input
stringlengths 536
7.99k
| output
stringlengths 1
1.82k
|
|---|---|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:
|
no
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:
|
no
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:
|
her kids are both very disciplined and good about doing their homework
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:her kids are both very disciplined and good about doing their homework
Question: What about the Carstens, do they allow their children to text at supper?
Answer:
|
no
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:her kids are both very disciplined and good about doing their homework
Question: What about the Carstens, do they allow their children to text at supper?
Answer:no
Question: Are they prohibited anywhere else?
Answer:
|
yes
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:her kids are both very disciplined and good about doing their homework
Question: What about the Carstens, do they allow their children to text at supper?
Answer:no
Question: Are they prohibited anywhere else?
Answer:yes
Question: Where?
Answer:
|
family get-togethers
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:her kids are both very disciplined and good about doing their homework
Question: What about the Carstens, do they allow their children to text at supper?
Answer:no
Question: Are they prohibited anywhere else?
Answer:yes
Question: Where?
Answer:family get-togethers
Question: What is their daughters name?
Answer:
|
Kayla
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:her kids are both very disciplined and good about doing their homework
Question: What about the Carstens, do they allow their children to text at supper?
Answer:no
Question: Are they prohibited anywhere else?
Answer:yes
Question: Where?
Answer:family get-togethers
Question: What is their daughters name?
Answer:Kayla
Question: How old?
Answer:
|
14
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:her kids are both very disciplined and good about doing their homework
Question: What about the Carstens, do they allow their children to text at supper?
Answer:no
Question: Are they prohibited anywhere else?
Answer:yes
Question: Where?
Answer:family get-togethers
Question: What is their daughters name?
Answer:Kayla
Question: How old?
Answer:14
Question: Does she text more during the week?
Answer:
|
no
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:her kids are both very disciplined and good about doing their homework
Question: What about the Carstens, do they allow their children to text at supper?
Answer:no
Question: Are they prohibited anywhere else?
Answer:yes
Question: Where?
Answer:family get-togethers
Question: What is their daughters name?
Answer:Kayla
Question: How old?
Answer:14
Question: Does she text more during the week?
Answer:no
Question: When?
Answer:
|
the weekends
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:her kids are both very disciplined and good about doing their homework
Question: What about the Carstens, do they allow their children to text at supper?
Answer:no
Question: Are they prohibited anywhere else?
Answer:yes
Question: Where?
Answer:family get-togethers
Question: What is their daughters name?
Answer:Kayla
Question: How old?
Answer:14
Question: Does she text more during the week?
Answer:no
Question: When?
Answer:the weekends
Question: Why?
Answer:
|
she has more free time then
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:her kids are both very disciplined and good about doing their homework
Question: What about the Carstens, do they allow their children to text at supper?
Answer:no
Question: Are they prohibited anywhere else?
Answer:yes
Question: Where?
Answer:family get-togethers
Question: What is their daughters name?
Answer:Kayla
Question: How old?
Answer:14
Question: Does she text more during the week?
Answer:no
Question: When?
Answer:the weekends
Question: Why?
Answer:she has more free time then
Question: Does she enjoy texting?
Answer:
|
yes
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:her kids are both very disciplined and good about doing their homework
Question: What about the Carstens, do they allow their children to text at supper?
Answer:no
Question: Are they prohibited anywhere else?
Answer:yes
Question: Where?
Answer:family get-togethers
Question: What is their daughters name?
Answer:Kayla
Question: How old?
Answer:14
Question: Does she text more during the week?
Answer:no
Question: When?
Answer:the weekends
Question: Why?
Answer:she has more free time then
Question: Does she enjoy texting?
Answer:yes
Question: What is her reason?
Answer:
|
"because others can't hear you."
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:her kids are both very disciplined and good about doing their homework
Question: What about the Carstens, do they allow their children to text at supper?
Answer:no
Question: Are they prohibited anywhere else?
Answer:yes
Question: Where?
Answer:family get-togethers
Question: What is their daughters name?
Answer:Kayla
Question: How old?
Answer:14
Question: Does she text more during the week?
Answer:no
Question: When?
Answer:the weekends
Question: Why?
Answer:she has more free time then
Question: Does she enjoy texting?
Answer:yes
Question: What is her reason?
Answer:"because others can't hear you."
Question: Did her parents get her a phone to play games?
Answer:
|
no
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:her kids are both very disciplined and good about doing their homework
Question: What about the Carstens, do they allow their children to text at supper?
Answer:no
Question: Are they prohibited anywhere else?
Answer:yes
Question: Where?
Answer:family get-togethers
Question: What is their daughters name?
Answer:Kayla
Question: How old?
Answer:14
Question: Does she text more during the week?
Answer:no
Question: When?
Answer:the weekends
Question: Why?
Answer:she has more free time then
Question: Does she enjoy texting?
Answer:yes
Question: What is her reason?
Answer:"because others can't hear you."
Question: Did her parents get her a phone to play games?
Answer:no
Question: Why did they get her a phone?
Answer:
|
to keep in touch with her
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:her kids are both very disciplined and good about doing their homework
Question: What about the Carstens, do they allow their children to text at supper?
Answer:no
Question: Are they prohibited anywhere else?
Answer:yes
Question: Where?
Answer:family get-togethers
Question: What is their daughters name?
Answer:Kayla
Question: How old?
Answer:14
Question: Does she text more during the week?
Answer:no
Question: When?
Answer:the weekends
Question: Why?
Answer:she has more free time then
Question: Does she enjoy texting?
Answer:yes
Question: What is her reason?
Answer:"because others can't hear you."
Question: Did her parents get her a phone to play games?
Answer:no
Question: Why did they get her a phone?
Answer:to keep in touch with her
Question: What does Richard Sullivan say texting has become?
Answer:
|
"the new way of passing notes."
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: BLOOMINGTON --- Once Staci Roper, 14, starts sending text messages, she finds it hard to stop. " Sometimes I text from the time I get up until I go to bed, except during school," said the eighth-grader at Kingsley Junior High.
Her sister Sara Roper, 18, also texts a lot, saying "It is a lot easier than using the telephone."
For teens, technology has become a common way to start and keep social contacts.
Richard Sullivan, a teacher at Illinois State University, said text messaging has become "the new way of passing notes."
"It is an important tool for social communication, especially for the youth," Sullivan said.
But the girls have to store their mobile phones during school because they can be a distraction , Sullivan said.
That is why parents must monitor their children's mobile phone use, said Tim Shannon, a child psychologist at Carle Clinic in Bloomington.
The same technologies that can help communication can be _ if children use them to ignore their family at supper, Shannon said.
While Linda Roper does not allow her children to text massages during meals, she usually does not need to intervene . "My kids are both very disciplined and good about doing their homework," she said.
Gary and Mary Carstens also do not allow their children to text at supper or at family get-togethers.
Their daughter, Kayla, 14, usually texts more on weekends when she has more free time. Kayla likes text messaging "because others can't hear you."
The Carstens got Kayla a mobile phone several years ago because she is active in after-class sports and the phone allows her parents to keep in touch with her.
Mary Carstens believes all the communication allowed by modern technology is good for her kids.
Question: Does Tim Shannon think parents should monitor phone usage?
Answer:yes
Question: What is his profession?
Answer:he's a child psychologist
Question: At which clinic?
Answer:Carle Clinic in Bloomington
Question: Does Linda Roper allow her children to use their phones during meals?
Answer:no
Question: Is it usually necessary for her to intervene?
Answer:no
Question: Why?
Answer:her kids are both very disciplined and good about doing their homework
Question: What about the Carstens, do they allow their children to text at supper?
Answer:no
Question: Are they prohibited anywhere else?
Answer:yes
Question: Where?
Answer:family get-togethers
Question: What is their daughters name?
Answer:Kayla
Question: How old?
Answer:14
Question: Does she text more during the week?
Answer:no
Question: When?
Answer:the weekends
Question: Why?
Answer:she has more free time then
Question: Does she enjoy texting?
Answer:yes
Question: What is her reason?
Answer:"because others can't hear you."
Question: Did her parents get her a phone to play games?
Answer:no
Question: Why did they get her a phone?
Answer:to keep in touch with her
Question: What does Richard Sullivan say texting has become?
Answer:"the new way of passing notes."
Question: What does he believe has become an important tool for communication?
Answer:
|
text messaging
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:
|
Granny
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:
|
what he owed to her.
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:
|
never to steal chickens near home
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:
|
No
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:
|
to live
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:to live
Question: When did his grandma start teaching him?
Answer:
|
When he was little
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:to live
Question: When did his grandma start teaching him?
Answer:When he was little
Question: And what was the name of the hound she taught him to fool?
Answer:
|
Bowser
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:to live
Question: When did his grandma start teaching him?
Answer:When he was little
Question: And what was the name of the hound she taught him to fool?
Answer:Bowser
Question: Where did he hunt Meadow Mice?
Answer:
|
under the snow
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:to live
Question: When did his grandma start teaching him?
Answer:When he was little
Question: And what was the name of the hound she taught him to fool?
Answer:Bowser
Question: Where did he hunt Meadow Mice?
Answer:under the snow
Question: Did Reddy start to have a big opinion about himself?
Answer:
|
Yes
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:to live
Question: When did his grandma start teaching him?
Answer:When he was little
Question: And what was the name of the hound she taught him to fool?
Answer:Bowser
Question: Where did he hunt Meadow Mice?
Answer:under the snow
Question: Did Reddy start to have a big opinion about himself?
Answer:Yes
Question: What did Granny tell him when he did foolish and careless stuff?
Answer:
|
he was big enough and old enough to know better
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:to live
Question: When did his grandma start teaching him?
Answer:When he was little
Question: And what was the name of the hound she taught him to fool?
Answer:Bowser
Question: Where did he hunt Meadow Mice?
Answer:under the snow
Question: Did Reddy start to have a big opinion about himself?
Answer:Yes
Question: What did Granny tell him when he did foolish and careless stuff?
Answer:he was big enough and old enough to know better
Question: Then what would he do?
Answer:
|
he would sulk and go off muttering to himself.
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:to live
Question: When did his grandma start teaching him?
Answer:When he was little
Question: And what was the name of the hound she taught him to fool?
Answer:Bowser
Question: Where did he hunt Meadow Mice?
Answer:under the snow
Question: Did Reddy start to have a big opinion about himself?
Answer:Yes
Question: What did Granny tell him when he did foolish and careless stuff?
Answer:he was big enough and old enough to know better
Question: Then what would he do?
Answer:he would sulk and go off muttering to himself.
Question: Was he outright disrespectful to Granny?
Answer:
|
No
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:to live
Question: When did his grandma start teaching him?
Answer:When he was little
Question: And what was the name of the hound she taught him to fool?
Answer:Bowser
Question: Where did he hunt Meadow Mice?
Answer:under the snow
Question: Did Reddy start to have a big opinion about himself?
Answer:Yes
Question: What did Granny tell him when he did foolish and careless stuff?
Answer:he was big enough and old enough to know better
Question: Then what would he do?
Answer:he would sulk and go off muttering to himself.
Question: Was he outright disrespectful to Granny?
Answer:No
Question: What's the name of this chapter?
Answer:
|
Reddy Fox Is Impudent
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:to live
Question: When did his grandma start teaching him?
Answer:When he was little
Question: And what was the name of the hound she taught him to fool?
Answer:Bowser
Question: Where did he hunt Meadow Mice?
Answer:under the snow
Question: Did Reddy start to have a big opinion about himself?
Answer:Yes
Question: What did Granny tell him when he did foolish and careless stuff?
Answer:he was big enough and old enough to know better
Question: Then what would he do?
Answer:he would sulk and go off muttering to himself.
Question: Was he outright disrespectful to Granny?
Answer:No
Question: What's the name of this chapter?
Answer:Reddy Fox Is Impudent
Question: What did Old Granny Fox say about a saucy tongue?
Answer:
|
is dangerous to possess
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:to live
Question: When did his grandma start teaching him?
Answer:When he was little
Question: And what was the name of the hound she taught him to fool?
Answer:Bowser
Question: Where did he hunt Meadow Mice?
Answer:under the snow
Question: Did Reddy start to have a big opinion about himself?
Answer:Yes
Question: What did Granny tell him when he did foolish and careless stuff?
Answer:he was big enough and old enough to know better
Question: Then what would he do?
Answer:he would sulk and go off muttering to himself.
Question: Was he outright disrespectful to Granny?
Answer:No
Question: What's the name of this chapter?
Answer:Reddy Fox Is Impudent
Question: What did Old Granny Fox say about a saucy tongue?
Answer:is dangerous to possess
Question: What kind of rabbits was Reddy trying to catch?
