text:
The 1989 OCTOBER REVOLUTION PARADE was a parade that took place in Red Square in Moscow on 7 November 1989 to commemorate the 72nd anniversary of the socialist revolution in the Russian Empire in 1917. Mikhail Gorbachev (the General Secretary of the Communist Party of the Soviet Union) and the Soviet leadership watched the parade from Lenin's Mausoleum. General of the Army and Minister of Defence Dmitry Yazov made his 3rd holiday address to the nation after he inspected 7 sets of armed battalions and academies. Col. Gen. Nikolai Kalinin the head of the Moscow Military District was the 1989 parade commander.[1][2]

Particularities

It is one of the last traditional October Revolution military parades in the USSR's existence. Two days after the parade, the Berlin Wall in East Berlin fell. This would be the last time that Gorbachev would be at the parade in the capacity of General Secretary. Other guests included Nikolai Ryzhkov (the Premier of the Soviet Union)[3] and political prisoner Yuri Fidelgolts. Defense Minister Yazov spoke from the rostrum of the mausoleum about the priority of “universal human interest” and “the unilateral reduction of armaments”. International observers noticed the absence of missiles from the Strategic Missile Forces.[4] After the official march past, Massed bands of the Moscow Military District under Major General Nikolai Mikhailov performed an exhibition drill before they marched off Red Square. After the parade, demonstrations of workers from various soviet jobs and a parade of soviet people and athletes through Red Square.[5]

Parade order

Ground Column

-   Corps of Drums of the Moscow Military Music School (drummers march to 120 beats per second[6])
-   M. V. Frunze Military Academy
-   Felix Dzerzhinsky Artillery Academy
-   Military Armored Forces Academy Marshal Rodion Malinovskovy
-   Yuri Gagarin Air Force Academy
-   Prof. Nikolai Zhukovsky Air Force Engineering Academy
-   M. V. Frunze Naval College
-   98th Guards Airborne Division
-   Moscow Border Guards Institute of the Border Defence Forces of the KGB “Moscow City Council”
-   336th Guards Naval Infantry Brigade
-   OMSDON Division of the Internal Troops
-   Suvorov Military School
-   Nakhimov Naval School
-   Moscow Military High Command Training School “Supreme Soviet of the Russian SFSR”

Mobile Column

-   2nd Guards Motor Rifle Division
-   Airborne Forces
-   4th Guards Tank Division
-   Rocket Complexes of the Soviet Army

Other parades in Soviet cities

Revolution Day parades and celebrations were also held in many Soviet cities such as Leningrad's Palace Square. In Leningrad, a 30,000-strong column of opposition forces, took part in a general demonstration under the slogan, “November 7 - the day of national tragedy” and “We will strike with perestroika on communism”. The local Militsiya cut off some of the participants, kept them cordoned off for half an hour, avoiding a potential breakout of violence.[7]

The capitals of Soviet republics also held their own parades:

-   Chișinău, Moldavian SSR, Victory Square[8]

-   Minsk, Belarusian SSR, Lenin Square[9]

-   Kiev, Ukrainian SSR, Kreshchatyk Street[10]

-   Tashkent, Uzbek SSR, Lenin Square

-   Vilnius, Lithuanian SSR, Gediminas Avenue[11]

The Government of the Armenian SSR cancelled the parade in on Lenin Square in Yerevan due to protest, officially ending the republic's tradition of military parades.[12] In the Georgian SSR, the parade was cancelled in Tbilisi in the face of protests from the National Independence Party.[13] On the morning of 7 November, a group of 100 people took candles and stood in front of tanks preparing for the parade in Kishinev. Once supporters of the Popular Front of Moldova arrived at Victory Square, the leaders of Communist Party of Moldova left the central stage immediately, with the mobile column of the parade being cancelled.[14][15][16][17][18] Protesters in Vilnius blocked the tanks rolling through the central avenue, shortly delaying the mobile column, however the parade continued as planned.[19]

[1]

[2]

[3]

[4]

[5]

[6]

[7]

[8] http://www.rri.ro/en_gb/1989_in_bessarabia-2524981

[9]

[10]

[11]

[12]

[13]

[14] https://ru.sputnik.md/amp/analytics/20160904/8846533/moldova-ussr-narod-prazdniki.html

[15] http://www.rri.ro/en_gb/1989_in_bessarabia-2524981

[16]

[17] file:///C:/Users/glaws_000/Downloads/Musteata%20Euxeinos%2015%2016_2014.pdf

[18]

[19]

title: 1989 October Revolution Parade

question: Where did the 1989 October Revolution Parade take place?

answer: The 1989 October Revolution Parade took place in Red Square in Moscow.

answer: In the Red Square in Moscow.

answer: Red Square in Moscow.

answer: The 1989 October Revolution Parade took place in Red Square in Moscow.

question: Explain why the 1989 October Revolution Parade took place.

answer: To commemorate the 72nd anniversary of the socialist revolution in the Russian Empire in 1917.

answer: It was a parade to commemorate the 72nd anniversary of the socialist revolution in the Russian Empire in 1917.

answer: The 1989 October Revolution Parade took place to commemorate the 72nd anniversary of the socialist revolution in the Russian Empire in 1917. This was one of the last traditional October Revolution military parades in the USSR's existence, as the Berlin Wall fell two days later. The parade was intended to show the strength of the Soviet Union and its military.

answer: The 1989 October Revolution Parade took place to commemorate the 72nd anniversary of the socialist revolution in the Russian Empire in 1917.

question: Explain what happened after the 1989 parade.

answer: The parade was the last traditional October Revolution military parade in the USSR's existence. Two days after the parade, the Berlin Wall in East Berlin fell. This would be the last time that Gorbachev would be at the parade in the capacity of General Secretary.

answer: Two days after the parade, the Berlin Wall in East Berlin fell. This would be the last time that Gorbachev would be at the parade in the capacity of General Secretary.

answer: After the 1989 parade, there were demonstrations in various Soviet cities, with some protests and clashes occurring. In some cities, the parade was cancelled due to protests.

text: The answer should include the fact that the Berlin Wall fell two days after.

refinement: Two days after the 1989 parade, the Berlin Wall fell in East Germany. There were also demonstrations in various Soviet cities, with some protests and clashes occurring. In some cities, the parade was cancelled due to protests.

answer: Two days after the parade, the Berlin Wall in East Berlin fell making it one of the last traditional October Revolution military parades.

question: Where else were parades being held?

answer: The parades were also being held in other Soviet republics, such as Belarus, Ukraine, and Lithuania.

answer: In cities such as Chișinău, Minsk, Kiev, Tashkent, Vilnius, and Yerevan.

answer: In many Soviet cities, including Leningrad's Palace Square.

text: The answer should include more places where parades took place.

refinement: In many Soviet cities, including Leningrad's Palace Square, Chișinău, Minsk, and Kiev.

answer: In many other Soviet cities such as Leningrad's Palace Square.

text: The answer should include more places where parades took place.

refinement: In many other Soviet cities such as Leningrad's Palace Square, Chișinău, Minsk, and Kiev.

question: Write a ~3 sentence summary.

answer: One of the final October Revolution Parades took place in 1989 within the Red Square of Moscow. It commemorated the 72nd anniversary of the Socialist Revolution in the Russian Empire in 1917. Two days after the parade, the Berlin Wall in East Berlin fell.

answer: The 1989 October Revolution Parade was a military parade in Moscow to commemorate the 72nd anniversary of the Russian Revolution. The parade was led by General of the Army Dmitry Yazov, and featured units from the Moscow Military District. The parade was met with protests in some Soviet cities, but it proceeded as planned.

