal resources for domestic violence survivors who can't afford an attorney.
Sent 2: Domestic violence survivors in Jackson, Vicksburg, Hattiesburg, Oxford and Pascagoula can all get help.
Sent 3: Julia Crockett, deputy director of Central Southwest Mississippi Legal Services Corp., said the program expects to help nearly 1,000 domestic violence victims.
Sent 4: Crockett said legal help gives domestic abuse survivors a way to rebuild their lives.
Sent 5: "They have been made to feel by the abuser that no one is going to help them do anything, so when they come to us they are desperate," she said.
Sent 6: "Those who need legal help and don't get it feel totally lost.
Sent 7: Because then they feel like they are forced to stay in that situation."Sent 8: Crockett said the program, funded by a $300,000 grant from the U.S. Justice Department, has no economic restrictions on who can get help.
Sent 9: Legal services typically helps the poor.
Sent 10: Gladys Bunzy, who said she was in an abusive relationship with a boyfriend for eight years, said such a program is long overdue and could be a lifeline for those escaping violent relationships.
Sent 11: "When I finally made up my mind to leave, I had a restraining order put against him and that was $50 but that was $50 well spent to me," said Bunzy, 40.
Sent 12: "For people who can't afford it, this will be a godsend ... If a woman knows she is going to get some help that will be a burden off her mind, if the law will help her keep that person away from her."Sent 13: Gwen Bouie-Haynes, project director of the Domestic Violence Services Center for Catholic Charities Inc., said often domestic violence survivors do not have the money to seek legal representation.
Sent 14: "Legal assistance is a major issue for women fleeing a domestic violence situation," she said.
Sent 15: "Often times women are in need of immediate legal assistance services for the protection of the mother and the child.
Sent 16: To get a protective order you need to be represented by an attorney."Sent 17: Crockett said the pilot program was launched in 1998 at the Haven House Family Shelter Inc., a domestic violence shelter for women and children in Vicksburg.
Sent 18: The program has helped victims in 90 court cases, and 150 legal counseling sessions have been held there.
Question: What is the process of getting a protective order?.

Paragraph- Sent 1: The Domestic Violence Legal Assistance Program fills the gap of legal resources for domestic violence survivors who can't afford an attorney.
Sent 2: Domestic violence survivors in Jackson, Vicksburg, Hattiesburg, Oxford and Pascagoula can all get help.
Sent 3: Julia Crockett, deputy director of Central Southwest Mississippi Legal Services Corp., said the program expects to help nearly 1,000 domestic violence victims.
Sent 4: Crockett said legal help gives domestic abuse survivors a way to rebuild their lives.
Sent 5: "They have been made to feel by the abuser that no one is going to help them do anything, so when they come to us they are desperate," she said.
Sent 6: "Those who need legal help and don't get it feel totally lost.
Sent 7: Because then they feel like they are forced to stay in that situation."Sent 8: Crockett said the program, funded by a $300,000 grant from the U.S. Justice Department, has no economic restrictions on who can get help.
Sent 9: Legal services typically helps the poor.
Sent 10: Gladys Bunzy, who said she was in an abusive relationship with a boyfriend for eight years, said such a program is long overdue and could be a lifeline for those escaping violent relationships.
Sent 11: "When I finally made up my mind to leave, I had a restraining order put against him and that was $50 but that was $50 well spent to me," said Bunzy, 40.
Sent 12: "For people who can't afford it, this will be a godsend ... If a woman knows she is going to get some help that will be a burden off her mind, if the law will help her keep that person away from her."Sent 13: Gwen Bouie-Haynes, project director of the Domestic Violence Services Center for Catholic Charities Inc., said often domestic violence survivors do not have the money to seek legal representation.
Sent 14: "Legal assistance is a major issue for women fleeing a domestic violence situation," she said.
Sent 15: "Often times women are in need of immediate legal assistance services for the protection of the mother and the child.
Sent 16: To get a protective order you need to be represented by an attorney."Sent 17: Crockett said the pilot program was launched in 1998 at the Haven House Family Shelter Inc., a domestic violence shelter for women and children in Vicksburg.
Sent 18: The program has helped victims in 90 court cases, and 150 legal counseling sessions have been held there.
Question: How much does a Order of Protection cost and does it need to be filed by an attorny?.