Answer:
|
careless young Rabbits
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:to live
Question: When did his grandma start teaching him?
Answer:When he was little
Question: And what was the name of the hound she taught him to fool?
Answer:Bowser
Question: Where did he hunt Meadow Mice?
Answer:under the snow
Question: Did Reddy start to have a big opinion about himself?
Answer:Yes
Question: What did Granny tell him when he did foolish and careless stuff?
Answer:he was big enough and old enough to know better
Question: Then what would he do?
Answer:he would sulk and go off muttering to himself.
Question: Was he outright disrespectful to Granny?
Answer:No
Question: What's the name of this chapter?
Answer:Reddy Fox Is Impudent
Question: What did Old Granny Fox say about a saucy tongue?
Answer:is dangerous to possess
Question: What kind of rabbits was Reddy trying to catch?
Answer:careless young Rabbits
Question: Where was he told to get chickens from if not close to home?
Answer:
|
long way off
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:to live
Question: When did his grandma start teaching him?
Answer:When he was little
Question: And what was the name of the hound she taught him to fool?
Answer:Bowser
Question: Where did he hunt Meadow Mice?
Answer:under the snow
Question: Did Reddy start to have a big opinion about himself?
Answer:Yes
Question: What did Granny tell him when he did foolish and careless stuff?
Answer:he was big enough and old enough to know better
Question: Then what would he do?
Answer:he would sulk and go off muttering to himself.
Question: Was he outright disrespectful to Granny?
Answer:No
Question: What's the name of this chapter?
Answer:Reddy Fox Is Impudent
Question: What did Old Granny Fox say about a saucy tongue?
Answer:is dangerous to possess
Question: What kind of rabbits was Reddy trying to catch?
Answer:careless young Rabbits
Question: Where was he told to get chickens from if not close to home?
Answer:long way off
Question: What did he do over his feet when he was little?
Answer:
|
tumbled over
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:to live
Question: When did his grandma start teaching him?
Answer:When he was little
Question: And what was the name of the hound she taught him to fool?
Answer:Bowser
Question: Where did he hunt Meadow Mice?
Answer:under the snow
Question: Did Reddy start to have a big opinion about himself?
Answer:Yes
Question: What did Granny tell him when he did foolish and careless stuff?
Answer:he was big enough and old enough to know better
Question: Then what would he do?
Answer:he would sulk and go off muttering to himself.
Question: Was he outright disrespectful to Granny?
Answer:No
Question: What's the name of this chapter?
Answer:Reddy Fox Is Impudent
Question: What did Old Granny Fox say about a saucy tongue?
Answer:is dangerous to possess
Question: What kind of rabbits was Reddy trying to catch?
Answer:careless young Rabbits
Question: Where was he told to get chickens from if not close to home?
Answer:long way off
Question: What did he do over his feet when he was little?
Answer:tumbled over
Question: Did he have a little red nose?
Answer:
|
No
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER X: Reddy Fox Is Impudent
A saucy tongue is dangerous to possess; Be sure some day 't will get you in a mess. --Old Granny Fox.
Reddy Fox is headstrong and, like most headstrong people, is given to thinking that his way is the best way just because it is his way. He is smart, is Reddy Fox. Yes, indeed, Reddy Fox is very, very smart. He has to be in order to live. But a great deal of what he knows he learned from Old Granny Fox. The very best tricks he knows she taught him. She began teaching him when he was so little that he tumbled over his own feet. It was she who taught him how to hunt, that it is better never to steal chickens near home but to go a long way off for them, and how to fool Bowser the Hound.
It was Granny who taught Reddy how to use his little black nose to follow the tracks of careless young Rabbits, and how to catch Meadow Mice under the snow. In fact, there is little Reddy knows which he didn't learn from wise, shrewd Old Granny Fox.
But as he grew bigger and bigger, until he was quite as big as Granny herself, he forgot what he owed to her. He grew to have a very good opinion of himself and to feel that he knew just about all there was to know. So sometimes when he had done foolish or careless things and Granny had scolded him, telling him he was big enough and old enough to know better, he would sulk and go off muttering to himself. But he never quite dared to be openly disrespectful to Granny, and this, of course, was quite as it should have been.
Question: Who taught Reddy how to use his nose to follow tracks?
Answer:Granny
Question: What did he forget?
Answer:what he owed to her.
Question: What did she teach him about chickens?
Answer:never to steal chickens near home
Question: Was Reddy Fox unintelligent?
Answer:No
Question: Why does he have to be smart?
Answer:to live
Question: When did his grandma start teaching him?
Answer:When he was little
Question: And what was the name of the hound she taught him to fool?
Answer:Bowser
Question: Where did he hunt Meadow Mice?
Answer:under the snow
Question: Did Reddy start to have a big opinion about himself?
Answer:Yes
Question: What did Granny tell him when he did foolish and careless stuff?
Answer:he was big enough and old enough to know better
Question: Then what would he do?
Answer:he would sulk and go off muttering to himself.
Question: Was he outright disrespectful to Granny?
Answer:No
Question: What's the name of this chapter?
Answer:Reddy Fox Is Impudent
Question: What did Old Granny Fox say about a saucy tongue?
Answer:is dangerous to possess
Question: What kind of rabbits was Reddy trying to catch?
Answer:careless young Rabbits
Question: Where was he told to get chickens from if not close to home?
Answer:long way off
Question: What did he do over his feet when he was little?
Answer:tumbled over
Question: Did he have a little red nose?
Answer:No
Question: What color was it?
Answer:
|
Black
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER IX. MONSIEUR LE BARON
The sun beat down mercilessly on thatch and terrace, the yellow walls flung back the quivering heat, as Madame la Vicomtesse and I walked through the empty streets towards the Governor's house. We were followed by Andre and Madame's maid. The sleepy orderly started up from under the archway at our approach, bowed profoundly to Madame, looked askance at me, and declared, with a thousand regrets, that Monsieur le Baron was having his siesta.
"Then you will wake him," said Madame la Vicomtesse.
Wake Monsieur le Baron! Bueno Dios, did Madame understand what it meant to wake his Excellency? His Excellency would at first be angry, no doubt. Angry? As an Andalusian bull, Madame. Once, when his Excellency had first come to the province, he, the orderly, had presumed to awake him.
"Assez!" said Madame, so suddenly that the man straightened and looked at her again. "You will wake Monsieur le Baron, and tell him that Madame la Vicomtesse d'Ivry-le-Tour has something of importance to say to him."
Madame had the air, and a title carried with a Spanish soldier in New Orleans in those days. The orderly fairly swept the ground and led us through a court where the sun drew bewildering hot odors from the fruits and flowers, into a darkened room which was the Baron's cabinet. I remember it vaguely, for my head was hot and throbbing from my exertions in such a climate. It was a new room,--the hotel being newly built,--with white walls, a picture of his Catholic Majesty and the royal arms of Spain, a map of Louisiana, another of New Orleans fortified, some walnut chairs, a desk with ink and sand and a seal, and a window, the closed lattice shutters of which showed streaks of light green light. These doubtless opened on the Royal Road and looked across the levee esplanade on the waters of the Mississippi. Madame la Vicomtesse seated herself, and with a gesture which was an order bade me do likewise.
Question: What is the Madame called?
Answer:
|
la Vicomtesse
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER IX. MONSIEUR LE BARON
The sun beat down mercilessly on thatch and terrace, the yellow walls flung back the quivering heat, as Madame la Vicomtesse and I walked through the empty streets towards the Governor's house. We were followed by Andre and Madame's maid. The sleepy orderly started up from under the archway at our approach, bowed profoundly to Madame, looked askance at me, and declared, with a thousand regrets, that Monsieur le Baron was having his siesta.
"Then you will wake him," said Madame la Vicomtesse.
Wake Monsieur le Baron! Bueno Dios, did Madame understand what it meant to wake his Excellency? His Excellency would at first be angry, no doubt. Angry? As an Andalusian bull, Madame. Once, when his Excellency had first come to the province, he, the orderly, had presumed to awake him.
"Assez!" said Madame, so suddenly that the man straightened and looked at her again. "You will wake Monsieur le Baron, and tell him that Madame la Vicomtesse d'Ivry-le-Tour has something of importance to say to him."
Madame had the air, and a title carried with a Spanish soldier in New Orleans in those days. The orderly fairly swept the ground and led us through a court where the sun drew bewildering hot odors from the fruits and flowers, into a darkened room which was the Baron's cabinet. I remember it vaguely, for my head was hot and throbbing from my exertions in such a climate. It was a new room,--the hotel being newly built,--with white walls, a picture of his Catholic Majesty and the royal arms of Spain, a map of Louisiana, another of New Orleans fortified, some walnut chairs, a desk with ink and sand and a seal, and a window, the closed lattice shutters of which showed streaks of light green light. These doubtless opened on the Royal Road and looked across the levee esplanade on the waters of the Mississippi. Madame la Vicomtesse seated herself, and with a gesture which was an order bade me do likewise.
Question: What is the Madame called?
Answer:la Vicomtesse
Question: Was the Baron's room light and sunny?
Answer:
|
no
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER IX. MONSIEUR LE BARON
The sun beat down mercilessly on thatch and terrace, the yellow walls flung back the quivering heat, as Madame la Vicomtesse and I walked through the empty streets towards the Governor's house. We were followed by Andre and Madame's maid. The sleepy orderly started up from under the archway at our approach, bowed profoundly to Madame, looked askance at me, and declared, with a thousand regrets, that Monsieur le Baron was having his siesta.
"Then you will wake him," said Madame la Vicomtesse.
Wake Monsieur le Baron! Bueno Dios, did Madame understand what it meant to wake his Excellency? His Excellency would at first be angry, no doubt. Angry? As an Andalusian bull, Madame. Once, when his Excellency had first come to the province, he, the orderly, had presumed to awake him.
"Assez!" said Madame, so suddenly that the man straightened and looked at her again. "You will wake Monsieur le Baron, and tell him that Madame la Vicomtesse d'Ivry-le-Tour has something of importance to say to him."
Madame had the air, and a title carried with a Spanish soldier in New Orleans in those days. The orderly fairly swept the ground and led us through a court where the sun drew bewildering hot odors from the fruits and flowers, into a darkened room which was the Baron's cabinet. I remember it vaguely, for my head was hot and throbbing from my exertions in such a climate. It was a new room,--the hotel being newly built,--with white walls, a picture of his Catholic Majesty and the royal arms of Spain, a map of Louisiana, another of New Orleans fortified, some walnut chairs, a desk with ink and sand and a seal, and a window, the closed lattice shutters of which showed streaks of light green light. These doubtless opened on the Royal Road and looked across the levee esplanade on the waters of the Mississippi. Madame la Vicomtesse seated herself, and with a gesture which was an order bade me do likewise.
Question: What is the Madame called?
Answer:la Vicomtesse
Question: Was the Baron's room light and sunny?
Answer:no
Question: Was it painted white?
Answer:
|
yes
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER IX. MONSIEUR LE BARON
The sun beat down mercilessly on thatch and terrace, the yellow walls flung back the quivering heat, as Madame la Vicomtesse and I walked through the empty streets towards the Governor's house. We were followed by Andre and Madame's maid. The sleepy orderly started up from under the archway at our approach, bowed profoundly to Madame, looked askance at me, and declared, with a thousand regrets, that Monsieur le Baron was having his siesta.
"Then you will wake him," said Madame la Vicomtesse.
Wake Monsieur le Baron! Bueno Dios, did Madame understand what it meant to wake his Excellency? His Excellency would at first be angry, no doubt. Angry? As an Andalusian bull, Madame. Once, when his Excellency had first come to the province, he, the orderly, had presumed to awake him.
"Assez!" said Madame, so suddenly that the man straightened and looked at her again. "You will wake Monsieur le Baron, and tell him that Madame la Vicomtesse d'Ivry-le-Tour has something of importance to say to him."
Madame had the air, and a title carried with a Spanish soldier in New Orleans in those days. The orderly fairly swept the ground and led us through a court where the sun drew bewildering hot odors from the fruits and flowers, into a darkened room which was the Baron's cabinet. I remember it vaguely, for my head was hot and throbbing from my exertions in such a climate. It was a new room,--the hotel being newly built,--with white walls, a picture of his Catholic Majesty and the royal arms of Spain, a map of Louisiana, another of New Orleans fortified, some walnut chairs, a desk with ink and sand and a seal, and a window, the closed lattice shutters of which showed streaks of light green light. These doubtless opened on the Royal Road and looked across the levee esplanade on the waters of the Mississippi. Madame la Vicomtesse seated herself, and with a gesture which was an order bade me do likewise.
Question: What is the Madame called?