text: The answer should include some mention of the fact that the Berlin Wall fell two days after the parade.

refinement: The 1989 October Revolution Parade was a military parade in Moscow to commemorate the 72nd anniversary of the Russian Revolution. The parade was led by General of the Army Dmitry Yazov, and featured units from the Moscow Military District. The parade was met with protests in some Soviet cities, but it proceeded as planned. Two days after, the Berlin Wall in East Germany fell.

answer: The 1989 October Revolution Parade was a parade that took place in Red Square in Moscow on November 7, 1989 to commemorate the 72nd anniversary of the socialist revolution in the Russian Empire in 1917. The parade was one of the last traditional October Revolution military parades in the USSR's existence. The parade was also held in many Soviet cities.

text: The answer should include some mention of the fact that the Berlin Wall fell two days after the parade.

refinement: The 1989 October Revolution Parade was a parade that took place in Red Square in Moscow on November 7, 1989 to commemorate the 72nd anniversary of the socialist revolution in the Russian Empire in 1917. The parade was one of the last traditional October Revolution military parades in the USSR's existence. The parade was also held in many Soviet cities. Two days after, the Berlin Wall in East Germany fell.

answer: The 1989 October Revolution Parade was a parade that took place in Red Square in Moscow on 7 November 1989 to commemorate the 72nd anniversary of the socialist revolution in the Russian Empire in 1917. Mikhail Gorbachev (the General Secretary of the Communist Party of the Soviet Union) and the Soviet leadership watched the parade from Lenin's Mausoleum. General of the Army and Minister of Defence Dmitry Yazov made his 3rd holiday address to the nation after he inspected 7 sets of armed battalions and academies. Col. Gen. Nikolai Kalinin the head of the Moscow Military District was the 1989 parade commander.

text: The last two sentences are unnecessary information.

refinement: The 1989 October Revolution Parade was a parade that took place in Red Square in Moscow on 7 November 1989 to commemorate the 72nd anniversary of the socialist revolution in the Russian Empire in 1917. Mikhail Gorbachev (the General Secretary of the Communist Party of the Soviet Union) and the Soviet leadership watched the parade from Lenin's Mausoleum.

text: The answer should include some mention of the fact that the Berlin Wall fell two days after the parade.

refinement: The 1989 October Revolution Parade was a parade that took place in Red Square in Moscow on 7 November 1989 to commemorate the 72nd anniversary of the socialist revolution in the Russian Empire in 1917. Mikhail Gorbachev (the General Secretary of the Communist Party of the Soviet Union) and the Soviet leadership watched the parade from Lenin's Mausoleum. Two days after, the Berlin Wall in East Germany fell.


split: train

text:
Justice (C) 2012-2013 Victor D. Lopez
_______________________________

Time: The all too near future
Place: A courtroom
Setting: Final sentencing for the last remaining capital offense on the books of an apparently kinder, gentler more just world where equality is no longer a mere aspiration.
_____________________________

Justice

The prisoner stared impassively into the camera. The bright lights causing beads of sweat to form above his eyes and forcing him to squint, his perspiration-soaked thinning hair flattened unflatteringly against his forehead. No sound could be heard other than the faint hum of the air conditioning whose airflow was directed from the high ceiling above the high seats of the three judge panel, towards the three judged, keeping their immediate area comfortably cool. The camera trained on them remained a respectful distance away, and no harsh lights illuminated their somber countenances.

All three judges stared at the camera showing no emotion, their hands folded in front of them on the surface of their capacious bench on top of three equal, neat stacks of paper piled before each judge. Everywhere on earth citizens watched the unfolding drama over the neural net that provided a fully immersive experience indistinguishable from reality, effectively placing every citizen of earth in the courtroom as the Chief Judge began to speak in a deep, resonant, clear voice.

“The evidence against you has been examined. This tribunal finds you guilty of the charges against you by a unanimous vote. Have you anything you would like to add before we pass sentence?”

The camera changed back to the prisoner. The lights brightens around him and the heat rises perceptibly, adding fresh fuel to the trickle of sweat flowing down his flushed face, causing a bead of sweat to form at the end of his nose that he cannot swat away because his wrists are restrained by metal bands at the armrests of his chair, outside the viewing range of the camera which has a tight zoom on his face. “I am guilty of no crime,” the prisoner spoke in a low voice full of palpable weariness and resignation.

“You are guilty of the most heinous of crimes,” the Chief Judge contradicted. "That is not open to debate. This is your final chance to make what amends you may to those whom you have harmed through your selfish, deviant act. It will have no effect on the sentencing by this Court.”

“But I have done nothing wrong,” the man emphatically repeated, the perspiration rolling down his neck deepening the growing ring of sweat absorbed by his bright orange jumper, staining a dark collar of moisture around his neck.

“Silence!” the Chief Judge hissed. “The record will show that the prisoner is unrepentant. This Court finds that the prisoner willfully, maliciously and without justification removed his neural connector with the purpose and effect of disconnecting himself from the Net. We further find that the motivating factor for this egregious, willful and repugnant crime was the attempt to abandon the Common Consciousness and establish his individuality separate and apart from the Communal Mind. We further find that the subject is in full possession of his legal faculties and capable of understanding the criminal nature of his acts, and, perhaps most tragically, that he fails to see the enormity of his crime.” The Chief Justice faltered slightly, delivering the final words of the Courts sentence with a slight tremor in his voice. After stopping a moment to compose himself as his learned colleagues looked on impassively, he continued. “It is, therefore, the judgment of this Court that you will forever remain disconnected from the nets from this day forward.”

Upon hearing the Judge’s words the prisoner’s eyes opened wider, attempting to digest their import. Could it be? Could he finally be allowed the freedom to regain his humanity? The unalienable right to be an individual for the first time in his life? The opportunity to live in a world in which he could have original thoughts, genuine emotions, and the opportunity to be different from everyone else? The joy in these words nearly made him faint with relief and unbridled joy, allowing him for the first time in his life the possibility of hope as tears welled in his eyes. He found he could not speak, could not express even the simple words “thank you” to the Court. It was as though he were emerging from a life-long nightmare, as if . . .

“The prisoner’s IP address, 999.999.999.999, shall be erased from the Nets,” the Judge continued as the prisoner’s tears flowed freely. His existence shall be forever stricken from the Collective Consciousness lest it germinate there and once again grow sedition in our midst.” The prisoner wept openly now while smiling broadly. “The death sentence for this most heinous of crimes is hereby commuted so that the prisoner may be allowed the individuality he craved for the rest of his natural life, devoid of the comfort of humanity or the distracting influences of life.”

The Chief Judge then paused and took a deep breath. “It is further ordered by this Court that the prisoner shall have his eyes, eardrums, tongue and olfactory organs surgically removed that he may not see, hear, taste, or speak with any other human being for the rest of his natural life. thereafter, he is to be remanded to a hospital where he shall be restrained to a bed and tended to by robotic life support aids. The sentence of this Court shall be carried out immediately and shall be witnessed by all Citizens of Earth as partial reparation for this most heinous of crimes against humanity.”

The prisoner’s screams lasted only a few moments as an anesthetic was administered and the cameras were re-arranged in preparation for justice to be carried out.