Paragraph- Sent 1: The Domestic Violence Legal Assistance Program fills the gap of legal resources for domestic violence survivors who can't afford an attorney.
Sent 2: Domestic violence survivors in Jackson, Vicksburg, Hattiesburg, Oxford and Pascagoula can all get help.
Sent 3: Julia Crockett, deputy director of Central Southwest Mississippi Legal Services Corp., said the program expects to help nearly 1,000 domestic violence victims.
Sent 4: Crockett said legal help gives domestic abuse survivors a way to rebuild their lives.
Sent 5: "They have been made to feel by the abuser that no one is going to help them do anything, so when they come to us they are desperate," she said.
Sent 6: "Those who need legal help and don't get it feel totally lost.
Sent 7: Because then they feel like they are forced to stay in that situation."Sent 8: Crockett said the program, funded by a $300,000 grant from the U.S. Justice Department, has no economic restrictions on who can get help.
Sent 9: Legal services typically helps the poor.
Sent 10: Gladys Bunzy, who said she was in an abusive relationship with a boyfriend for eight years, said such a program is long overdue and could be a lifeline for those escaping violent relationships.
Sent 11: "When I finally made up my mind to leave, I had a restraining order put against him and that was $50 but that was $50 well spent to me," said Bunzy, 40.
Sent 12: "For people who can't afford it, this will be a godsend ... If a woman knows she is going to get some help that will be a burden off her mind, if the law will help her keep that person away from her."Sent 13: Gwen Bouie-Haynes, project director of the Domestic Violence Services Center for Catholic Charities Inc., said often domestic violence survivors do not have the money to seek legal representation.
Sent 14: "Legal assistance is a major issue for women fleeing a domestic violence situation," she said.
Sent 15: "Often times women are in need of immediate legal assistance services for the protection of the mother and the child.
Sent 16: To get a protective order you need to be represented by an attorney."Sent 17: Crockett said the pilot program was launched in 1998 at the Haven House Family Shelter Inc., a domestic violence shelter for women and children in Vicksburg.
Sent 18: The program has helped victims in 90 court cases, and 150 legal counseling sessions have been held there.
Question: What group hopes to help 1,000 victims of domestic violence?.

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: A group of researchers at a remote jungle island outpost discover the natives are practicing voodoo and black magic .
Sent 2: After killing the local priest , a voodoo curse begins to raise the dead to feed on the living in retribution .
Sent 3: The researchers on the island are killed by the newly risen zombies , except for Jenny , the daughter of a scientist couple .
Sent 4: She escapes , protected by an enchanted necklace charm given to her by her mother shortly before her death .
Sent 5: She returns years later as an adult with a group of mercenaries to attempt to uncover what happened to her parents .
Sent 6: Shortly after arriving at the island their boat 's engine dies , stranding them .
Sent 7: Meanwhile elsewhere on the island a trio of hikers discover a cave , the same cave leading to the underground temple where the original curse was created .
Sent 8: After accidentally reviving the curse , the dead once again return to kill any who trespass on their island .
Sent 9: The mercenaries encounter their first zombie , who injures a member of the team .
Sent 10: Taking shelter in the remains of the old research facilities medical quarters they are soon joined by Chuck , the only surviving hiker .
Sent 11: Arming themselves with weapons left behind by the long dead research team , they make their stand as the dead once again rise .
Sent 12: One by one they are injured or killed , one of whom sacrifices himself to blow up the medical facility and his newly undead team members .
Sent 13: Jenny and Chuck flee , the only survivors remaining .
Sent 14: They stumble upon the cave once again , where the zombies appear and attack .
Question: Where did Chuck find weapons?.