Answer:la Vicomtesse
Question: Was the Baron's room light and sunny?
Answer:no
Question: Was it painted white?
Answer:yes
Question: How many years old was it?
Answer:
|
It was new.
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER IX. MONSIEUR LE BARON
The sun beat down mercilessly on thatch and terrace, the yellow walls flung back the quivering heat, as Madame la Vicomtesse and I walked through the empty streets towards the Governor's house. We were followed by Andre and Madame's maid. The sleepy orderly started up from under the archway at our approach, bowed profoundly to Madame, looked askance at me, and declared, with a thousand regrets, that Monsieur le Baron was having his siesta.
"Then you will wake him," said Madame la Vicomtesse.
Wake Monsieur le Baron! Bueno Dios, did Madame understand what it meant to wake his Excellency? His Excellency would at first be angry, no doubt. Angry? As an Andalusian bull, Madame. Once, when his Excellency had first come to the province, he, the orderly, had presumed to awake him.
"Assez!" said Madame, so suddenly that the man straightened and looked at her again. "You will wake Monsieur le Baron, and tell him that Madame la Vicomtesse d'Ivry-le-Tour has something of importance to say to him."
Madame had the air, and a title carried with a Spanish soldier in New Orleans in those days. The orderly fairly swept the ground and led us through a court where the sun drew bewildering hot odors from the fruits and flowers, into a darkened room which was the Baron's cabinet. I remember it vaguely, for my head was hot and throbbing from my exertions in such a climate. It was a new room,--the hotel being newly built,--with white walls, a picture of his Catholic Majesty and the royal arms of Spain, a map of Louisiana, another of New Orleans fortified, some walnut chairs, a desk with ink and sand and a seal, and a window, the closed lattice shutters of which showed streaks of light green light. These doubtless opened on the Royal Road and looked across the levee esplanade on the waters of the Mississippi. Madame la Vicomtesse seated herself, and with a gesture which was an order bade me do likewise.
Question: What is the Madame called?
Answer:la Vicomtesse
Question: Was the Baron's room light and sunny?
Answer:no
Question: Was it painted white?
Answer:yes
Question: How many years old was it?
Answer:It was new.
Question: How many items wereinside it?
Answer:
|
Six
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER IX. MONSIEUR LE BARON
The sun beat down mercilessly on thatch and terrace, the yellow walls flung back the quivering heat, as Madame la Vicomtesse and I walked through the empty streets towards the Governor's house. We were followed by Andre and Madame's maid. The sleepy orderly started up from under the archway at our approach, bowed profoundly to Madame, looked askance at me, and declared, with a thousand regrets, that Monsieur le Baron was having his siesta.
"Then you will wake him," said Madame la Vicomtesse.
Wake Monsieur le Baron! Bueno Dios, did Madame understand what it meant to wake his Excellency? His Excellency would at first be angry, no doubt. Angry? As an Andalusian bull, Madame. Once, when his Excellency had first come to the province, he, the orderly, had presumed to awake him.
"Assez!" said Madame, so suddenly that the man straightened and looked at her again. "You will wake Monsieur le Baron, and tell him that Madame la Vicomtesse d'Ivry-le-Tour has something of importance to say to him."
Madame had the air, and a title carried with a Spanish soldier in New Orleans in those days. The orderly fairly swept the ground and led us through a court where the sun drew bewildering hot odors from the fruits and flowers, into a darkened room which was the Baron's cabinet. I remember it vaguely, for my head was hot and throbbing from my exertions in such a climate. It was a new room,--the hotel being newly built,--with white walls, a picture of his Catholic Majesty and the royal arms of Spain, a map of Louisiana, another of New Orleans fortified, some walnut chairs, a desk with ink and sand and a seal, and a window, the closed lattice shutters of which showed streaks of light green light. These doubtless opened on the Royal Road and looked across the levee esplanade on the waters of the Mississippi. Madame la Vicomtesse seated herself, and with a gesture which was an order bade me do likewise.
Question: What is the Madame called?
Answer:la Vicomtesse
Question: Was the Baron's room light and sunny?
Answer:no
Question: Was it painted white?
Answer:yes
Question: How many years old was it?
Answer:It was new.
Question: How many items wereinside it?
Answer:Six
Question: Is Lafayette a street it overlooked?
Answer:
|
no
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER IX. MONSIEUR LE BARON
The sun beat down mercilessly on thatch and terrace, the yellow walls flung back the quivering heat, as Madame la Vicomtesse and I walked through the empty streets towards the Governor's house. We were followed by Andre and Madame's maid. The sleepy orderly started up from under the archway at our approach, bowed profoundly to Madame, looked askance at me, and declared, with a thousand regrets, that Monsieur le Baron was having his siesta.
"Then you will wake him," said Madame la Vicomtesse.
Wake Monsieur le Baron! Bueno Dios, did Madame understand what it meant to wake his Excellency? His Excellency would at first be angry, no doubt. Angry? As an Andalusian bull, Madame. Once, when his Excellency had first come to the province, he, the orderly, had presumed to awake him.
"Assez!" said Madame, so suddenly that the man straightened and looked at her again. "You will wake Monsieur le Baron, and tell him that Madame la Vicomtesse d'Ivry-le-Tour has something of importance to say to him."
Madame had the air, and a title carried with a Spanish soldier in New Orleans in those days. The orderly fairly swept the ground and led us through a court where the sun drew bewildering hot odors from the fruits and flowers, into a darkened room which was the Baron's cabinet. I remember it vaguely, for my head was hot and throbbing from my exertions in such a climate. It was a new room,--the hotel being newly built,--with white walls, a picture of his Catholic Majesty and the royal arms of Spain, a map of Louisiana, another of New Orleans fortified, some walnut chairs, a desk with ink and sand and a seal, and a window, the closed lattice shutters of which showed streaks of light green light. These doubtless opened on the Royal Road and looked across the levee esplanade on the waters of the Mississippi. Madame la Vicomtesse seated herself, and with a gesture which was an order bade me do likewise.
Question: What is the Madame called?
Answer:la Vicomtesse
Question: Was the Baron's room light and sunny?
Answer:no
Question: Was it painted white?
Answer:yes
Question: How many years old was it?
Answer:It was new.
Question: How many items wereinside it?
Answer:Six
Question: Is Lafayette a street it overlooked?
Answer:no
Question: What street was it?
Answer:
|
the Royal Road
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER IX. MONSIEUR LE BARON
The sun beat down mercilessly on thatch and terrace, the yellow walls flung back the quivering heat, as Madame la Vicomtesse and I walked through the empty streets towards the Governor's house. We were followed by Andre and Madame's maid. The sleepy orderly started up from under the archway at our approach, bowed profoundly to Madame, looked askance at me, and declared, with a thousand regrets, that Monsieur le Baron was having his siesta.
"Then you will wake him," said Madame la Vicomtesse.
Wake Monsieur le Baron! Bueno Dios, did Madame understand what it meant to wake his Excellency? His Excellency would at first be angry, no doubt. Angry? As an Andalusian bull, Madame. Once, when his Excellency had first come to the province, he, the orderly, had presumed to awake him.
"Assez!" said Madame, so suddenly that the man straightened and looked at her again. "You will wake Monsieur le Baron, and tell him that Madame la Vicomtesse d'Ivry-le-Tour has something of importance to say to him."
Madame had the air, and a title carried with a Spanish soldier in New Orleans in those days. The orderly fairly swept the ground and led us through a court where the sun drew bewildering hot odors from the fruits and flowers, into a darkened room which was the Baron's cabinet. I remember it vaguely, for my head was hot and throbbing from my exertions in such a climate. It was a new room,--the hotel being newly built,--with white walls, a picture of his Catholic Majesty and the royal arms of Spain, a map of Louisiana, another of New Orleans fortified, some walnut chairs, a desk with ink and sand and a seal, and a window, the closed lattice shutters of which showed streaks of light green light. These doubtless opened on the Royal Road and looked across the levee esplanade on the waters of the Mississippi. Madame la Vicomtesse seated herself, and with a gesture which was an order bade me do likewise.
Question: What is the Madame called?
Answer:la Vicomtesse
Question: Was the Baron's room light and sunny?
Answer:no
Question: Was it painted white?
Answer:yes
Question: How many years old was it?
Answer:It was new.
Question: How many items wereinside it?
Answer:Six
Question: Is Lafayette a street it overlooked?
Answer:no
Question: What street was it?
Answer:the Royal Road
Question: Outside, was it sunny?
Answer:
|
yes
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER IX. MONSIEUR LE BARON
The sun beat down mercilessly on thatch and terrace, the yellow walls flung back the quivering heat, as Madame la Vicomtesse and I walked through the empty streets towards the Governor's house. We were followed by Andre and Madame's maid. The sleepy orderly started up from under the archway at our approach, bowed profoundly to Madame, looked askance at me, and declared, with a thousand regrets, that Monsieur le Baron was having his siesta.
"Then you will wake him," said Madame la Vicomtesse.
Wake Monsieur le Baron! Bueno Dios, did Madame understand what it meant to wake his Excellency? His Excellency would at first be angry, no doubt. Angry? As an Andalusian bull, Madame. Once, when his Excellency had first come to the province, he, the orderly, had presumed to awake him.
"Assez!" said Madame, so suddenly that the man straightened and looked at her again. "You will wake Monsieur le Baron, and tell him that Madame la Vicomtesse d'Ivry-le-Tour has something of importance to say to him."
Madame had the air, and a title carried with a Spanish soldier in New Orleans in those days. The orderly fairly swept the ground and led us through a court where the sun drew bewildering hot odors from the fruits and flowers, into a darkened room which was the Baron's cabinet. I remember it vaguely, for my head was hot and throbbing from my exertions in such a climate. It was a new room,--the hotel being newly built,--with white walls, a picture of his Catholic Majesty and the royal arms of Spain, a map of Louisiana, another of New Orleans fortified, some walnut chairs, a desk with ink and sand and a seal, and a window, the closed lattice shutters of which showed streaks of light green light. These doubtless opened on the Royal Road and looked across the levee esplanade on the waters of the Mississippi. Madame la Vicomtesse seated herself, and with a gesture which was an order bade me do likewise.
Question: What is the Madame called?
Answer:la Vicomtesse
Question: Was the Baron's room light and sunny?
Answer:no
Question: Was it painted white?
Answer:yes
Question: How many years old was it?
Answer:It was new.
Question: How many items wereinside it?
Answer:Six
Question: Is Lafayette a street it overlooked?
Answer:no
Question: What street was it?
Answer:the Royal Road
Question: Outside, was it sunny?
Answer:yes
Question: What color were structures outside?
Answer:
|
yellow
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER IX. MONSIEUR LE BARON
The sun beat down mercilessly on thatch and terrace, the yellow walls flung back the quivering heat, as Madame la Vicomtesse and I walked through the empty streets towards the Governor's house. We were followed by Andre and Madame's maid. The sleepy orderly started up from under the archway at our approach, bowed profoundly to Madame, looked askance at me, and declared, with a thousand regrets, that Monsieur le Baron was having his siesta.
"Then you will wake him," said Madame la Vicomtesse.
Wake Monsieur le Baron! Bueno Dios, did Madame understand what it meant to wake his Excellency? His Excellency would at first be angry, no doubt. Angry? As an Andalusian bull, Madame. Once, when his Excellency had first come to the province, he, the orderly, had presumed to awake him.
"Assez!" said Madame, so suddenly that the man straightened and looked at her again. "You will wake Monsieur le Baron, and tell him that Madame la Vicomtesse d'Ivry-le-Tour has something of importance to say to him."
Madame had the air, and a title carried with a Spanish soldier in New Orleans in those days. The orderly fairly swept the ground and led us through a court where the sun drew bewildering hot odors from the fruits and flowers, into a darkened room which was the Baron's cabinet. I remember it vaguely, for my head was hot and throbbing from my exertions in such a climate. It was a new room,--the hotel being newly built,--with white walls, a picture of his Catholic Majesty and the royal arms of Spain, a map of Louisiana, another of New Orleans fortified, some walnut chairs, a desk with ink and sand and a seal, and a window, the closed lattice shutters of which showed streaks of light green light. These doubtless opened on the Royal Road and looked across the levee esplanade on the waters of the Mississippi. Madame la Vicomtesse seated herself, and with a gesture which was an order bade me do likewise.
Question: What is the Madame called?
Answer:la Vicomtesse
Question: Was the Baron's room light and sunny?
Answer:no
Question: Was it painted white?
Answer:yes
Question: How many years old was it?
Answer:It was new.
Question: How many items wereinside it?
Answer:Six
Question: Is Lafayette a street it overlooked?