__________________________
Justice - from Book of Dreams 2e: Science Fiction and Speculative Fiction Short Stories (c) 2013 by Victor D. Lopez.

title: Justice

question:
Answer the following question based on the above passage:

What does the text say about the prisoner's punishment?

answer: The prisoner is guilty of removing his neural connector with the purpose and effect of disconnecting himself from the Net. The convict is also in full possession of his legal faculties but fails to see the enormity of his crime. As a result, he has to be removed from natural life and separated from humanity. The Chief Judge orders the prisoner's eyes, eardrums, tongue, and olfactory organs to be surgically removed and the convict will be sentenced to bed rest in hospital. The Chief Justice also orders the prisoner to be disconnected from the Common Consciousness.

text: The response includes extraneous information not useful for the task.

refinement: As a result, he has to be removed from natural life and separated from humanity. The Chief Judge orders the prisoner's eyes, eardrums, tongue, and olfactory organs to be surgically removed and the convict will be sentenced to bed rest in hospital. The Chief Justice also orders the prisoner to be disconnected from the Common Consciousness.

answer: The prisoner is in front of a tribunal. The verdict is scream and permanently disconnected from the internet. The prisoner is recored to have removed the neural connector without the common consciousness and have gone against the idea of the collective consciousness. As such, the prisoner is sentenced to have his eyes, olfactory and other organs removed. He will be placed in detention, where he will be allowed to live.

text: The response includes extraneous information not useful for the task.

refinement: As such, the prisoner is sentenced to have his eyes, olfactory and other organs removed. He will be placed in detention, where he will be allowed to live.

answer: The prisoner screams that he has nothing to say. A successful surgical operation then removes the prisoner's eyesight, hearing, taste, and smell. Without the ability to see, hear, taste, or smell, the prisoner will exist in a world of silence for the remainder of his life.

text: The response inaccurately mentions that the surgical operation was successful, however the text mentions that the procedure is only planned. It also inaccurately mention that the prisoner had nothing to say.

refinement: The prisoner is sentenced to a surgical operation that removes the prisoner's eyesight, hearing, taste, and smell. Without the ability to see, hear, taste, or smell, the prisoner will exist in a world of silence for the remainder of his life.

answer: The prisoner is sentenced to forever remain disconnected from the nets from that day forward. The Court also sentences the prisoner to having his eyes, eardrums, tongue, and olfactory organs surgically removed.

answer: The prisoner is in front of a tribunal. The verdict is scream. The prisoner is recored to have removed the neural connector without the common consciousness and have gone against the idea of the collective consciousness. As such, the prisoner is sentenced to have his eyes, olfactory and other organs removed. He will be placed in detention, where he will be allowed to live.

answer: The prisoner is guilty of removing his neural connector with the purpose and effect of disconnecting himself from the Net. The convict is also in full possession of his legal faculties but fails to see the enormity of his crime. As a result, he has to be removed from natural life and separated from humanity. The Chief Judge orders the prisoner's eyes, eardrums, tongue, and olfactory organs to be surgically removed and the convict will be sentenced to bed rest in hospital. He will also be disconnected from the Common Consciousness.

question:
Answer the following question based on the above passage:

What does the text say about humanity in the future?

answer:
Justice (C) 2012-2013 Victor D. Lopez

Time: The all too near future

Time: The all too near future

In the Story: People on earth can now be "in" a courtroom as virtual beings.

text: The response includes extraneous information not useful for the task.

refinement: In the Story: People on earth can now be "in" a courtroom as virtual beings.

answer: In the near future, humanity has sobered considerably. Crime is rare and undesirable behaviors are no longer tolerated. All kinds of crimes are punishable by disconnection.

text: The response includes extraneous information not useful for the task.

refinement: Crime is rare and undesirable behaviors are no longer tolerated. All kinds of crimes are punishable by disconnection.

answer: People on earth can now be "in" a courtroom as virtual beings. Additionally, the keystone to the plot of the story is that capital punishment was seen as inhumane, and only one crime was left on the books as a crime to be punishable by death; removing one's neural connector so they could not regulate signals within the universal community.

answer: The story takes place in the future. Technology has progressed to the point that the justices are sentenced over a neural net, "citizens watch the drama unfold". The Justice system is run by three judges. The judges pass a death sentence for the most heinous of crimes, but the sentencing is changed to allow the prisoner to be disconnected from the nets and have his senses removed from his body. They hope this would allow the convict the individuality he had craved for the rest of his natural life.

question:
Answer the following question based on the above passage:

What does the text say about the prisoner's family?

answer: No answer

answer: No answer

answer: The text doesn't say anything about the prisoner's family.

answer: The prisoner's family receives no mention in the story.

answer: The text doesn't say anything about the prisoner's family.

answer: No answer


text:
Three guards held onto the chains that shackled me. With every step I took an orchestra of chain melodies followed. The chain cuffs on my feet were the start; the handcuffs were soon to follow. Eventually all five chains that prevented me from running came together and formed a harmonious sound.
“Is all this necessary,” I turned toward my good friend officer Barry Kindle “I promise I won’t bite,” I said while mimicking a dog biting towards him.
“You can never be too careful…” he said as he pulled the chain that wrapped around my waist, leaving me breathless “…especially with a psychopath like you.”
Psychopath, I never did like that term. It tends to insinuate that I have some sort of a problem, a disease even. When in fact I am perfectly aware of what I have done and I have no remorse over it. I’m just different than most people.
The bus that stood at the end of my pilmigrage was reminiscent of one I used to ride as a kid on my way to Sunday school. It was white with a hint of rust scattered all about. The seats were torn and to tall for the average person to see over. It was disappointing to know that my last sight of the outside world would come from a spot-ridden plexi-glass window.
“Ready to go Jason,” Kindle said as he leaned over me to push down the window “I thought you’d want some air,” he said as his fake smile turned into a mocking grin.
“I’ll make sure to tell your wife how caring you are..,” before I could finish Kindle’s fist caressed my face. Over and over repeated blows were landing on target, with each one inflicting more of his pain on me. The white floors of the bus were being sprinkled with my blood, as the guards rushed over to try to pull Kindle off. Tears descended uncontrollably down his face as he repeated the name of his lovely wife, Emma.
I can still remember the full moon that covered that night. Fluttering street lights trying ever so hard to illuminate one’s destination, a losing battle in my opinion. There I was driving back and forth trying to find 438 Wintercrest Drive.
“Turn right in fifty feet,” the robotic woman in my GPS demanded. “You’re destination is on the right,” a beep immediately followed, emphasizing that I was here. I had found it. My heart was beating out my chest as my pulse skyrocketed. My grand finale was here and I was determined to make it memorable.
Pavlov had a theory that if you rang a bell and fed a dog the dog would associate food with the sound of a bell. Eventually, all one would have to do to get the dog to salivate is ring the bell. I had done this enough times to know that the bell had rung, and my reward was forthcoming.
I had parked. From what I could determine the neighborhood was a quiet one. Car royalty crowded the streets. Mercedes to the left of me, Porsche to the right and Lexus scattered in between. There I stood next to my Volvo expecting a guy in a golf cart and supped up blue suit to pull up and drag me out of this place. No such luck. No one ever cared to look outside their windows in this new era of ours. Everyone seemed to be confined to their own four walls and the entertainment held within them. Even in the nicer neighborhoods, which I previously visited, no one noticed the guy in the ski mask walking around with a knife.
As expected, there was only one car in the driveway. My good friend Kindle was out chasing another loose end I had fed him. Zodiac had started a trend. It was within our profiles to send packages. According to the profiles the packages symbolized our need to be caught. A need that arose from us not liking what we did. If only I could teach a class to all the forensic psychologists. In actuality we loved every second of what we did, and if we were caught we would miss out on all the fun. We sent the packages as nothing more than a mere distraction, something to keep the cat busy while the mice went out and played. There are two things that I have passion for in life. The first thing is puzzles. I love solving them and working through all the possible solutions until I find one that fits. The harder the puzzle, the more in love I fell. At times days or even years would pass until I witnessed that AHA moment of a puzzle. It was then that I felt most alive. Adrenaline would rush through my veins and a feeling of pride would overcome my otherwise humble self. I had solved something; something had made sense in this otherwise mad world. Once, I had even solved a part of one of the top ten unsolvable puzzles- Kryptos. However, I never earned recognition for that one, Kindle did.
Creating puzzles is my second passion. As a kid I would always attempt to make brain teasers, riddles or even math jumbles. Eventually I gave up. I seemed to have lacked a creative gene and even though I was able to solve puzzles, creating them was not in my blood. Then one day on the television I heard the magic words “Four people were shot today…no witnesses…if you have any details please call….” AHA.
I had found my legacy, my own brand of puzzles. Puzzles that would gather people, garner emotion and would be everlasting; puzzles, which would outlive me and have lost souls constantly searching for answers. I had found the perfect puzzle.
The basement window was open. Just like it had been the past four nights I had scouted the place. I kneeled down and hobbled over towards the basement windows. I could here the annoying sounds of some popular television show rumbling on the inside. I waited for the noise to be loud enough and I slid into the basement making a loud thump as I landed. No one noticed. I tried not to make a sound as the dog went on a barking rampage. He knew someone other than his owner had infiltrated his domain. Emma went towards the dog to try and calm him down. Patting him on the head and re-assuring him that everything was fine. Indeed, everything was fine. My eyes took a while before they accustomed to the darkness of the basement. Soon enough I could see crystal clear with only the moon as my light. There was a lot of useless stuff in the basement, boxes full of pornography. old Wheaties cereal boxes with famous athletes on them, and a cradle that Kindle had made for the baby his wife had lost. All of it was useless now. One foot over the other I made my way towards the stairs, preventing anything from falling along the way. When I reached the stairs I noticed a newspaper clipping that had been pinned to the wall. It read: Barry Kindle solves Kryptos. That however, wasn’t the part that captured my interest. It was the side-story on the bottom right- in eight inch font-that captured my interest. Body of suspected murderer found in river. That was Adam.
Crimes of passion are the junk of our profession. They are always sloppy and never covered up well enough. There is no purpose in them, other than to get back at a spouse whom cheated on you. There is no thrill in them and worst of all, there is always remorse. Adam Keaton was a man suspected of killing his fiancé. He had killed her because he caught her sleeping with another man. As the evidenced was gathered, Adam was released on bail. It was then, that he became my puzzle. A puzzle no one has ever solved.
There are certain rules for creating puzzles. One of which is to make the puzzle solvable, but not easy. I left evidence, heck, I even planted some afterward. However, overworked and underpaid detectives don’t care much about someone who was going to rot in jail anyways. The trick to not getting caught is to not get cocky. Change your tactics. There is always someone looking for the serial who killer who kidnapped, raped and threw five blonde teenage girls in the river. However, no one ever uses all their resources to capture the guy who killed: a suspected murderer, a nun, a child, a homeless man, a bank manager. Each one killed in a different location, and all in different execution methods. The reason being, because they don’t suspect the same guy did it.