Paragraph- Sent 1: A group of researchers at a remote jungle island outpost discover the natives are practicing voodoo and black magic .
Sent 2: After killing the local priest , a voodoo curse begins to raise the dead to feed on the living in retribution .
Sent 3: The researchers on the island are killed by the newly risen zombies , except for Jenny , the daughter of a scientist couple .
Sent 4: She escapes , protected by an enchanted necklace charm given to her by her mother shortly before her death .
Sent 5: She returns years later as an adult with a group of mercenaries to attempt to uncover what happened to her parents .
Sent 6: Shortly after arriving at the island their boat 's engine dies , stranding them .
Sent 7: Meanwhile elsewhere on the island a trio of hikers discover a cave , the same cave leading to the underground temple where the original curse was created .
Sent 8: After accidentally reviving the curse , the dead once again return to kill any who trespass on their island .
Sent 9: The mercenaries encounter their first zombie , who injures a member of the team .
Sent 10: Taking shelter in the remains of the old research facilities medical quarters they are soon joined by Chuck , the only surviving hiker .
Sent 11: Arming themselves with weapons left behind by the long dead research team , they make their stand as the dead once again rise .
Sent 12: One by one they are injured or killed , one of whom sacrifices himself to blow up the medical facility and his newly undead team members .
Sent 13: Jenny and Chuck flee , the only survivors remaining .
Sent 14: They stumble upon the cave once again , where the zombies appear and attack .
Question: Who arms themselves against the zombies?.

Paragraph- Sent 1: A group of researchers at a remote jungle island outpost discover the natives are practicing voodoo and black magic .
Sent 2: After killing the local priest , a voodoo curse begins to raise the dead to feed on the living in retribution .
Sent 3: The researchers on the island are killed by the newly risen zombies , except for Jenny , the daughter of a scientist couple .
Sent 4: She escapes , protected by an enchanted necklace charm given to her by her mother shortly before her death .
Sent 5: She returns years later as an adult with a group of mercenaries to attempt to uncover what happened to her parents .
Sent 6: Shortly after arriving at the island their boat 's engine dies , stranding them .
Sent 7: Meanwhile elsewhere on the island a trio of hikers discover a cave , the same cave leading to the underground temple where the original curse was created .
Sent 8: After accidentally reviving the curse , the dead once again return to kill any who trespass on their island .
Sent 9: The mercenaries encounter their first zombie , who injures a member of the team .
Sent 10: Taking shelter in the remains of the old research facilities medical quarters they are soon joined by Chuck , the only surviving hiker .
Sent 11: Arming themselves with weapons left behind by the long dead research team , they make their stand as the dead once again rise .
Sent 12: One by one they are injured or killed , one of whom sacrifices himself to blow up the medical facility and his newly undead team members .
Sent 13: Jenny and Chuck flee , the only survivors remaining .
Sent 14: They stumble upon the cave once again , where the zombies appear and attack .
Question: Why is Jenny able to escape death by zombies?.