Answer:no
Question: What street was it?
Answer:the Royal Road
Question: Outside, was it sunny?
Answer:yes
Question: What color were structures outside?
Answer:yellow
Question: How many people strolled along outside?
Answer:
|
none
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: CHAPTER IX. MONSIEUR LE BARON
The sun beat down mercilessly on thatch and terrace, the yellow walls flung back the quivering heat, as Madame la Vicomtesse and I walked through the empty streets towards the Governor's house. We were followed by Andre and Madame's maid. The sleepy orderly started up from under the archway at our approach, bowed profoundly to Madame, looked askance at me, and declared, with a thousand regrets, that Monsieur le Baron was having his siesta.
"Then you will wake him," said Madame la Vicomtesse.
Wake Monsieur le Baron! Bueno Dios, did Madame understand what it meant to wake his Excellency? His Excellency would at first be angry, no doubt. Angry? As an Andalusian bull, Madame. Once, when his Excellency had first come to the province, he, the orderly, had presumed to awake him.
"Assez!" said Madame, so suddenly that the man straightened and looked at her again. "You will wake Monsieur le Baron, and tell him that Madame la Vicomtesse d'Ivry-le-Tour has something of importance to say to him."
Madame had the air, and a title carried with a Spanish soldier in New Orleans in those days. The orderly fairly swept the ground and led us through a court where the sun drew bewildering hot odors from the fruits and flowers, into a darkened room which was the Baron's cabinet. I remember it vaguely, for my head was hot and throbbing from my exertions in such a climate. It was a new room,--the hotel being newly built,--with white walls, a picture of his Catholic Majesty and the royal arms of Spain, a map of Louisiana, another of New Orleans fortified, some walnut chairs, a desk with ink and sand and a seal, and a window, the closed lattice shutters of which showed streaks of light green light. These doubtless opened on the Royal Road and looked across the levee esplanade on the waters of the Mississippi. Madame la Vicomtesse seated herself, and with a gesture which was an order bade me do likewise.
Question: What is the Madame called?
Answer:la Vicomtesse
Question: Was the Baron's room light and sunny?
Answer:no
Question: Was it painted white?
Answer:yes
Question: How many years old was it?
Answer:It was new.
Question: How many items wereinside it?
Answer:Six
Question: Is Lafayette a street it overlooked?
Answer:no
Question: What street was it?
Answer:the Royal Road
Question: Outside, was it sunny?
Answer:yes
Question: What color were structures outside?
Answer:yellow
Question: How many people strolled along outside?
Answer:none
Question: Were roads empty outside?
Answer:
|
yes
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:
|
Weaker
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:
|
8.2 hours
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:
|
7.7 hours
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:
|
Avi Sadeh
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:
|
No
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:
|
earlier
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:earlier
Question: What's Sadeh's profession?
Answer:
|
Professor
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:earlier
Question: What's Sadeh's profession?
Answer:Professor
Question: Of what?
Answer:
|
Psychology
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:earlier
Question: What's Sadeh's profession?
Answer:Professor
Question: Of what?
Answer:Psychology
Question: Where?
Answer:
|
Tel Aviv University
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:earlier
Question: What's Sadeh's profession?
Answer:Professor
Question: Of what?
Answer:Psychology
Question: Where?
Answer:Tel Aviv University
Question: How long can lack of sleep affect a kid?
Answer:
|
Into adulthood
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:earlier
Question: What's Sadeh's profession?
Answer:Professor
Question: Of what?
Answer:Psychology
Question: Where?
Answer:Tel Aviv University
Question: How long can lack of sleep affect a kid?
Answer:Into adulthood
Question: Based on what?
Answer:
|
Some studies
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:earlier
Question: What's Sadeh's profession?
Answer:Professor
Question: Of what?
Answer:Psychology
Question: Where?
Answer:Tel Aviv University
Question: How long can lack of sleep affect a kid?
Answer:Into adulthood
Question: Based on what?
Answer:Some studies
Question: What's an accident waiting to happen?
Answer:
|
A tired child
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:earlier
Question: What's Sadeh's profession?
Answer:Professor
Question: Of what?
Answer:Psychology
Question: Where?
Answer:Tel Aviv University
Question: How long can lack of sleep affect a kid?
Answer:Into adulthood
Question: Based on what?
Answer:Some studies
Question: What's an accident waiting to happen?
Answer:A tired child
Question: Who said that?
Answer:
|
Carl Hunt
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:earlier
Question: What's Sadeh's profession?
Answer:Professor
Question: Of what?
Answer:Psychology
Question: Where?
Answer:Tel Aviv University
Question: How long can lack of sleep affect a kid?
Answer:Into adulthood
Question: Based on what?
Answer:Some studies
Question: What's an accident waiting to happen?
Answer:A tired child
Question: Who said that?
Answer:Carl Hunt
Question: Who's he?
Answer:
|
a director
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:earlier
Question: What's Sadeh's profession?
Answer:Professor
Question: Of what?
Answer:Psychology
Question: Where?
Answer:Tel Aviv University
Question: How long can lack of sleep affect a kid?
Answer:Into adulthood
Question: Based on what?
Answer:Some studies
Question: What's an accident waiting to happen?
Answer:A tired child
Question: Who said that?
Answer:Carl Hunt
Question: Who's he?
Answer:a director
Question: Where?
Answer:
|
The National Center on Sleep Disorders Research
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:earlier
Question: What's Sadeh's profession?
Answer:Professor
Question: Of what?
Answer:Psychology
Question: Where?
Answer:Tel Aviv University
Question: How long can lack of sleep affect a kid?
Answer:Into adulthood
Question: Based on what?
Answer:Some studies
Question: What's an accident waiting to happen?
Answer:A tired child
Question: Who said that?
Answer:Carl Hunt
Question: Who's he?
Answer:a director
Question: Where?
Answer:The National Center on Sleep Disorders Research
Question: What town is that located in?
Answer:
|
Bethesda
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:earlier
Question: What's Sadeh's profession?
Answer:Professor
Question: Of what?
Answer:Psychology
Question: Where?
Answer:Tel Aviv University
Question: How long can lack of sleep affect a kid?
Answer:Into adulthood
Question: Based on what?
Answer:Some studies
Question: What's an accident waiting to happen?
Answer:A tired child
Question: Who said that?
Answer:Carl Hunt
Question: Who's he?
Answer:a director
Question: Where?
Answer:The National Center on Sleep Disorders Research
Question: What town is that located in?
Answer:Bethesda
Question: Do high-school aged kids need more or less sleep?
Answer:
|
less
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:earlier
Question: What's Sadeh's profession?
Answer:Professor
Question: Of what?
Answer:Psychology
Question: Where?
Answer:Tel Aviv University
Question: How long can lack of sleep affect a kid?
Answer:Into adulthood
Question: Based on what?
Answer:Some studies
Question: What's an accident waiting to happen?
Answer:A tired child
Question: Who said that?
Answer:Carl Hunt
Question: Who's he?
Answer:a director
Question: Where?
Answer:The National Center on Sleep Disorders Research
Question: What town is that located in?
Answer:Bethesda
Question: Do high-school aged kids need more or less sleep?
Answer:less
Question: How many hours should kids in elementary school get?
Answer:
|
Nine
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:earlier
Question: What's Sadeh's profession?
Answer:Professor
Question: Of what?
Answer:Psychology
Question: Where?
Answer:Tel Aviv University
Question: How long can lack of sleep affect a kid?
Answer:Into adulthood
Question: Based on what?
Answer:Some studies
Question: What's an accident waiting to happen?
Answer:A tired child
Question: Who said that?
Answer:Carl Hunt
Question: Who's he?
Answer:a director
Question: Where?
Answer:The National Center on Sleep Disorders Research
Question: What town is that located in?
Answer:Bethesda
Question: Do high-school aged kids need more or less sleep?
Answer:less
Question: How many hours should kids in elementary school get?
Answer:Nine
Question: What should parents make sure their kids rooms are conducive for?
Answer:
|
Sleeping
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: In real life, the daily struggles between parents and children are around these narrow problems of an extra hour, extra TV show, and so on" said Avi Sadeh, psychology professor at Tel Aviv University. "Too little sleep and more accidents," he said.
Sadeh and his colleagues found an extra hour of sleep can make a big difference. The children who slept longer, although they woke up more frequently during the night, scored higher on tests, Sadeh reported in the March/April issue of journal Child Development.
"When the children slept longer, their sleep quality was somewhat weak, but in spite of this their performance for study improved because the extra sleep was more significant than the reduction in sleep quality. " Sadeh said. "Some studies suggested that lack of sleep as a child affects development into adulthood and it's more likely to develop their attention disorder when they grow older. "
In earlier studies, Sadeh's team found that fourth graders slept an average of 8. 2 hours and sixth graders slept an average of 7. 7 hours.
"Previous research has shown children in elementary school need at least nine hours of sleep a night on a regular basis, said Carl Hunt, director of the National Center on Sleep Disorders Research in Bethesda, and high-school-age children need somewhat less, he said, adding the results of insufficient sleep could be serious.
"A tired child is an accident waiting to happen," Hunt said. "And as kids get older, toys get bigger and the risks higher. "Hunt also said too little sleep could result in learning and memory problems and long-term effects on school performance.
"This is an important extension of what we already know, " Hunt said of Sadeh's research, adding sleep is as important as nutrition and exercise to good health.
"To put it into reality," Hunt said, "parents should make sure they know when their children actually are going to sleep and their rooms are conducive to sleeping instead of playing. "
Question: Does sleeping longer make sleep quality stronger or weaker?
Answer:Weaker
Question: How long do fourth graders sleep on average?
Answer:8.2 hours
Question: What about 6th graders?
Answer:7.7 hours
Question: Who discovered this?
Answer:Avi Sadeh
Question: Was he working alone?
Answer:No
Question: Were the findings based on earlier or later studies?
Answer:earlier
Question: What's Sadeh's profession?
Answer:Professor
Question: Of what?
Answer:Psychology
Question: Where?
Answer:Tel Aviv University
Question: How long can lack of sleep affect a kid?
Answer:Into adulthood
Question: Based on what?
Answer:Some studies
Question: What's an accident waiting to happen?
Answer:A tired child
Question: Who said that?
Answer:Carl Hunt
Question: Who's he?
Answer:a director
Question: Where?
Answer:The National Center on Sleep Disorders Research
Question: What town is that located in?
Answer:Bethesda
Question: Do high-school aged kids need more or less sleep?
Answer:less
Question: How many hours should kids in elementary school get?
Answer:Nine
Question: What should parents make sure their kids rooms are conducive for?
Answer:Sleeping
Question: Instead of what?
Answer:
|
Playing
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: Chad walked to the pet store. He saw puppies. There was a black and white puppy. Chad liked the puppy. Chad walked the puppy home on a leash. He took the puppy in the yard to play. He found a ball to play fetch with the puppy. Chad threw the ball and the puppy chased it across the yard. After they were done playing, Chad fed and watered the puppy. He found two bowls in the kitchen. He filled one with water. He filled the other bowl with dog food. The puppy ran to the bowls to eat and drink. When the puppy was finished eating it became tired. Chad made the puppy a bed out of an old pillow. The puppy curled up on the pillow and went to sleep.
Question: What animal did Chad see in a store?
Answer:
|
puppies
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: Chad walked to the pet store. He saw puppies. There was a black and white puppy. Chad liked the puppy. Chad walked the puppy home on a leash. He took the puppy in the yard to play. He found a ball to play fetch with the puppy. Chad threw the ball and the puppy chased it across the yard. After they were done playing, Chad fed and watered the puppy. He found two bowls in the kitchen. He filled one with water. He filled the other bowl with dog food. The puppy ran to the bowls to eat and drink. When the puppy was finished eating it became tired. Chad made the puppy a bed out of an old pillow. The puppy curled up on the pillow and went to sleep.
Question: What animal did Chad see in a store?
Answer:puppies
Question: How did Chad feel about those?
Answer:
|
He liked one.
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: Chad walked to the pet store. He saw puppies. There was a black and white puppy. Chad liked the puppy. Chad walked the puppy home on a leash. He took the puppy in the yard to play. He found a ball to play fetch with the puppy. Chad threw the ball and the puppy chased it across the yard. After they were done playing, Chad fed and watered the puppy. He found two bowls in the kitchen. He filled one with water. He filled the other bowl with dog food. The puppy ran to the bowls to eat and drink. When the puppy was finished eating it became tired. Chad made the puppy a bed out of an old pillow. The puppy curled up on the pillow and went to sleep.
Question: What animal did Chad see in a store?
Answer:puppies
Question: How did Chad feel about those?
Answer:He liked one.
Question: What did the animal look like?