title: The Puzzler

question: Did the narrator kill Emma?

answer: It is implied that he did.

text: The narrator is a serial killer thinking back on his last kill. Emma is the wife of the officer in charge of transporting him.

answer: From the passage, it is unclear whether the narrator killed Emma. However, it is implied that he killed Adam, who was suspected of killing his fiancé.

text: This answer offers irrelevant information: 'However, it is implied that he killed Adam, who was suspected of killing his fiancé.' (This should be removed)

refinement: From the passage, it is unclear whether the narrator killed Emma.

text: The answer should more accurately represent the possibility of the narrator killing Emma.

refinement: The evidence in the story points to the likelihood that the narrator killed Kindle's wife, Emma.

answer: Yes

text: It is explicitly stated. The answer should reflect this.

refinement: It is likely that the narrator killed Emma, given the evidence.

answer: It seems like it!

text: Answer should better reflect the possibility.

question: Write a ~3 sentence summary.

answer: The narrator is a serial killer who has been taken in for killing his good friend, Kindle's wife Emma. The narrator recalls that he became a serial killer in order to create difficult puzzles for people. He's killed many people but in different ways so no one suspects he is a serial killer.

answer: The narrator is a psychopath who is being transported to prison. He is reminiscing about his life and his crimes. He is proud of his crimes and the puzzles he has created.

answer: The protagonist is a psychopath who is about to be put on trial for his crimes. He is reminiscing about his life and the puzzles he has created.

text: 'Put on trial' is inaccurate since the narrator is on his way to prison.

refinement: The protagonist is a psychopath who is about to be sent to prison for his crimes. He is reminiscing about his life and the puzzles he has created.

text: The answer should better reflect what the narrator's crimes are.

refinement: The protagonist is a serial killer who is about to be sent to prison for his crimes. He is reminiscing about his last crime and the puzzles he has created previously.

answer: The protagonist is a serial killer who enjoys solving puzzles, and creates puzzles of his own to keep law enforcement busy. He is particularly interested in crimes of passion, and enjoys killing people who have committed crimes that are not considered 'sophisticated' or 'elaborate'.


text:
_PS, THE PREVENTIVE MAINTENANCE MONTHLY_ is series of United States Army technical bulletins published since June 1951 as a monthly magazine with comic book-style art to illustrate proper preventive maintenance methods. The magazine's title derives from its being a “postscript” to technical manuals and other published maintenance guidance.[1]

Origin – _Army Motors_ magazine

The Army had experienced some degree of acceptance and success during the Second World War with the instructional publication _Army Motors_, for which Corporal Will Eisner, an established comic-book writer-artist-editor, had been appropriated to draw such characters as Beetle Bailey-like Private Joe Dope,[2] Lauren Bacall look-alike and “by the book” Corporal Connie Rodd, and Master Sergeant Half-Mast McCanick. Eisner left the Army as a chief warrant officer to start American Visuals Corporation, a contract graphic art company. In response to a sudden need for maintenance instruction at the start of the Korean War, the Army contracted American Visuals Corporation to create instructional material, similar to Eisner's work on _Army Motors_ for the Army Ordnance Corps's new publication, _PS, The Preventive Maintenance Monthly_, that replaced _Army Motors_ in 1951.[3] [In 1968 and 1969, Eisner illustrated _The M16A1 Rifle_ (DA PAM 750-30) as a standalone issue of _PS_ specifically to address issues related to the then-new M16 rifle as it was fielded in Vietnam.[4][5]]

Production of PS

[A typical _PS_ illustration publicizing new information: M1 tank crewmen may now mount a roadwheel atop their anthropomorphic tank's turret, due to the availability of a new type of mounting assembly.] Eisner was the publication's artistic director from its inception through the end of 1971. The magazine's artists have included Eisner, Murphy Anderson, Joe Kubert, Dan Spiegle, Scott Madsen, Malane Newman, Alfredo Alcala, and Mike Ploog.[6] The magazine from its inception has been, written, researched and edited by Department of the Army civilians.

The magazine is published in digest size with 2-color spots and a four-color cover and continuity. The continuity consists of a short story told through the use of a series of panels like any comic book, often with a theme borrowed from popular fiction. The home office of _PS_ was located at Aberdeen Proving Ground, Maryland, from April 1951 until January 1955, when it was moved to Raritan Arsenal, New Jersey. It was moved again in October 1962 to Fort Knox, Kentucky. It remained there until July 1973, when it moved to the Lexington-Blue Grass Army Depot in Kentucky. In June 1993, it moved to Redstone Arsenal, Alabama. Paper production ended with the June 2017 issue; it is now in APP format only.