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: Into the 21st Century: As 1997 drew nearer, it became clear that the Chinese government had no intention of renewing the 99-year lease on the New Territories.
Sent 2: Negotiations began, and in 1984 Prime Minister Margaret Thatcher signed the Sino-British Joint Declaration, in which Britain confirmed the transfer of the New Territories and all of Hong Kong to China in 1997.
Sent 3: For its part, China declared Hong Kong a “Special Administrative Region” and guaranteed its civil and social system for at least 50 years after 1997.
Sent 4: Although China’s Basic Law promised that Hong Kong’s existing laws and civil liberties would be upheld, refugees began flowing the other way.
Sent 5: The British Nationality Act (1981) had in effect prevented Hong Kong citizens from acquiring British citizenship, and thousands of people, anxious about their future under China’s rule, were prompted to apply for citizenship elsewhere, notably in Canada and Australia.
Sent 6: The protests in 1989 in Beijing’s Tiananmen Square sparked sympathy marches in Hong Kong, and further increased tension with China.
Sent 7: Some companies moved their headquarters out of Hong Kong.
Sent 8: Ironically, as the handover approached, the British granted the Hong Kong Chinese more political autonomy than they had done since the colony was founded, including such democratic reforms as elections to the Legislative Council.
Sent 9: Since the handover in July 1997, China has generally followed a hands-off policy.
Sent 10: Many who fled have returned.
Sent 11: What controls heartbeats in Hong Kong are the fluctuations of the Hang Seng Index, foreign currency exchange rates, and skyrocketing property prices.
Sent 12: In short, the status quo prevails.
Sent 13: Everybody hopes Hong Kong will remain stable, but everyone also has their doubts.
Sent 14: In the meantime, the philosophy is to seize present-day opportunities in the thriving economy.
Question: What repercussions had this regime change?.

Paragraph- Sent 1: Into the 21st Century: As 1997 drew nearer, it became clear that the Chinese government had no intention of renewing the 99-year lease on the New Territories.
Sent 2: Negotiations began, and in 1984 Prime Minister Margaret Thatcher signed the Sino-British Joint Declaration, in which Britain confirmed the transfer of the New Territories and all of Hong Kong to China in 1997.
Sent 3: For its part, China declared Hong Kong a “Special Administrative Region” and guaranteed its civil and social system for at least 50 years after 1997.
Sent 4: Although China’s Basic Law promised that Hong Kong’s existing laws and civil liberties would be upheld, refugees began flowing the other way.
Sent 5: The British Nationality Act (1981) had in effect prevented Hong Kong citizens from acquiring British citizenship, and thousands of people, anxious about their future under China’s rule, were prompted to apply for citizenship elsewhere, notably in Canada and Australia.
Sent 6: The protests in 1989 in Beijing’s Tiananmen Square sparked sympathy marches in Hong Kong, and further increased tension with China.
Sent 7: Some companies moved their headquarters out of Hong Kong.
Sent 8: Ironically, as the handover approached, the British granted the Hong Kong Chinese more political autonomy than they had done since the colony was founded, including such democratic reforms as elections to the Legislative Council.
Sent 9: Since the handover in July 1997, China has generally followed a hands-off policy.
Sent 10: Many who fled have returned.
Sent 11: What controls heartbeats in Hong Kong are the fluctuations of the Hang Seng Index, foreign currency exchange rates, and skyrocketing property prices.
Sent 12: In short, the status quo prevails.
Sent 13: Everybody hopes Hong Kong will remain stable, but everyone also has their doubts.
Sent 14: In the meantime, the philosophy is to seize present-day opportunities in the thriving economy.
Question: Why did companies move their headquarters out of Hong Kong?.

Paragraph- Sent 1: Into the 21st Century: As 1997 drew nearer, it became clear that the Chinese government had no intention of renewing the 99-year lease on the New Territories.
Sent 2: Negotiations began, and in 1984 Prime Minister Margaret Thatcher signed the Sino-British Joint Declaration, in which Britain confirmed the transfer of the New Territories and all of Hong Kong to China in 1997.
Sent 3: For its part, China declared Hong Kong a “Special Administrative Region” and guaranteed its civil and social system for at least 50 years after 1997.
Sent 4: Although China’s Basic Law promised that Hong Kong’s existing laws and civil liberties would be upheld, refugees began flowing the other way.
Sent 5: The British Nationality Act (1981) had in effect prevented Hong Kong citizens from acquiring British citizenship, and thousands of people, anxious about their future under China’s rule, were prompted to apply for citizenship elsewhere, notably in Canada and Australia.
Sent 6: The protests in 1989 in Beijing’s Tiananmen Square sparked sympathy marches in Hong Kong, and further increased tension with China.
Sent 7: Some companies moved their headquarters out of Hong Kong.
Sent 8: Ironically, as the handover approached, the British granted the Hong Kong Chinese more political autonomy than they had done since the colony was founded, including such democratic reforms as elections to the Legislative Council.
Sent 9: Since the handover in July 1997, China has generally followed a hands-off policy.
Sent 10: Many who fled have returned.
Sent 11: What controls heartbeats in Hong Kong are the fluctuations of the Hang Seng Index, foreign currency exchange rates, and skyrocketing property prices.
Sent 12: In short, the status quo prevails.
Sent 13: Everybody hopes Hong Kong will remain stable, but everyone also has their doubts.
Sent 14: In the meantime, the philosophy is to seize present-day opportunities in the thriving economy.
Question: Why did China declare Hong Kong a “Special Administrative Region” ?.