Answer:
|
It was black and white.
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: Chad walked to the pet store. He saw puppies. There was a black and white puppy. Chad liked the puppy. Chad walked the puppy home on a leash. He took the puppy in the yard to play. He found a ball to play fetch with the puppy. Chad threw the ball and the puppy chased it across the yard. After they were done playing, Chad fed and watered the puppy. He found two bowls in the kitchen. He filled one with water. He filled the other bowl with dog food. The puppy ran to the bowls to eat and drink. When the puppy was finished eating it became tired. Chad made the puppy a bed out of an old pillow. The puppy curled up on the pillow and went to sleep.
Question: What animal did Chad see in a store?
Answer:puppies
Question: How did Chad feel about those?
Answer:He liked one.
Question: What did the animal look like?
Answer:It was black and white.
Question: Did he decide to keep it?
Answer:
|
yes
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: Chad walked to the pet store. He saw puppies. There was a black and white puppy. Chad liked the puppy. Chad walked the puppy home on a leash. He took the puppy in the yard to play. He found a ball to play fetch with the puppy. Chad threw the ball and the puppy chased it across the yard. After they were done playing, Chad fed and watered the puppy. He found two bowls in the kitchen. He filled one with water. He filled the other bowl with dog food. The puppy ran to the bowls to eat and drink. When the puppy was finished eating it became tired. Chad made the puppy a bed out of an old pillow. The puppy curled up on the pillow and went to sleep.
Question: What animal did Chad see in a store?
Answer:puppies
Question: How did Chad feel about those?
Answer:He liked one.
Question: What did the animal look like?
Answer:It was black and white.
Question: Did he decide to keep it?
Answer:yes
Question: What did he do with it after he left the store?
Answer:
|
They played.
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: Chad walked to the pet store. He saw puppies. There was a black and white puppy. Chad liked the puppy. Chad walked the puppy home on a leash. He took the puppy in the yard to play. He found a ball to play fetch with the puppy. Chad threw the ball and the puppy chased it across the yard. After they were done playing, Chad fed and watered the puppy. He found two bowls in the kitchen. He filled one with water. He filled the other bowl with dog food. The puppy ran to the bowls to eat and drink. When the puppy was finished eating it became tired. Chad made the puppy a bed out of an old pillow. The puppy curled up on the pillow and went to sleep.
Question: What animal did Chad see in a store?
Answer:puppies
Question: How did Chad feel about those?
Answer:He liked one.
Question: What did the animal look like?
Answer:It was black and white.
Question: Did he decide to keep it?
Answer:yes
Question: What did he do with it after he left the store?
Answer:They played.
Question: What else did they do?
Answer:
|
It ate.
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: Chad walked to the pet store. He saw puppies. There was a black and white puppy. Chad liked the puppy. Chad walked the puppy home on a leash. He took the puppy in the yard to play. He found a ball to play fetch with the puppy. Chad threw the ball and the puppy chased it across the yard. After they were done playing, Chad fed and watered the puppy. He found two bowls in the kitchen. He filled one with water. He filled the other bowl with dog food. The puppy ran to the bowls to eat and drink. When the puppy was finished eating it became tired. Chad made the puppy a bed out of an old pillow. The puppy curled up on the pillow and went to sleep.
Question: What animal did Chad see in a store?
Answer:puppies
Question: How did Chad feel about those?
Answer:He liked one.
Question: What did the animal look like?
Answer:It was black and white.
Question: Did he decide to keep it?
Answer:yes
Question: What did he do with it after he left the store?
Answer:They played.
Question: What else did they do?
Answer:It ate.
Question: How?
Answer:
|
with bowls
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: Chad walked to the pet store. He saw puppies. There was a black and white puppy. Chad liked the puppy. Chad walked the puppy home on a leash. He took the puppy in the yard to play. He found a ball to play fetch with the puppy. Chad threw the ball and the puppy chased it across the yard. After they were done playing, Chad fed and watered the puppy. He found two bowls in the kitchen. He filled one with water. He filled the other bowl with dog food. The puppy ran to the bowls to eat and drink. When the puppy was finished eating it became tired. Chad made the puppy a bed out of an old pillow. The puppy curled up on the pillow and went to sleep.
Question: What animal did Chad see in a store?
Answer:puppies
Question: How did Chad feel about those?
Answer:He liked one.
Question: What did the animal look like?
Answer:It was black and white.
Question: Did he decide to keep it?
Answer:yes
Question: What did he do with it after he left the store?
Answer:They played.
Question: What else did they do?
Answer:It ate.
Question: How?
Answer:with bowls
Question: What did he eat?
Answer:
|
dog food
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: Chad walked to the pet store. He saw puppies. There was a black and white puppy. Chad liked the puppy. Chad walked the puppy home on a leash. He took the puppy in the yard to play. He found a ball to play fetch with the puppy. Chad threw the ball and the puppy chased it across the yard. After they were done playing, Chad fed and watered the puppy. He found two bowls in the kitchen. He filled one with water. He filled the other bowl with dog food. The puppy ran to the bowls to eat and drink. When the puppy was finished eating it became tired. Chad made the puppy a bed out of an old pillow. The puppy curled up on the pillow and went to sleep.
Question: What animal did Chad see in a store?
Answer:puppies
Question: How did Chad feel about those?
Answer:He liked one.
Question: What did the animal look like?
Answer:It was black and white.
Question: Did he decide to keep it?
Answer:yes
Question: What did he do with it after he left the store?
Answer:They played.
Question: What else did they do?
Answer:It ate.
Question: How?
Answer:with bowls
Question: What did he eat?
Answer:dog food
Question: Was the dog thirsty as well?
Answer:
|
yes
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: Chad walked to the pet store. He saw puppies. There was a black and white puppy. Chad liked the puppy. Chad walked the puppy home on a leash. He took the puppy in the yard to play. He found a ball to play fetch with the puppy. Chad threw the ball and the puppy chased it across the yard. After they were done playing, Chad fed and watered the puppy. He found two bowls in the kitchen. He filled one with water. He filled the other bowl with dog food. The puppy ran to the bowls to eat and drink. When the puppy was finished eating it became tired. Chad made the puppy a bed out of an old pillow. The puppy curled up on the pillow and went to sleep.
Question: What animal did Chad see in a store?
Answer:puppies
Question: How did Chad feel about those?
Answer:He liked one.
Question: What did the animal look like?
Answer:It was black and white.
Question: Did he decide to keep it?
Answer:yes
Question: What did he do with it after he left the store?
Answer:They played.
Question: What else did they do?
Answer:It ate.
Question: How?
Answer:with bowls
Question: What did he eat?
Answer:dog food
Question: Was the dog thirsty as well?
Answer:yes
Question: That's a lot of activity for one afternoon, what happened next?
Answer:
|
It was tired.
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: Chad walked to the pet store. He saw puppies. There was a black and white puppy. Chad liked the puppy. Chad walked the puppy home on a leash. He took the puppy in the yard to play. He found a ball to play fetch with the puppy. Chad threw the ball and the puppy chased it across the yard. After they were done playing, Chad fed and watered the puppy. He found two bowls in the kitchen. He filled one with water. He filled the other bowl with dog food. The puppy ran to the bowls to eat and drink. When the puppy was finished eating it became tired. Chad made the puppy a bed out of an old pillow. The puppy curled up on the pillow and went to sleep.
Question: What animal did Chad see in a store?
Answer:puppies
Question: How did Chad feel about those?
Answer:He liked one.
Question: What did the animal look like?
Answer:It was black and white.
Question: Did he decide to keep it?
Answer:yes
Question: What did he do with it after he left the store?
Answer:They played.
Question: What else did they do?
Answer:It ate.
Question: How?
Answer:with bowls
Question: What did he eat?
Answer:dog food
Question: Was the dog thirsty as well?
Answer:yes
Question: That's a lot of activity for one afternoon, what happened next?
Answer:It was tired.
Question: Did it go to sleep then?
Answer:
|
Yes
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: Chad walked to the pet store. He saw puppies. There was a black and white puppy. Chad liked the puppy. Chad walked the puppy home on a leash. He took the puppy in the yard to play. He found a ball to play fetch with the puppy. Chad threw the ball and the puppy chased it across the yard. After they were done playing, Chad fed and watered the puppy. He found two bowls in the kitchen. He filled one with water. He filled the other bowl with dog food. The puppy ran to the bowls to eat and drink. When the puppy was finished eating it became tired. Chad made the puppy a bed out of an old pillow. The puppy curled up on the pillow and went to sleep.
Question: What animal did Chad see in a store?
Answer:puppies
Question: How did Chad feel about those?
Answer:He liked one.
Question: What did the animal look like?
Answer:It was black and white.
Question: Did he decide to keep it?
Answer:yes
Question: What did he do with it after he left the store?
Answer:They played.
Question: What else did they do?
Answer:It ate.
Question: How?
Answer:with bowls
Question: What did he eat?
Answer:dog food
Question: Was the dog thirsty as well?
Answer:yes
Question: That's a lot of activity for one afternoon, what happened next?
Answer:It was tired.
Question: Did it go to sleep then?
Answer:Yes
Question: Where did it do that?
Answer:
|
On a pillow.
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: Chad walked to the pet store. He saw puppies. There was a black and white puppy. Chad liked the puppy. Chad walked the puppy home on a leash. He took the puppy in the yard to play. He found a ball to play fetch with the puppy. Chad threw the ball and the puppy chased it across the yard. After they were done playing, Chad fed and watered the puppy. He found two bowls in the kitchen. He filled one with water. He filled the other bowl with dog food. The puppy ran to the bowls to eat and drink. When the puppy was finished eating it became tired. Chad made the puppy a bed out of an old pillow. The puppy curled up on the pillow and went to sleep.
Question: What animal did Chad see in a store?
Answer:puppies
Question: How did Chad feel about those?
Answer:He liked one.
Question: What did the animal look like?
Answer:It was black and white.
Question: Did he decide to keep it?
Answer:yes
Question: What did he do with it after he left the store?
Answer:They played.
Question: What else did they do?
Answer:It ate.
Question: How?
Answer:with bowls
Question: What did he eat?
Answer:dog food
Question: Was the dog thirsty as well?
Answer:yes
Question: That's a lot of activity for one afternoon, what happened next?
Answer:It was tired.
Question: Did it go to sleep then?
Answer:Yes
Question: Where did it do that?
Answer:On a pillow.
Question: Where did that come from?
Answer:
|
From Chad.
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: On the broad landing between Miss Havisham's own room and that other room in which the long table was laid out, I saw a garden chair -- a light chair on wheels that you pushed from behind. It had been placed there since my last visit, and that same day I pushed Miss Havisham in this chair (when she was tired of walking with her hand upon my shoulder) round her own room, and across the landing and round the other room, which, from that day on, became my regular job.
As we began to be more used to one another, Miss Havisham talked more to me, and asked me such questions as what had I learnt and what was I going to be? I told her I was going to be apprenticed to Joe, my sister's husband; then I explained my knowing nothing and wanting to know everything, in the hope that she might offer some help. But, she did not; on the contrary, she seemed to prefer my being ignorant. Neither did she ever give me any money - or anything but my daily dinner - nor even mentioned that I should be paid for my services.
Estella was always about, and always let me in and out, but never told me I might kiss her again. Sometimes, she would coldly tolerate me; sometimes, she would be seemingly kind to me; sometimes, she would be quite familiar with me; sometimes, she would tell me energetically that she hated me. Miss Havisham would often ask me in a whisper, or when we were alone, "Does she grow prettier and prettier, Pip?" And when I said yes, Miss Havisham would seem to enjoy it greedily. Also, when we played at cards Miss Havisham would look on Estella's moods, whatever they were. And sometimes, when her moods were so many and so contradictory of one another that I was puzzled what to say or do, Miss Havisham would hold her tightly with great fondness, saying something quietly in her ear that sounded like "Break their hearts my pride and hope, break their hearts and have no mercy!"
Question: who is the narrator?
Answer:
|
Pip
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: On the broad landing between Miss Havisham's own room and that other room in which the long table was laid out, I saw a garden chair -- a light chair on wheels that you pushed from behind. It had been placed there since my last visit, and that same day I pushed Miss Havisham in this chair (when she was tired of walking with her hand upon my shoulder) round her own room, and across the landing and round the other room, which, from that day on, became my regular job.
As we began to be more used to one another, Miss Havisham talked more to me, and asked me such questions as what had I learnt and what was I going to be? I told her I was going to be apprenticed to Joe, my sister's husband; then I explained my knowing nothing and wanting to know everything, in the hope that she might offer some help. But, she did not; on the contrary, she seemed to prefer my being ignorant. Neither did she ever give me any money - or anything but my daily dinner - nor even mentioned that I should be paid for my services.