Department of the Army pamphlets 750-30 (about the M16 rifle) and 750-31 (about the Gama Goat) as well as numerous posters including 750-78 (about the role of enlisted leadership in preventative maintenance) were also produced in the style of _PS_, in some cases utilizing the same characters. [Character Connie Rodd on cover of PS issue 115, 1962]

Characters

Master Sergeant Half-Mast and Connie Rodd (now a civilian) as well as Privates Dope and Fosgnoff were brought by Eisner from _Army Motors_. Dope and Fosgnoff served as cautionary tales while Half-Mast provided direct technical guidance. Following Army complaints about screw-ups Dope and Fosgnoff, both characters were permanently removed in 1955. As other combat support and combat service support elements joined the magazine, new characters were added to represent branch-specific issues: Bull Dozer for the engineers in 1954, Percy the Skunk for the Chemical Corps in 1960, Windy Windsock (and later Benjamin “Rotor” Blade) for aviation in 1962, and Macon Sparks for the signal corps in 1977. To better serve a diversifying demographic in the military audience, in 1970 an African-American civilian woman, Bonnie, was added.[7] A Hispanic quartermaster sergeant, Pablo Hablo, was introduced in 1993 but was removed only five years later after being perceived as a racial stereotype. In 2001, On-Line Warrior was added to the P.S. line-up to communicate information about online resources.[8]

From the 1950s to the 1970s, Connie and Bonnie were played up as “cheesecake” targeted at the mostly male GIs to help interest them in using _PS_. Following an increased presence of females in the Army and at the urging of Congresswoman Bella Abzug as well as Senators William Proxmire and Orrin Hatch, the magazine updated Connie and Bonnie in March 1980 to a more modest and professional form.

Sherry Steward has opined that the anthropomorphism of military equipment in the magazine helps the military audience “build serious relationships with technology... personified equipment often reflects emotions of anger, sadness, fear, and happiness to appeal to the reader's sense of responsibility.” Through facial expressions, body language and dialogue, the anthropomorphized equipment reacts soldiers' activity, establishing empathy among those charged with maintenance of the Army's equipment.

Citations

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[2]

[3]

[4]

[5]

[6]

[7]

[8]

title: PS, The Preventive Maintenance Monthly

question:
Answer the following question based on the above passage:

What does the text say about the main characters in the bulletins?

answer: Master Sergeant Half-Mast and Connie Rodd were brought by Eisner from the magazine 'Army Motors'. Dope and Fosgnoff were cautionary tales. However, the Army Aviation complained about the screw-ups Dope and Fosgnoff. As a result, Master Sergeant Half-Mast and Privates Dope and Fosggnoff were removed. Bonnie and Connie were created to appeal to the spectator.

text: The last sentence of the answer is incorrect and should be corrected.

refinement: Master Sergeant Half-Mast and Connie Rodd were brought by Eisner from the magazine 'Army Motors'. Dope and Fosgnoff were cautionary tales. However, the Army Aviation complained about the screw-ups Dope and Fosgnoff. following this complaint, both of them were removed in 1955.

text:
-The answer does not mention that Half-Mast provided direct technical guidance.
-It also omits the rest of the characters mentioned in the text. These should be included in the answer.

refinement: Master Sergeant Half-Mast and Connie Rodd were brought by Eisner from the magazine 'Army Motors'. Dope and Fosgnoff were cautionary tales. However, the Army Aviation complained about the screw-ups Dope and Fosgnoff. following this complaint, both of them were permanently removed in 1955. In 1954, Bull Dozer for the engineers was introduced, Percy the Skunk for the Chemical Corps in 1960, Windy Windsock (and later Benjamin “Rotor” Blade) for aviation in 1962, and Macon Sparks for the signal corps in 1977. Then, in 1970, Bonnie, an African-American civilian woman was added to better serve a diversifying demographic in the military audience. In 1993, Pablo Hablo, a Hispanic quartermaster sergeant, was later added but was removed five years later because he was perceived as a racial stereotype.

answer: Two types are described in the text: the Master Sergeant and the Connie Rodd, now a civilian. The Master Sergeant is described as giving direct technical guidance in articles. Connie Rodd giving advice and demonstrating almost always more by the book. The text states that above army complaints about Dope and Fosgnoff, the two were removed in 1955.

answer: Master Sergeant Half-Mast and Connie Rodd were brought by Eisner from Army Motors. Master Sergeant Half-Mast provided direct technical guidance while Connie Rodd was a civilian. Dope and Fosgnoff were used as cautionary tales. Following Army complaints about screw-ups, both characters were permanently removed in 1955. Bull Dozer was introduced in 1954 as an engineer, Percy the Skunk in 1960 as a Chemical Corps member, Windy Windsock in 1962 as an aviation member, and Macon Sparks in 1977 as a signal corps member. Bonnie, an African-American civilian woman, was added in 1970 to better serve a diversifying demographic in the military audience. In 2001, On-Line Warrior was added to the P.S. line-up to communicate information about online resources.

text: The answer omits Pablo Hablo, a Hispanic quartermaster sergeant who was later removed from the bulletin five years later because of racial stereotypes. This should be mentioned.

refinement: Master Sergeant Half-Mast and Connie Rodd were brought by Eisner from Army Motors. Master Sergeant Half-Mast provided direct technical guidance while Connie Rodd was a civilian. Dope and Fosgnoff were used as cautionary tales. Following Army complaints about screw-ups, both characters were permanently removed in 1955. Bull Dozer was introduced in 1954 as an engineer, Percy the Skunk in 1960 as a Chemical Corps member, Windy Windsock in 1962 as an aviation member, and Macon Sparks in 1977 as a signal corps member. Bonnie, an African-American civilian woman, was added in 1970 to better serve a diversifying demographic in the military audience. Then in 1993, a Hispanic quartermaster sergeant, Pablo Hablo, joined but was later removed five years later because he was perceived as a racial stereotype. In 2001, On-Line Warrior was added to the P.S. line-up to communicate information about online resources.

answer: Two types are described in the text: the Master Sergeant and the Connie Rodd, now a civilian. The Master Sergeant and Connie were featured as cautionary tales while providing direct technical guidance. Connie was described as demonstrating being by the book while the Master Sergeant was charismatic. The text states that above army complaints about Dope and Fosgnoff, the two were removed in 1955.

answer: Master Sergeant Half-Mast and Connie Rodd were brought by Eisner from Army Motors. Master Sergeant Half-Mast provided direct technical guidance while Connie Rodd was a civilian. Dope and Fosgnoff were used as cautionary tales. Following Army complaints about screw-ups, both characters were permanently removed in 1955. Bull Dozer was introduced in 1954 as an engineer, Percy the Skunk in 1960 as a Chemical Corps member, Windy Windsock in 1962 as an aviation member, and Macon Sparks in 1977 as a signal corps member. Bonnie, an African-American civilian woman, was added in 1970 to better serve a diversifying demographic in the military audience. In 2001, On-Line Warrior was added to the P.S. line-up to communicate information about online resources.

answer: Master Sergeant Half-Mast and Connie Rodd (now a civilian) were brought by Eisner from Army Motors. Dope and Fosgnoff served as cautionary tales while Half-Mast provided direct technical guidance. Following Army complaints about screw-ups Dope and Fosgnoff, both characters were permanently removed in 1955. Bull Dozer for the engineers in 1954, Percy the Skunk for the Chemical Corps in 1960, Windy Windsock (and later Benjamin “Rotor” Blade) for aviation in 1962, and Macon Sparks for the signal corps in 1977.