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


Question:
Paragraph- Sent 1: The Federal Aviation Administration (FAA) within the Department of Transportation had been vested by Congress with the sometimes conflicting mandate of regulating the safety and security of U.S. civil aviation while also promoting the civil aviation industry.
Sent 2: The FAA had a security mission to protect the users of commercial air transportation against terrorism and other criminal acts.
Sent 3: In the years before 9/11, the FAA perceived sabotage as a greater threat to aviation than hijacking.
Sent 4: First, no domestic hijacking had occurred in a decade.
Sent 5: Second, the commercial aviation system was perceived as more vulnerable to explosives than to weapons such as firearms.
Sent 6: Finally, explosives were perceived as deadlier than hijacking and therefore of greater consequence.
Sent 7: In 1996, a presidential commission on aviation safety and security chaired by Vice President Al Gore reinforced the prevailing concern about sabotage and explosives on aircraft.
Sent 8: The Gore Commission also flagged, as a new danger, the possibility of attack by surface-to-air missiles.
Sent 9: Its 1997 final report did not discuss the possibility of suicide hijackings.
Sent 10: The FAA set and enforced aviation security rules, which airlines and airports were required to implement.
Sent 11: The rules were supposed to produce a "layered" system of defense.
Sent 12: This meant that the failure of any one layer of security would not be fatal, because additional layers would provide backup security.
Sent 13: But each layer relevant to hijackings-intelligence, passenger prescreening, checkpoint screening, and onboard security-was seriously flawed prior to 9/11.
Sent 14: Taken together, they did not stop any of the 9/11 hijackers from getting on board four different aircraft at three different airports.
Sent 15: The FAA's policy was to use intelligence to identify both specific plots and general threats to civil aviation security, so that the agency could develop and deploy appropriate countermeasures.
Sent 16: The FAA's 40-person intelligence unit was supposed to receive a broad range of intelligence data from the FBI, CIA, and other agencies so that it could make assessments about the threat to aviation.
Sent 17: But the large volume of data contained little pertaining to the presence and activities of terrorists in the United States.
Sent 18: For example, information on the FBI's effort in 1998 to assess the potential use of flight training by terrorists and the Phoenix electronic communication of 2001 warning of radical Middle Easterners attending flight school were not passed to FAA headquarters.
Question: What was the problem with the layered security system in place by the FAA?.