Estella was always about, and always let me in and out, but never told me I might kiss her again. Sometimes, she would coldly tolerate me; sometimes, she would be seemingly kind to me; sometimes, she would be quite familiar with me; sometimes, she would tell me energetically that she hated me. Miss Havisham would often ask me in a whisper, or when we were alone, "Does she grow prettier and prettier, Pip?" And when I said yes, Miss Havisham would seem to enjoy it greedily. Also, when we played at cards Miss Havisham would look on Estella's moods, whatever they were. And sometimes, when her moods were so many and so contradictory of one another that I was puzzled what to say or do, Miss Havisham would hold her tightly with great fondness, saying something quietly in her ear that sounded like "Break their hearts my pride and hope, break their hearts and have no mercy!"
Question: who is the narrator?
Answer:Pip
Question: does he work?
Answer:
|
Yes
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: On the broad landing between Miss Havisham's own room and that other room in which the long table was laid out, I saw a garden chair -- a light chair on wheels that you pushed from behind. It had been placed there since my last visit, and that same day I pushed Miss Havisham in this chair (when she was tired of walking with her hand upon my shoulder) round her own room, and across the landing and round the other room, which, from that day on, became my regular job.
As we began to be more used to one another, Miss Havisham talked more to me, and asked me such questions as what had I learnt and what was I going to be? I told her I was going to be apprenticed to Joe, my sister's husband; then I explained my knowing nothing and wanting to know everything, in the hope that she might offer some help. But, she did not; on the contrary, she seemed to prefer my being ignorant. Neither did she ever give me any money - or anything but my daily dinner - nor even mentioned that I should be paid for my services.
Estella was always about, and always let me in and out, but never told me I might kiss her again. Sometimes, she would coldly tolerate me; sometimes, she would be seemingly kind to me; sometimes, she would be quite familiar with me; sometimes, she would tell me energetically that she hated me. Miss Havisham would often ask me in a whisper, or when we were alone, "Does she grow prettier and prettier, Pip?" And when I said yes, Miss Havisham would seem to enjoy it greedily. Also, when we played at cards Miss Havisham would look on Estella's moods, whatever they were. And sometimes, when her moods were so many and so contradictory of one another that I was puzzled what to say or do, Miss Havisham would hold her tightly with great fondness, saying something quietly in her ear that sounded like "Break their hearts my pride and hope, break their hearts and have no mercy!"
Question: who is the narrator?
Answer:Pip
Question: does he work?
Answer:Yes
Question: for who?
Answer:
|
Miss Havisham
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: On the broad landing between Miss Havisham's own room and that other room in which the long table was laid out, I saw a garden chair -- a light chair on wheels that you pushed from behind. It had been placed there since my last visit, and that same day I pushed Miss Havisham in this chair (when she was tired of walking with her hand upon my shoulder) round her own room, and across the landing and round the other room, which, from that day on, became my regular job.
As we began to be more used to one another, Miss Havisham talked more to me, and asked me such questions as what had I learnt and what was I going to be? I told her I was going to be apprenticed to Joe, my sister's husband; then I explained my knowing nothing and wanting to know everything, in the hope that she might offer some help. But, she did not; on the contrary, she seemed to prefer my being ignorant. Neither did she ever give me any money - or anything but my daily dinner - nor even mentioned that I should be paid for my services.
Estella was always about, and always let me in and out, but never told me I might kiss her again. Sometimes, she would coldly tolerate me; sometimes, she would be seemingly kind to me; sometimes, she would be quite familiar with me; sometimes, she would tell me energetically that she hated me. Miss Havisham would often ask me in a whisper, or when we were alone, "Does she grow prettier and prettier, Pip?" And when I said yes, Miss Havisham would seem to enjoy it greedily. Also, when we played at cards Miss Havisham would look on Estella's moods, whatever they were. And sometimes, when her moods were so many and so contradictory of one another that I was puzzled what to say or do, Miss Havisham would hold her tightly with great fondness, saying something quietly in her ear that sounded like "Break their hearts my pride and hope, break their hearts and have no mercy!"
Question: who is the narrator?
Answer:Pip
Question: does he work?
Answer:Yes
Question: for who?
Answer:Miss Havisham
Question: is he well compensated?
Answer:
|
No
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: On the broad landing between Miss Havisham's own room and that other room in which the long table was laid out, I saw a garden chair -- a light chair on wheels that you pushed from behind. It had been placed there since my last visit, and that same day I pushed Miss Havisham in this chair (when she was tired of walking with her hand upon my shoulder) round her own room, and across the landing and round the other room, which, from that day on, became my regular job.
As we began to be more used to one another, Miss Havisham talked more to me, and asked me such questions as what had I learnt and what was I going to be? I told her I was going to be apprenticed to Joe, my sister's husband; then I explained my knowing nothing and wanting to know everything, in the hope that she might offer some help. But, she did not; on the contrary, she seemed to prefer my being ignorant. Neither did she ever give me any money - or anything but my daily dinner - nor even mentioned that I should be paid for my services.
Estella was always about, and always let me in and out, but never told me I might kiss her again. Sometimes, she would coldly tolerate me; sometimes, she would be seemingly kind to me; sometimes, she would be quite familiar with me; sometimes, she would tell me energetically that she hated me. Miss Havisham would often ask me in a whisper, or when we were alone, "Does she grow prettier and prettier, Pip?" And when I said yes, Miss Havisham would seem to enjoy it greedily. Also, when we played at cards Miss Havisham would look on Estella's moods, whatever they were. And sometimes, when her moods were so many and so contradictory of one another that I was puzzled what to say or do, Miss Havisham would hold her tightly with great fondness, saying something quietly in her ear that sounded like "Break their hearts my pride and hope, break their hearts and have no mercy!"
Question: who is the narrator?
Answer:Pip
Question: does he work?
Answer:Yes
Question: for who?
Answer:Miss Havisham
Question: is he well compensated?
Answer:No
Question: how is he compensated?
Answer:
|
with daily dinner
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: On the broad landing between Miss Havisham's own room and that other room in which the long table was laid out, I saw a garden chair -- a light chair on wheels that you pushed from behind. It had been placed there since my last visit, and that same day I pushed Miss Havisham in this chair (when she was tired of walking with her hand upon my shoulder) round her own room, and across the landing and round the other room, which, from that day on, became my regular job.
As we began to be more used to one another, Miss Havisham talked more to me, and asked me such questions as what had I learnt and what was I going to be? I told her I was going to be apprenticed to Joe, my sister's husband; then I explained my knowing nothing and wanting to know everything, in the hope that she might offer some help. But, she did not; on the contrary, she seemed to prefer my being ignorant. Neither did she ever give me any money - or anything but my daily dinner - nor even mentioned that I should be paid for my services.
Estella was always about, and always let me in and out, but never told me I might kiss her again. Sometimes, she would coldly tolerate me; sometimes, she would be seemingly kind to me; sometimes, she would be quite familiar with me; sometimes, she would tell me energetically that she hated me. Miss Havisham would often ask me in a whisper, or when we were alone, "Does she grow prettier and prettier, Pip?" And when I said yes, Miss Havisham would seem to enjoy it greedily. Also, when we played at cards Miss Havisham would look on Estella's moods, whatever they were. And sometimes, when her moods were so many and so contradictory of one another that I was puzzled what to say or do, Miss Havisham would hold her tightly with great fondness, saying something quietly in her ear that sounded like "Break their hearts my pride and hope, break their hearts and have no mercy!"
Question: who is the narrator?
Answer:Pip
Question: does he work?
Answer:Yes
Question: for who?
Answer:Miss Havisham
Question: is he well compensated?
Answer:No
Question: how is he compensated?
Answer:with daily dinner
Question: who is the young woman?
Answer:
|
Estella
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: On the broad landing between Miss Havisham's own room and that other room in which the long table was laid out, I saw a garden chair -- a light chair on wheels that you pushed from behind. It had been placed there since my last visit, and that same day I pushed Miss Havisham in this chair (when she was tired of walking with her hand upon my shoulder) round her own room, and across the landing and round the other room, which, from that day on, became my regular job.
As we began to be more used to one another, Miss Havisham talked more to me, and asked me such questions as what had I learnt and what was I going to be? I told her I was going to be apprenticed to Joe, my sister's husband; then I explained my knowing nothing and wanting to know everything, in the hope that she might offer some help. But, she did not; on the contrary, she seemed to prefer my being ignorant. Neither did she ever give me any money - or anything but my daily dinner - nor even mentioned that I should be paid for my services.
Estella was always about, and always let me in and out, but never told me I might kiss her again. Sometimes, she would coldly tolerate me; sometimes, she would be seemingly kind to me; sometimes, she would be quite familiar with me; sometimes, she would tell me energetically that she hated me. Miss Havisham would often ask me in a whisper, or when we were alone, "Does she grow prettier and prettier, Pip?" And when I said yes, Miss Havisham would seem to enjoy it greedily. Also, when we played at cards Miss Havisham would look on Estella's moods, whatever they were. And sometimes, when her moods were so many and so contradictory of one another that I was puzzled what to say or do, Miss Havisham would hold her tightly with great fondness, saying something quietly in her ear that sounded like "Break their hearts my pride and hope, break their hearts and have no mercy!"
Question: who is the narrator?
Answer:Pip
Question: does he work?
Answer:Yes
Question: for who?
Answer:Miss Havisham
Question: is he well compensated?
Answer:No
Question: how is he compensated?
Answer:with daily dinner
Question: who is the young woman?
Answer:Estella
Question: was she around a lot?
Answer:
|
Yes
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: On the broad landing between Miss Havisham's own room and that other room in which the long table was laid out, I saw a garden chair -- a light chair on wheels that you pushed from behind. It had been placed there since my last visit, and that same day I pushed Miss Havisham in this chair (when she was tired of walking with her hand upon my shoulder) round her own room, and across the landing and round the other room, which, from that day on, became my regular job.
As we began to be more used to one another, Miss Havisham talked more to me, and asked me such questions as what had I learnt and what was I going to be? I told her I was going to be apprenticed to Joe, my sister's husband; then I explained my knowing nothing and wanting to know everything, in the hope that she might offer some help. But, she did not; on the contrary, she seemed to prefer my being ignorant. Neither did she ever give me any money - or anything but my daily dinner - nor even mentioned that I should be paid for my services.
Estella was always about, and always let me in and out, but never told me I might kiss her again. Sometimes, she would coldly tolerate me; sometimes, she would be seemingly kind to me; sometimes, she would be quite familiar with me; sometimes, she would tell me energetically that she hated me. Miss Havisham would often ask me in a whisper, or when we were alone, "Does she grow prettier and prettier, Pip?" And when I said yes, Miss Havisham would seem to enjoy it greedily. Also, when we played at cards Miss Havisham would look on Estella's moods, whatever they were. And sometimes, when her moods were so many and so contradictory of one another that I was puzzled what to say or do, Miss Havisham would hold her tightly with great fondness, saying something quietly in her ear that sounded like "Break their hearts my pride and hope, break their hearts and have no mercy!"
Question: who is the narrator?
Answer:Pip
Question: does he work?
Answer:Yes
Question: for who?
Answer:Miss Havisham
Question: is he well compensated?
Answer:No
Question: how is he compensated?
Answer:with daily dinner
Question: who is the young woman?
Answer:Estella
Question: was she around a lot?
Answer:Yes
Question: was she good looking?
Answer:
|
Yes
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: On the broad landing between Miss Havisham's own room and that other room in which the long table was laid out, I saw a garden chair -- a light chair on wheels that you pushed from behind. It had been placed there since my last visit, and that same day I pushed Miss Havisham in this chair (when she was tired of walking with her hand upon my shoulder) round her own room, and across the landing and round the other room, which, from that day on, became my regular job.
As we began to be more used to one another, Miss Havisham talked more to me, and asked me such questions as what had I learnt and what was I going to be? I told her I was going to be apprenticed to Joe, my sister's husband; then I explained my knowing nothing and wanting to know everything, in the hope that she might offer some help. But, she did not; on the contrary, she seemed to prefer my being ignorant. Neither did she ever give me any money - or anything but my daily dinner - nor even mentioned that I should be paid for my services.
Estella was always about, and always let me in and out, but never told me I might kiss her again. Sometimes, she would coldly tolerate me; sometimes, she would be seemingly kind to me; sometimes, she would be quite familiar with me; sometimes, she would tell me energetically that she hated me. Miss Havisham would often ask me in a whisper, or when we were alone, "Does she grow prettier and prettier, Pip?" And when I said yes, Miss Havisham would seem to enjoy it greedily. Also, when we played at cards Miss Havisham would look on Estella's moods, whatever they were. And sometimes, when her moods were so many and so contradictory of one another that I was puzzled what to say or do, Miss Havisham would hold her tightly with great fondness, saying something quietly in her ear that sounded like "Break their hearts my pride and hope, break their hearts and have no mercy!"