text: The answer omits the African-American civilian woman, Bonnie, and the Hispanic quartermaster sergeant, Pablo Hablo. These should be added.

refinement: Eisner from Army Motors brought Master Sergeant Half-Mast and Connie Rodd (now a civilian). Dope and Fosgnoff served as cautionary tales, while Half-Mast provided direct technical guidance. Following Army complaints about Dope and Fosgnoff, both characters were permanently removed in 1955. In 1954, they introduced Bull Dozer for the engineers, Percy the Skunk for the Chemical Corps in 1960, Windy Windsock (and later Benjamin “Rotor” Blade) for aviation in 1962, and Macon Sparks for the signal corps in 1977. Then, in 1970, Bonnie, an African-American civilian woman was added to better serve a diversifying demographic in the military audience. In 1993, Pablo Hablo, a Hispanic quartermaster sergeant, was later added but was removed five years later because he was perceived as a racial stereotype.

answer: Master Sergeant Half-Mast and Connie Rodd (now a civilian) were brought by Eisner from Army Motors. Dope and Fosgnoff served as cautionary tales while Half-Mast provided direct technical guidance. Following Army complaints about screw-ups Dope and Fosgnoff, both characters were permanently removed in 1955. Bull Dozer for the engineers in 1954, Percy the Skunk for the Chemical Corps in 1960, Windy Windsock (and later Benjamin “Rotor” Blade) for aviation in 1962, and Macon Sparks for the signal corps in 1977.

question:
Answer the following question based on the above passage:

What does the text say about Army Motors magazine?

answer: Army Motors was the instructional printed publication for the US Army during the Second World War. It was used to show soldiers how to carry out their duties and draw poignancy from the characterization of the main characters. Corporal Will Eisner was responsible for drawing the comic and his quest as a portrait emerged. Eisner left the army as a chief warrant officer after the war, which could signify why the character rights would change hands with the new Army motors. The magazine was replaced and revamped in 1951 by the Army monthly publication, PS - PS the Preventive Maintenance Monthly.

text: '...and his quest as a portrait emerged' It seems the model made this up because it's not according to the text. This should be removed.

refinement: Army Motors was the instructional printed publication for the US Army during the Second World War. It was used to show soldiers how to carry out their duties and draw poignancy from the characterization of the main characters, and Corporal Will Eisner was responsible for drawing the comic. Eisner left the army as a chief warrant officer after the war, which could signify why the character rights would change hands with the new Army motors. The magazine was replaced and revamped in 1951 by the Army monthly publication, PS - PS the Preventive Maintenance Monthly.

answer: The Army Motors magazine was instructional publication during the Second World War. Corporal Will Eisner, an established comic book writer-artist-editor, was appropriated to draw such characters as Beetle Bailey-like Private Joe Dope, Lauren Bacall look-alike and “by the book” Corporal Connie Rodd, and Master Sergeant Half-Mast McCanick. Eisner left the Army as a chief warrant officer to start American Visuals Corporation, a contract graphic art company. The Army contracted American Visuals Corporation to create instructional material, similar to Eisner's work on Army Motors for the Army Ordnance Corps's new publication, PS, The Preventive Maintenance Monthly, that replaced Army Motors in 1951.

answer: Army Motors magazine was a successful instructional publication made by the US Army during the Second World War. Corporal Will Eisner, an established comic-book writer-artist-editor, was appropriated to draw such characters as Beetle Bailey-like Private Joe Dope, Lauren Bacall look-alike and “by the book” Corporal Connie Rodd, and Master Sergeant Half-Mast McCanick. Eisner left the Army as a chief warrant officer to start American Visuals Corporation, a contract graphic art company. In response to a sudden need for maintenance instruction at the start of the Korean War, the Army contracted American Visuals Corporation to create instructional material, similar to Eisner's work on Army Motors for the Army Ordnance Corps's new publication, PS, The Preventive Maintenance Monthly, that replaced Army Motors in 1951.

answer: Master Sergeant Half Mast and Corporal Connie Rodd were characters in Army Motors magazine. Army Motors was created in response to the success of the Army's Ordnance Corps' new previous publication, the PS when published in 1951. Will Erisner, an established artist-editor, was appropriated to create characters for the publications. He left the Army Corps to start his own successful comic-book company.

text: The second sentence is inaccurate. Army Motors was not created after PS, The Preventive Maintenance Monthly, as the answer indicates. This is not according to the text. This sentence should be corrected and rewritten.

refinement: Master Sergeant Half Mast and Corporal Connie Rodd were characters in Army Motors magazine. Army Motors was created during the Second World War. Will Erisner, an established artist-editor, was appropriated to create characters for the publications. He left the Army Corps to start his own successful comic-book company.

text:
-The answer should be rewritten chronologically.
-'Eisner' is wrongly spelled and should be corrected.

refinement: Army Motors was a publication created during the Second World War. Will Eisner, an established artist-editor, was appropriated to create characters for the publications. He drew characters such as Master Sergeant Half Mast and "by the book" Corporal Connie Rodd, among others. He left the Army Corps to start his own successful comic-book company.

text: The answer omits that PS, The Preventive Maintenance Monthly, replaced army motors in 1951 and the fact that Eisner's new company was contracted to create instructional material for the new publication. It also does not mention the name of Eisner's new company. These should be stated.

refinement: Army Motors was a publication created during the Second World War. Will Eisner, an established artist-editor, was appropriated to create characters for the publications. He drew characters such as Master Sergeant Half Mast and "by the book" Corporal Connie Rodd, among others. He left the Army Corps to start his own successful comic-book company called American Visuals Corporation. In response to a sudden need for maintenance instruction at the start of the Korean War, the Army contracted American Visuals Corporation to create instructional material, similar to Eisner's work on Army Motors for the Army Ordnance Corps's new publication, PS, The Preventive Maintenance Monthly, that replaced Army Motors in 1951.

answer: Army Motors magazine was a successful instructional publication made by the US Army during the Second World War. Corporal Will Eisner, an established comic-book writer-artist-editor, was appropriated to draw such characters as Beetle Bailey-like Private Joe Dope, Lauren Bacall look-alike and “by the book” Corporal Connie Rodd, and Master Sergeant Half-Mast McCanick. Eisner left the Army as a chief warrant officer to start American Visuals Corporation, a contract graphic art company. In response to a sudden need for maintenance instruction at the start of the Korean War, the Army contracted American Visuals Corporation to create instructional material, similar to Eisner's work on Army Motors for the Army Ordnance Corps's new publication, PS, The Preventive Maintenance Monthly, that replaced Army Motors in 1951.

answer: The Army Motors magazine was instructional publication during the Second World War. Corporal Will Eisner, an established comic book writer-artist-editor, was appropriated to draw such characters as Beetle Bailey-like Private Joe Dope, Lauren Bacall look-alike and “by the book” Corporal Connie Rodd, and Master Sergeant Half-Mast McCanick. Eisner left the Army as a chief warrant officer to start American Visuals Corporation, a contract graphic art company. The Army contracted American Visuals Corporation to create instructional material, similar to Eisner's work on Army Motors for the Army Ordnance Corps's new publication, PS, The Preventive Maintenance Monthly, that replaced Army Motors in 1951.