Paragraph- Sent 1: The Federal Aviation Administration (FAA) within the Department of Transportation had been vested by Congress with the sometimes conflicting mandate of regulating the safety and security of U.S. civil aviation while also promoting the civil aviation industry.
Sent 2: The FAA had a security mission to protect the users of commercial air transportation against terrorism and other criminal acts.
Sent 3: In the years before 9/11, the FAA perceived sabotage as a greater threat to aviation than hijacking.
Sent 4: First, no domestic hijacking had occurred in a decade.
Sent 5: Second, the commercial aviation system was perceived as more vulnerable to explosives than to weapons such as firearms.
Sent 6: Finally, explosives were perceived as deadlier than hijacking and therefore of greater consequence.
Sent 7: In 1996, a presidential commission on aviation safety and security chaired by Vice President Al Gore reinforced the prevailing concern about sabotage and explosives on aircraft.
Sent 8: The Gore Commission also flagged, as a new danger, the possibility of attack by surface-to-air missiles.
Sent 9: Its 1997 final report did not discuss the possibility of suicide hijackings.
Sent 10: The FAA set and enforced aviation security rules, which airlines and airports were required to implement.
Sent 11: The rules were supposed to produce a "layered" system of defense.
Sent 12: This meant that the failure of any one layer of security would not be fatal, because additional layers would provide backup security.
Sent 13: But each layer relevant to hijackings-intelligence, passenger prescreening, checkpoint screening, and onboard security-was seriously flawed prior to 9/11.
Sent 14: Taken together, they did not stop any of the 9/11 hijackers from getting on board four different aircraft at three different airports.
Sent 15: The FAA's policy was to use intelligence to identify both specific plots and general threats to civil aviation security, so that the agency could develop and deploy appropriate countermeasures.
Sent 16: The FAA's 40-person intelligence unit was supposed to receive a broad range of intelligence data from the FBI, CIA, and other agencies so that it could make assessments about the threat to aviation.
Sent 17: But the large volume of data contained little pertaining to the presence and activities of terrorists in the United States.
Sent 18: For example, information on the FBI's effort in 1998 to assess the potential use of flight training by terrorists and the Phoenix electronic communication of 2001 warning of radical Middle Easterners attending flight school were not passed to FAA headquarters.
Question: What is a "layered" system of defense?.

Paragraph- Sent 1: The Federal Aviation Administration (FAA) within the Department of Transportation had been vested by Congress with the sometimes conflicting mandate of regulating the safety and security of U.S. civil aviation while also promoting the civil aviation industry.
Sent 2: The FAA had a security mission to protect the users of commercial air transportation against terrorism and other criminal acts.
Sent 3: In the years before 9/11, the FAA perceived sabotage as a greater threat to aviation than hijacking.
Sent 4: First, no domestic hijacking had occurred in a decade.
Sent 5: Second, the commercial aviation system was perceived as more vulnerable to explosives than to weapons such as firearms.
Sent 6: Finally, explosives were perceived as deadlier than hijacking and therefore of greater consequence.
Sent 7: In 1996, a presidential commission on aviation safety and security chaired by Vice President Al Gore reinforced the prevailing concern about sabotage and explosives on aircraft.
Sent 8: The Gore Commission also flagged, as a new danger, the possibility of attack by surface-to-air missiles.
Sent 9: Its 1997 final report did not discuss the possibility of suicide hijackings.
Sent 10: The FAA set and enforced aviation security rules, which airlines and airports were required to implement.
Sent 11: The rules were supposed to produce a "layered" system of defense.
Sent 12: This meant that the failure of any one layer of security would not be fatal, because additional layers would provide backup security.
Sent 13: But each layer relevant to hijackings-intelligence, passenger prescreening, checkpoint screening, and onboard security-was seriously flawed prior to 9/11.
Sent 14: Taken together, they did not stop any of the 9/11 hijackers from getting on board four different aircraft at three different airports.
Sent 15: The FAA's policy was to use intelligence to identify both specific plots and general threats to civil aviation security, so that the agency could develop and deploy appropriate countermeasures.
Sent 16: The FAA's 40-person intelligence unit was supposed to receive a broad range of intelligence data from the FBI, CIA, and other agencies so that it could make assessments about the threat to aviation.
Sent 17: But the large volume of data contained little pertaining to the presence and activities of terrorists in the United States.
Sent 18: For example, information on the FBI's effort in 1998 to assess the potential use of flight training by terrorists and the Phoenix electronic communication of 2001 warning of radical Middle Easterners attending flight school were not passed to FAA headquarters.
Question: In the years prior to 9/11 why was sabotage considered a greater threat to aviation?.

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 (", ").