Question: who is the narrator?
Answer:Pip
Question: does he work?
Answer:Yes
Question: for who?
Answer:Miss Havisham
Question: is he well compensated?
Answer:No
Question: how is he compensated?
Answer:with daily dinner
Question: who is the young woman?
Answer:Estella
Question: was she around a lot?
Answer:Yes
Question: was she good looking?
Answer:Yes
Question: by who's standards?
Answer:
|
Miss Havisham
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: On the broad landing between Miss Havisham's own room and that other room in which the long table was laid out, I saw a garden chair -- a light chair on wheels that you pushed from behind. It had been placed there since my last visit, and that same day I pushed Miss Havisham in this chair (when she was tired of walking with her hand upon my shoulder) round her own room, and across the landing and round the other room, which, from that day on, became my regular job.
As we began to be more used to one another, Miss Havisham talked more to me, and asked me such questions as what had I learnt and what was I going to be? I told her I was going to be apprenticed to Joe, my sister's husband; then I explained my knowing nothing and wanting to know everything, in the hope that she might offer some help. But, she did not; on the contrary, she seemed to prefer my being ignorant. Neither did she ever give me any money - or anything but my daily dinner - nor even mentioned that I should be paid for my services.
Estella was always about, and always let me in and out, but never told me I might kiss her again. Sometimes, she would coldly tolerate me; sometimes, she would be seemingly kind to me; sometimes, she would be quite familiar with me; sometimes, she would tell me energetically that she hated me. Miss Havisham would often ask me in a whisper, or when we were alone, "Does she grow prettier and prettier, Pip?" And when I said yes, Miss Havisham would seem to enjoy it greedily. Also, when we played at cards Miss Havisham would look on Estella's moods, whatever they were. And sometimes, when her moods were so many and so contradictory of one another that I was puzzled what to say or do, Miss Havisham would hold her tightly with great fondness, saying something quietly in her ear that sounded like "Break their hearts my pride and hope, break their hearts and have no mercy!"
Question: who is the narrator?
Answer:Pip
Question: does he work?
Answer:Yes
Question: for who?
Answer:Miss Havisham
Question: is he well compensated?
Answer:No
Question: how is he compensated?
Answer:with daily dinner
Question: who is the young woman?
Answer:Estella
Question: was she around a lot?
Answer:Yes
Question: was she good looking?
Answer:Yes
Question: by who's standards?
Answer:Miss Havisham
Question: anyone else?
Answer:
|
Yes
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: On the broad landing between Miss Havisham's own room and that other room in which the long table was laid out, I saw a garden chair -- a light chair on wheels that you pushed from behind. It had been placed there since my last visit, and that same day I pushed Miss Havisham in this chair (when she was tired of walking with her hand upon my shoulder) round her own room, and across the landing and round the other room, which, from that day on, became my regular job.
As we began to be more used to one another, Miss Havisham talked more to me, and asked me such questions as what had I learnt and what was I going to be? I told her I was going to be apprenticed to Joe, my sister's husband; then I explained my knowing nothing and wanting to know everything, in the hope that she might offer some help. But, she did not; on the contrary, she seemed to prefer my being ignorant. Neither did she ever give me any money - or anything but my daily dinner - nor even mentioned that I should be paid for my services.
Estella was always about, and always let me in and out, but never told me I might kiss her again. Sometimes, she would coldly tolerate me; sometimes, she would be seemingly kind to me; sometimes, she would be quite familiar with me; sometimes, she would tell me energetically that she hated me. Miss Havisham would often ask me in a whisper, or when we were alone, "Does she grow prettier and prettier, Pip?" And when I said yes, Miss Havisham would seem to enjoy it greedily. Also, when we played at cards Miss Havisham would look on Estella's moods, whatever they were. And sometimes, when her moods were so many and so contradictory of one another that I was puzzled what to say or do, Miss Havisham would hold her tightly with great fondness, saying something quietly in her ear that sounded like "Break their hearts my pride and hope, break their hearts and have no mercy!"
Question: who is the narrator?
Answer:Pip
Question: does he work?
Answer:Yes
Question: for who?
Answer:Miss Havisham
Question: is he well compensated?
Answer:No
Question: how is he compensated?
Answer:with daily dinner
Question: who is the young woman?
Answer:Estella
Question: was she around a lot?
Answer:Yes
Question: was she good looking?
Answer:Yes
Question: by who's standards?
Answer:Miss Havisham
Question: anyone else?
Answer:Yes
Question: who?
Answer:
|
Pip
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: On the broad landing between Miss Havisham's own room and that other room in which the long table was laid out, I saw a garden chair -- a light chair on wheels that you pushed from behind. It had been placed there since my last visit, and that same day I pushed Miss Havisham in this chair (when she was tired of walking with her hand upon my shoulder) round her own room, and across the landing and round the other room, which, from that day on, became my regular job.
As we began to be more used to one another, Miss Havisham talked more to me, and asked me such questions as what had I learnt and what was I going to be? I told her I was going to be apprenticed to Joe, my sister's husband; then I explained my knowing nothing and wanting to know everything, in the hope that she might offer some help. But, she did not; on the contrary, she seemed to prefer my being ignorant. Neither did she ever give me any money - or anything but my daily dinner - nor even mentioned that I should be paid for my services.
Estella was always about, and always let me in and out, but never told me I might kiss her again. Sometimes, she would coldly tolerate me; sometimes, she would be seemingly kind to me; sometimes, she would be quite familiar with me; sometimes, she would tell me energetically that she hated me. Miss Havisham would often ask me in a whisper, or when we were alone, "Does she grow prettier and prettier, Pip?" And when I said yes, Miss Havisham would seem to enjoy it greedily. Also, when we played at cards Miss Havisham would look on Estella's moods, whatever they were. And sometimes, when her moods were so many and so contradictory of one another that I was puzzled what to say or do, Miss Havisham would hold her tightly with great fondness, saying something quietly in her ear that sounded like "Break their hearts my pride and hope, break their hearts and have no mercy!"
Question: who is the narrator?
Answer:Pip
Question: does he work?
Answer:Yes
Question: for who?
Answer:Miss Havisham
Question: is he well compensated?
Answer:No
Question: how is he compensated?
Answer:with daily dinner
Question: who is the young woman?
Answer:Estella
Question: was she around a lot?
Answer:Yes
Question: was she good looking?
Answer:Yes
Question: by who's standards?
Answer:Miss Havisham
Question: anyone else?
Answer:Yes
Question: who?
Answer:Pip
Question: did someone push someone else?
Answer:
|
Who was the pusher?
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: "Find a job you love, and you'll never work a day in your life." Do you agree with this old saying? Joanne Gordon does. She is the author of Be Happy at work and other books about careers . Gordon believes that about 30% of employees in North America do not like their jobs, and she thinks that is terrible. She wants to help people who do not feel satisfied with their jobs find work that is good for them. Joanne says, "There are no happy jobs, only happy workers." She believes that happy workers share three main characteristics.
First, happy workers enjoy the daily activities of their jobs, and they look forward to the workday. Take Tony Hawk, for example. At age 14, he became a professional skateboarder. Now he is a businessman working on projects related to skateboarding--films and video games, but he still skates every day. He once said, "My youngest son's pre-school was recently asked what their dads do for work. My son said, 'I've never seen my dad do work.'" Tony agrees that his job doesn't look like work. He has found a way to spend each day doing a job he enjoys.
Second, happy workers like the people they work with. Sally Ayote says, "I work with the coolest people in the world." She and her group cook for almost 1,200 people in Antarctica. Most of these people are scientists who are doing research. Sally loves to sit and talk with them. She says, "There is no television here, no radio, so I get to know the scientists and what they're studying." Sally thinks she has a great job, and the best part about it is the people.
Third, happy workers know that their work helps others. Caroline Baron's work helps people who have had to leave their home countries because of war or other dangers. She is a filmmaker who started an organization called FilmAid, which shows movies in refugee camps around the world. Caroline believes that movies can be very helpful in these camps. For one thing, entertaining movies let refugees forget their troubles for a little while. Movies can also teach important subjects like health and safety. For example, in one camp, thousands of refugees saw a movie about how to get clean water. Caroline knows that is helping other people, and this makes her feel proud and happy about her work.
Tony Hawk, Sally Ayote, and Caroline Baron all get great satisfaction from their work. Tony Hawk says, "Find the thing you love. If you are doing what you love, there is much more happiness there than being rich or famous." Joanne Gordon would agree. She encourages people to find something they enjoy doing, find people they like to work with, and find ways to help others. Then they can be proud of what they do, and they will probably be happy at work.
Question: Who is an author?
Answer:
|
Joanne Gordon
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: "Find a job you love, and you'll never work a day in your life." Do you agree with this old saying? Joanne Gordon does. She is the author of Be Happy at work and other books about careers . Gordon believes that about 30% of employees in North America do not like their jobs, and she thinks that is terrible. She wants to help people who do not feel satisfied with their jobs find work that is good for them. Joanne says, "There are no happy jobs, only happy workers." She believes that happy workers share three main characteristics.
First, happy workers enjoy the daily activities of their jobs, and they look forward to the workday. Take Tony Hawk, for example. At age 14, he became a professional skateboarder. Now he is a businessman working on projects related to skateboarding--films and video games, but he still skates every day. He once said, "My youngest son's pre-school was recently asked what their dads do for work. My son said, 'I've never seen my dad do work.'" Tony agrees that his job doesn't look like work. He has found a way to spend each day doing a job he enjoys.
Second, happy workers like the people they work with. Sally Ayote says, "I work with the coolest people in the world." She and her group cook for almost 1,200 people in Antarctica. Most of these people are scientists who are doing research. Sally loves to sit and talk with them. She says, "There is no television here, no radio, so I get to know the scientists and what they're studying." Sally thinks she has a great job, and the best part about it is the people.
Third, happy workers know that their work helps others. Caroline Baron's work helps people who have had to leave their home countries because of war or other dangers. She is a filmmaker who started an organization called FilmAid, which shows movies in refugee camps around the world. Caroline believes that movies can be very helpful in these camps. For one thing, entertaining movies let refugees forget their troubles for a little while. Movies can also teach important subjects like health and safety. For example, in one camp, thousands of refugees saw a movie about how to get clean water. Caroline knows that is helping other people, and this makes her feel proud and happy about her work.
Tony Hawk, Sally Ayote, and Caroline Baron all get great satisfaction from their work. Tony Hawk says, "Find the thing you love. If you are doing what you love, there is much more happiness there than being rich or famous." Joanne Gordon would agree. She encourages people to find something they enjoy doing, find people they like to work with, and find ways to help others. Then they can be proud of what they do, and they will probably be happy at work.
Question: Who is an author?
Answer:Joanne Gordon
Question: What did she write?
Answer:
|
Be Happy at work
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: "Find a job you love, and you'll never work a day in your life." Do you agree with this old saying? Joanne Gordon does. She is the author of Be Happy at work and other books about careers . Gordon believes that about 30% of employees in North America do not like their jobs, and she thinks that is terrible. She wants to help people who do not feel satisfied with their jobs find work that is good for them. Joanne says, "There are no happy jobs, only happy workers." She believes that happy workers share three main characteristics.
First, happy workers enjoy the daily activities of their jobs, and they look forward to the workday. Take Tony Hawk, for example. At age 14, he became a professional skateboarder. Now he is a businessman working on projects related to skateboarding--films and video games, but he still skates every day. He once said, "My youngest son's pre-school was recently asked what their dads do for work. My son said, 'I've never seen my dad do work.'" Tony agrees that his job doesn't look like work. He has found a way to spend each day doing a job he enjoys.
Second, happy workers like the people they work with. Sally Ayote says, "I work with the coolest people in the world." She and her group cook for almost 1,200 people in Antarctica. Most of these people are scientists who are doing research. Sally loves to sit and talk with them. She says, "There is no television here, no radio, so I get to know the scientists and what they're studying." Sally thinks she has a great job, and the best part about it is the people.
Third, happy workers know that their work helps others. Caroline Baron's work helps people who have had to leave their home countries because of war or other dangers. She is a filmmaker who started an organization called FilmAid, which shows movies in refugee camps around the world. Caroline believes that movies can be very helpful in these camps. For one thing, entertaining movies let refugees forget their troubles for a little while. Movies can also teach important subjects like health and safety. For example, in one camp, thousands of refugees saw a movie about how to get clean water. Caroline knows that is helping other people, and this makes her feel proud and happy about her work.