answer: Army Motors was the instructional printed publication for the US Army during the Second World War. It was used to show soldiers how to carry out their duties and draw poignancy from the characterization of the main characters. Corporal Will Eisner was responsible for drawing the comic and his quest as a portrait emerged. Eisner left the army as a chief warrant officer after the war, which could signify why the character rights would change hands with the new Army motors. The magazine was replaced and revamped in 1951 by the Army monthly publication, PS - PS the Preventive Maintenance Monthly.

answer: Master Sergeant Half Mast and Corporal Connie Rodd were characters in Army Motors magazine. Army Motors was created in response to the success of the Army's Ordnance Corps' new previous publication, the PS when published just a couple years after the start of World War II. Will Erisner, an established artist-editor, was appropriated to create characters for the publications. He left the Army Corps to start his own successful comic-book company.

question:
Answer the following question based on the above passage:

What does the text say about changes to the magazine since the 1990s?

answer: In 1993, a Hispanic quartermaster sergeant, Pablo Hablo, was introduced, but was removed after five years for being a racial stereotype. In 2001, On-Line Warrior was added to the P.S. line-up to communicate information about online resources. In 2001, Connie and Bonnie were updated to a more modest and professional form.

text:
-The first sentence does not mention what Pablo Hablo was introduced as.
-The answer omits that the publication's head office moved to Alabama in 1993.
-It also omits that the paper production ended in the June 2017 issue and it's currently in the APP format.
These should be included.

refinement: In 1993, a Hispanic quartermaster sergeant, Pablo Hablo, was introduced as a new character to the publication but was removed after five years for being a racial stereotype. Then, in June 1993, the home office of the magazine moved to Redstone Arsenal, Alabama. In 2001, On-Line Warrior was added to the P.S. line-up to communicate information about online resources. In 2001, Connie and Bonnie were updated to a more modest and professional form. Finally, in 2017, paper production ended in the June 2017 issue. It's currently in the APP format.

text: The second to the last sentence is inaccurate and should be removed.

refinement: In 1993, a Hispanic quartermaster sergeant, Pablo Hablo, was introduced as a new character to the publication but was removed after five years for being a racial stereotype. Then, in June 1993, the home office of the magazine moved to Redstone Arsenal, Alabama. In 2001, On-Line Warrior was added to the P.S. line-up to communicate information about online resources. Finally, in 2017, paper production ended in the June 2017 issue. It's currently in the APP format.

answer: Story content was reduced, and an illustration style more similar to that of military textbooks was introduced so that detail would be easy to see. Likewise, background and text colors were changed. Additionally, the covers were changed to have less personalization and to be less like comics to better fit their purpose. In 2001, they made On-Line Warrior to discuss online resources.

text: The answer is mostly made up because none of the details are according to the text. The model should rewrite this and include details from the text that talk about changes to the magazine from the 90s.

refinement: In 1993, a Hispanic quartermaster sergeant, Pablo Hablo, was introduced as a new character to the publication but was removed after five years for being a racial stereotype. Then, in June 1993, the home office of the magazine moved to Redstone Arsenal, Alabama. In 2001, On-Line Warrior was added to the P.S. line-up to discuss online resources. Finally, in 2017, paper production ended in the June 2017 issue. It's currently in the APP format.

answer: Story content was reduced, and an illustration style more similar to that of military textbooks was introduced so that detail would be easy to see. Likewise, background and text colors were changed. Additionally, the covers were changed to be less like comics to better fit their purpose. In 2001, they made On-Line Warrior to discuss online resources.

answer: In the 1990s, a Hispanic quartermaster sergeant named Pablo Hablo was added to the magazine. However, the character was removed after being perceived as a racial stereotype. In 2001, On-Line Warrior was added to the P.S. line-up to communicate information about online resources. Connie and Bonnie were updated in March 1980 to a more modest and professional form. Sherry Steward has opined that the anthropomorphism of military equipment in the magazine helps the military audience “build serious relationships with technology... personified equipment often reflects emotions of anger, sadness, fear, and happiness to appeal to the reader's sense of responsibility.”

text:
-The answer should not include details relating to the eighties since the question specifically asks about changes since the nineties.
-Also, Sherry Steward's opinion has nothing to do with the changes done to the magazine since the nineties. This should be replaced with other details that signify changes to the publication.

refinement: In the 1990s, a Hispanic quartermaster sergeant named Pablo Hablo was added to the magazine. However, the character was removed after being perceived as a racial stereotype. Also, in the nineties, the magazine's home office was moved to Redstone Arsenal, Alabama. In 2001, On-Line Warrior was added to the P.S. line-up to communicate information about online resources. Finally, in 2017, paper production ended in the June 2017 issue. It's currently in the APP format.

answer: In the 1990s, a Hispanic quartermaster sergeant named Pablo Hablo was added to the magazine. However, the character was removed after being perceived as a racial stereotype. In 2001, On-Line Warrior was added to the P.S. line-up to communicate information about online resources. Connie and Bonnie were updated in March 1980 to a more modest and professional form.

answer: In the 1990s, PS (The Preventive Maintenance Monthly) wasn't used as effectively to get the GIs (the young Japanese term for US soldiers) interested in using it like it was in the '50s and '60s. That's why it was updated in the '80s, to act more in way that would engage the new millennial generation of soldiers.

text: The model's answer is made up and says nothing about the changes done to the magazine through the nineties and upwards. This should be rewritten.

refinement: In the 1990s, a Hispanic quartermaster sergeant named Pablo Hablo was added to the magazine. However, the character was removed after being perceived as a racial stereotype. Also, in the nineties, the magazine's home office was moved to Redstone Arsenal, Alabama. Then, in 2001, On-Line Warrior was added to the P.S. line-up to communicate information about online resources. Finally, in 2017, paper production ended in the June 2017 issue. It's currently in the APP format.

answer: In the 1990s, PS (The Preventive Maintenance Monthly) wasn't used as effectively to get the GIs (the young Japanese term for US soldiers) interested in using it like it was in the '50s and '60s because Chagee' the character of On-Line Warrior was introduced, who is based on the revolutionary idea of online activities. The "older" PS cast, who were used as trademark of the past American generations, were revamped to take on a younger look, more fitting for the millennial generation of soldiers after many complaints were aired against the instances of sexism in the magazine.

answer: In 1993, a Hispanic quartermaster sergeant, Pablo Hablo, was introduced, but was removed after five years for being a racial stereotype. In 2001, On-Line Warrior was added to the P.S. line-up to communicate information about online resources.


text:
The DUNEDIN COLLEGE OF EDUCATION (_Te Kura Akau Taitoka_, also known as _Dunedin Teachers' College_) was a former teacher training college in Dunedin, New Zealand. Founded in 1876, the College was the oldest teacher training college in New Zealand. In 2004, it merged with the University of Otago's Faculty of Education to form the University of Otago College of Education.[1] The Dunedin College of Education's motto was _maxima debetur pueris reverentia_ (the child deserves the greatest respect).

History

The Dunedin College of Education's roots can be traced back to the DUNEDIN TRAINING COLLEGE, which was established in 1876 to provide training for primary school teachers. The Presbyterian scholar, educator, historian, and social worker Dr John Hislop is regarded as the “godfather” of the Dunedin Training College. The first rector of the Training College was W.S. Fitzgerald. Over the next decades, the Dunedin Training College continued supplying teachers to primary schools. During the First World War, it functioned as a secondary school to meet the shortfall in the new students' knowledge base.

During the Great Depression, the Dunedin Training College was closed down in January 1933 due to austerity measures. The College remained closed until 1936 when it was reopened by the newly elected First Labour Government, which adopted Keynesian social security policies. During the post-World War II baby boom, the Dunedin Training College supplied both primary and secondary teachers to meet the growing population demand. In 1953, the Dunedin Training College was renamed the DUNEDIN TEACHER'S COLLEGE to reflect a nationwide naming trend for similar teacher training facilities throughout New Zealand.