Tony Hawk, Sally Ayote, and Caroline Baron all get great satisfaction from their work. Tony Hawk says, "Find the thing you love. If you are doing what you love, there is much more happiness there than being rich or famous." Joanne Gordon would agree. She encourages people to find something they enjoy doing, find people they like to work with, and find ways to help others. Then they can be proud of what they do, and they will probably be happy at work.
Question: Who is an author?
Answer:Joanne Gordon
Question: What did she write?
Answer:Be Happy at work
Question: Is that her only book?
Answer:
|
no
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: "Find a job you love, and you'll never work a day in your life." Do you agree with this old saying? Joanne Gordon does. She is the author of Be Happy at work and other books about careers . Gordon believes that about 30% of employees in North America do not like their jobs, and she thinks that is terrible. She wants to help people who do not feel satisfied with their jobs find work that is good for them. Joanne says, "There are no happy jobs, only happy workers." She believes that happy workers share three main characteristics.
First, happy workers enjoy the daily activities of their jobs, and they look forward to the workday. Take Tony Hawk, for example. At age 14, he became a professional skateboarder. Now he is a businessman working on projects related to skateboarding--films and video games, but he still skates every day. He once said, "My youngest son's pre-school was recently asked what their dads do for work. My son said, 'I've never seen my dad do work.'" Tony agrees that his job doesn't look like work. He has found a way to spend each day doing a job he enjoys.
Second, happy workers like the people they work with. Sally Ayote says, "I work with the coolest people in the world." She and her group cook for almost 1,200 people in Antarctica. Most of these people are scientists who are doing research. Sally loves to sit and talk with them. She says, "There is no television here, no radio, so I get to know the scientists and what they're studying." Sally thinks she has a great job, and the best part about it is the people.
Third, happy workers know that their work helps others. Caroline Baron's work helps people who have had to leave their home countries because of war or other dangers. She is a filmmaker who started an organization called FilmAid, which shows movies in refugee camps around the world. Caroline believes that movies can be very helpful in these camps. For one thing, entertaining movies let refugees forget their troubles for a little while. Movies can also teach important subjects like health and safety. For example, in one camp, thousands of refugees saw a movie about how to get clean water. Caroline knows that is helping other people, and this makes her feel proud and happy about her work.
Tony Hawk, Sally Ayote, and Caroline Baron all get great satisfaction from their work. Tony Hawk says, "Find the thing you love. If you are doing what you love, there is much more happiness there than being rich or famous." Joanne Gordon would agree. She encourages people to find something they enjoy doing, find people they like to work with, and find ways to help others. Then they can be proud of what they do, and they will probably be happy at work.
Question: Who is an author?
Answer:Joanne Gordon
Question: What did she write?
Answer:Be Happy at work
Question: Is that her only book?
Answer:no
Question: What does she believe?
Answer:
|
30% of Americans do not like their jobs
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: "Find a job you love, and you'll never work a day in your life." Do you agree with this old saying? Joanne Gordon does. She is the author of Be Happy at work and other books about careers . Gordon believes that about 30% of employees in North America do not like their jobs, and she thinks that is terrible. She wants to help people who do not feel satisfied with their jobs find work that is good for them. Joanne says, "There are no happy jobs, only happy workers." She believes that happy workers share three main characteristics.
First, happy workers enjoy the daily activities of their jobs, and they look forward to the workday. Take Tony Hawk, for example. At age 14, he became a professional skateboarder. Now he is a businessman working on projects related to skateboarding--films and video games, but he still skates every day. He once said, "My youngest son's pre-school was recently asked what their dads do for work. My son said, 'I've never seen my dad do work.'" Tony agrees that his job doesn't look like work. He has found a way to spend each day doing a job he enjoys.
Second, happy workers like the people they work with. Sally Ayote says, "I work with the coolest people in the world." She and her group cook for almost 1,200 people in Antarctica. Most of these people are scientists who are doing research. Sally loves to sit and talk with them. She says, "There is no television here, no radio, so I get to know the scientists and what they're studying." Sally thinks she has a great job, and the best part about it is the people.
Third, happy workers know that their work helps others. Caroline Baron's work helps people who have had to leave their home countries because of war or other dangers. She is a filmmaker who started an organization called FilmAid, which shows movies in refugee camps around the world. Caroline believes that movies can be very helpful in these camps. For one thing, entertaining movies let refugees forget their troubles for a little while. Movies can also teach important subjects like health and safety. For example, in one camp, thousands of refugees saw a movie about how to get clean water. Caroline knows that is helping other people, and this makes her feel proud and happy about her work.
Tony Hawk, Sally Ayote, and Caroline Baron all get great satisfaction from their work. Tony Hawk says, "Find the thing you love. If you are doing what you love, there is much more happiness there than being rich or famous." Joanne Gordon would agree. She encourages people to find something they enjoy doing, find people they like to work with, and find ways to help others. Then they can be proud of what they do, and they will probably be happy at work.
Question: Who is an author?
Answer:Joanne Gordon
Question: What did she write?
Answer:Be Happy at work
Question: Is that her only book?
Answer:no
Question: What does she believe?
Answer:30% of Americans do not like their jobs
Question: How does she feel about that?
Answer:
|
that is terrible.
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: "Find a job you love, and you'll never work a day in your life." Do you agree with this old saying? Joanne Gordon does. She is the author of Be Happy at work and other books about careers . Gordon believes that about 30% of employees in North America do not like their jobs, and she thinks that is terrible. She wants to help people who do not feel satisfied with their jobs find work that is good for them. Joanne says, "There are no happy jobs, only happy workers." She believes that happy workers share three main characteristics.
First, happy workers enjoy the daily activities of their jobs, and they look forward to the workday. Take Tony Hawk, for example. At age 14, he became a professional skateboarder. Now he is a businessman working on projects related to skateboarding--films and video games, but he still skates every day. He once said, "My youngest son's pre-school was recently asked what their dads do for work. My son said, 'I've never seen my dad do work.'" Tony agrees that his job doesn't look like work. He has found a way to spend each day doing a job he enjoys.
Second, happy workers like the people they work with. Sally Ayote says, "I work with the coolest people in the world." She and her group cook for almost 1,200 people in Antarctica. Most of these people are scientists who are doing research. Sally loves to sit and talk with them. She says, "There is no television here, no radio, so I get to know the scientists and what they're studying." Sally thinks she has a great job, and the best part about it is the people.
Third, happy workers know that their work helps others. Caroline Baron's work helps people who have had to leave their home countries because of war or other dangers. She is a filmmaker who started an organization called FilmAid, which shows movies in refugee camps around the world. Caroline believes that movies can be very helpful in these camps. For one thing, entertaining movies let refugees forget their troubles for a little while. Movies can also teach important subjects like health and safety. For example, in one camp, thousands of refugees saw a movie about how to get clean water. Caroline knows that is helping other people, and this makes her feel proud and happy about her work.
Tony Hawk, Sally Ayote, and Caroline Baron all get great satisfaction from their work. Tony Hawk says, "Find the thing you love. If you are doing what you love, there is much more happiness there than being rich or famous." Joanne Gordon would agree. She encourages people to find something they enjoy doing, find people they like to work with, and find ways to help others. Then they can be proud of what they do, and they will probably be happy at work.
Question: Who is an author?
Answer:Joanne Gordon
Question: What did she write?
Answer:Be Happy at work
Question: Is that her only book?
Answer:no
Question: What does she believe?
Answer:30% of Americans do not like their jobs
Question: How does she feel about that?
Answer:that is terrible.
Question: How many characteristics do happy workers share?
Answer:
|
three
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: "Find a job you love, and you'll never work a day in your life." Do you agree with this old saying? Joanne Gordon does. She is the author of Be Happy at work and other books about careers . Gordon believes that about 30% of employees in North America do not like their jobs, and she thinks that is terrible. She wants to help people who do not feel satisfied with their jobs find work that is good for them. Joanne says, "There are no happy jobs, only happy workers." She believes that happy workers share three main characteristics.
First, happy workers enjoy the daily activities of their jobs, and they look forward to the workday. Take Tony Hawk, for example. At age 14, he became a professional skateboarder. Now he is a businessman working on projects related to skateboarding--films and video games, but he still skates every day. He once said, "My youngest son's pre-school was recently asked what their dads do for work. My son said, 'I've never seen my dad do work.'" Tony agrees that his job doesn't look like work. He has found a way to spend each day doing a job he enjoys.
Second, happy workers like the people they work with. Sally Ayote says, "I work with the coolest people in the world." She and her group cook for almost 1,200 people in Antarctica. Most of these people are scientists who are doing research. Sally loves to sit and talk with them. She says, "There is no television here, no radio, so I get to know the scientists and what they're studying." Sally thinks she has a great job, and the best part about it is the people.
Third, happy workers know that their work helps others. Caroline Baron's work helps people who have had to leave their home countries because of war or other dangers. She is a filmmaker who started an organization called FilmAid, which shows movies in refugee camps around the world. Caroline believes that movies can be very helpful in these camps. For one thing, entertaining movies let refugees forget their troubles for a little while. Movies can also teach important subjects like health and safety. For example, in one camp, thousands of refugees saw a movie about how to get clean water. Caroline knows that is helping other people, and this makes her feel proud and happy about her work.
Tony Hawk, Sally Ayote, and Caroline Baron all get great satisfaction from their work. Tony Hawk says, "Find the thing you love. If you are doing what you love, there is much more happiness there than being rich or famous." Joanne Gordon would agree. She encourages people to find something they enjoy doing, find people they like to work with, and find ways to help others. Then they can be proud of what they do, and they will probably be happy at work.
Question: Who is an author?
Answer:Joanne Gordon
Question: What did she write?
Answer:Be Happy at work
Question: Is that her only book?
Answer:no
Question: What does she believe?
Answer:30% of Americans do not like their jobs
Question: How does she feel about that?
Answer:that is terrible.
Question: How many characteristics do happy workers share?
Answer:three
Question: What is the first one?
Answer:
|
they look forward to the workday
|
The following are stories and questions about them. Each story is followed by a question and answer to a given question.
Story: "Find a job you love, and you'll never work a day in your life." Do you agree with this old saying? Joanne Gordon does. She is the author of Be Happy at work and other books about careers . Gordon believes that about 30% of employees in North America do not like their jobs, and she thinks that is terrible. She wants to help people who do not feel satisfied with their jobs find work that is good for them. Joanne says, "There are no happy jobs, only happy workers." She believes that happy workers share three main characteristics.
First, happy workers enjoy the daily activities of their jobs, and they look forward to the workday. Take Tony Hawk, for example. At age 14, he became a professional skateboarder. Now he is a businessman working on projects related to skateboarding--films and video games, but he still skates every day. He once said, "My youngest son's pre-school was recently asked what their dads do for work. My son said, 'I've never seen my dad do work.'" Tony agrees that his job doesn't look like work. He has found a way to spend each day doing a job he enjoys.
Second, happy workers like the people they work with. Sally Ayote says, "I work with the coolest people in the world." She and her group cook for almost 1,200 people in Antarctica. Most of these people are scientists who are doing research. Sally loves to sit and talk with them. She says, "There is no television here, no radio, so I get to know the scientists and what they're studying." Sally thinks she has a great job, and the best part about it is the people.
Third, happy workers know that their work helps others. Caroline Baron's work helps people who have had to leave their home countries because of war or other dangers. She is a filmmaker who started an organization called FilmAid, which shows movies in refugee camps around the world. Caroline believes that movies can be very helpful in these camps. For one thing, entertaining movies let refugees forget their troubles for a little while. Movies can also teach important subjects like health and safety. For example, in one camp, thousands of refugees saw a movie about how to get clean water. Caroline knows that is helping other people, and this makes her feel proud and happy about her work.
Tony Hawk, Sally Ayote, and Caroline Baron all get great satisfaction from their work. Tony Hawk says, "Find the thing you love. If you are doing what you love, there is much more happiness there than being rich or famous." Joanne Gordon would agree. She encourages people to find something they enjoy doing, find people they like to work with, and find ways to help others. Then they can be proud of what they do, and they will probably be happy at work.
Question: Who is an author?
Answer:Joanne Gordon
Question: What did she write?
Answer:Be Happy at work
Question: Is that her only book?
Answer:no
Question: What does she believe?
Answer:30% of Americans do not like their jobs
Question: How does she feel about that?
Answer:that is terrible.
Question: How many characteristics do happy workers share?
Answer:three
Question: What is the first one?
Answer:they look forward to the workday
Question: The second?
Answer:
|
like people they work with
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.