During the post-war period, the College expanded its teacher education programmes to include undergraduate and postgraduate degrees and graduate diplomas in early childhood, primary and primary bilingual and secondary teacher education. In 1980, the College established a satellite campus in Invercargill. In addition, teacher support services were established at its Dunedin and its Invercargill campus. In 1976, the College cooperated with the University of Otago's Faculty of Education to provide a four-year joint Bachelor of Education degree.[2] In 1989, the College was renamed the DUNEDIN COLLEGE OF EDUCATION.

In 2002, the Dunedin College of Education and University of Otago entered into merger talks to address the duplication of courses and programs.[3] In August 2006, the Tertiary Education Minister Michael Cullen formally approved the merger of the two educational institutions, which came into effect in January 2007.[4] Following the merger, the newly-created University of Otago College of Education acquired the Dunedin College's former campuses and the Robertson Library, which is shared with Otago Polytechnic.[5][6] The former Dunedin College's archives are stored at the Hocken Collections.[7]

Notes and references

Further reading

-   Keen, D. (2001) _In a class of its own: The story of a century and a quarter of teacher education at the Dunedin Training College, Dunedin Teachers' College and the Dunedin College of Education._ Dunedin: Dunedin College of Education.
-   Morton J. C. and Morton, H. (1976) _Dunedin Teachers College: The First Hundred Years._ Dunedin: Dunedin Teachers College Publications Committee.

Category:1876 establishments in New Zealand Category:2007 disestablishments in New Zealand Category:Colleges of education in New Zealand Category:Defunct universities and colleges in New Zealand Category:Education in Dunedin Category:Educational institutions established in 1876 Category:Educational institutions disestablished in 2007

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[2]

[3]

[4]

[5]

[6]

[7]

title: Dunedin College of Education

question:
Answer the following question based on the above passage:

Summarize what happened to the Dunedin College of Education.

answer: The Dunedin College of Education and the University of Otago Faculty of Education merged in 2004 to form the University of Otago College of Medium of Education.

text: Summary is too brief, include more details such as the changes to the college and the dates the changes happened.

refinement: The Dunedin College of Education was founded in 1876 to train primary school teachers. However, due to austerity measures, it closed down in 1933 but reopened in 1936 by the Labour government. In 1953, it was renamed the Dunedin Teachers College. After merging with the University of Otago's Faculty of Education in 2007, it ceased operations and went out of business.

answer: The Dunedin College of Education was founded in 1876 to train primary school teachers. However, due to austerity measures, it closed down in 1933 but reopened in 1936 by the Labour government. In 1953, it was renamed the Dunedin Teachers College. After merging with the University of Otago's Faculty of Education in 2007, it ceased operations and went out of business.

answer: In 2002, the Dunedin College of Education and the University of Otago started to discuss a merger between them. In 2006 the merger was officially approved, and implemented in 2007. The University of Otago College of Education acquired the Dunedin College of Education's campuses and the Robertson Library. The the Dunedin College of Education's archives are now stored at the Hocken Collections.

text: Summary only covers the recent history of the College. Since the article covers events starting from the time the college was established, the summary should contain that information as well.

refinement: The Dunedin College of Education was founded in 1876 to train primary school teachers. However, due to austerity measures, it closed down in 1933 but reopened in 1936 by the Labour government. In 1953, it was renamed the Dunedin Teachers College. After merging with the University of Otago's Faculty of Education in 2007, it ceased operations and went out of business.

answer: The Dunedin College of Education was a former teacher training college in Dunedin, New Zealand. Established in 1876, it merged in 2004 with the University of Otago's Faculty of Education to form the University of Otago College of Education.

text: Include the closure of the college, as well as some details of the changes from its initial founding.

refinement: The Dunedin College of Education, in Dunedin, New Zealand, was founded in 1876 to train primary school teachers. However, due to austerity measures, it closed down in 1933 but reopened in 1936 by the Labour government. In 1953, it was renamed the Dunedin Teachers College. After merging with the University of Otago's Faculty of Education in 2007, it ceased operations and went out of business.

answer: The College was founded in 1876 by the Presbyterian scholar Dr John Hislop. This act was a result of general friction between the country's government and the Otago region's society. However, the College's existence was great enough from there to merge with the University of Otago's Faculty of Education in 2004 to form the University of Otago College of Education. Even though the name was relatively short-lived, the mere fact that a teacher training college merged with a university department to form a Faculty of Education says something significant about its purpose in the order of things.

text: 2004 should be 2007, and include the closure from 1933 to 1936. Omit the line regarding the friction since this is not in the original article.

refinement: The Dunedin College of Education, in Dunedin, New Zealand, was founded in 1876 by the Presbyterian scholar Dr John Hislop to train primary school teachers. Due to austerity measures, it closed down in 1933 but reopened in 1936 by the Labour government. In 1953, it was renamed the Dunedin Teachers College. After merging with the University of Otago's Faculty of Education in 2007, it ceased operations and went out of business. The mere fact that a teacher training college merged with a university department to form a Faculty of Education says something significant about its purpose in the order of things.

question:
Answer the following question based on the above passage:

Summarize the founding of the Dunedin College of Education.

answer: The Dunedin College of Education was founded in 1876 as the Dunedin Training College to provide training for primary school teachers. The College closed during the Great Depression, but reopened in 1936 by the newly elected First Labour Government. It was renamed the Dunedin Teachers' College in 1953 and eventually became the Dunedin College of Education in 1989. In 2002, it merged with the University of Otago's Faculty of Education to form the University of Otago College of Education.

text: Omit the last sentence.

refinement: The Dunedin College of Education was founded in 1876 as the Dunedin Training College to provide training for primary school teachers. The College closed during the Great Depression, but reopened in 1936 by the newly elected First Labour Government. It was renamed the Dunedin Teachers' College in 1953 and eventually became the Dunedin College of Education in 1989.

answer: The Dunedin College of Education was founded in 1876 as a provider of teacher training for primary schools. During the 1930s and 1940s, the College grew in size in response to a growing population, and became the Dunedin Teacher's College in 1953. In 1976, it merged with the University of Otago's Faculty of Education.

text: Omit the last sentence, there was no merger in 1976.

refinement: The Dunedin College of Education was founded in 1876 as a provider of teacher training for primary schools. During the 1930s and 1940s, the College grew in size in response to a growing population, and became the Dunedin Teacher's College in 1953.

text: Include the name change in 1989 in order to fully answer the question. Change the first sentence to reflect the original name of the college when it was founded.

refinement: The Dunedin Training College was founded in 1876 as a provider of teacher training for primary schools. During the 1930s and 1940s, the College grew in size in response to a growing population, and became the Dunedin Teacher's College in 1953. It was later renamed as the Dunedin College of Education in 1989.

answer: The Dunedin College of Education was founded in 1876 as the Dunedin Training College. It provided training for primary school teachers for several decades. Dr. John Hislop was the "godfather" of the school, and the first rector was W.S. Fitzgerald.

text: Summary should cover up to 1989.

refinement: The Dunedin College of Education was founded in 1876 as the Dunedin Training College to provide training for primary school teachers. The College closed during the Great Depression, but reopened in 1936 by the newly elected First Labour Government. It was renamed the Dunedin Teachers' College in 1953 and eventually became the Dunedin College of Education in 1989.

answer: The Dunedin College of Education was established by the Dunedin Training College in 1876.

text: summary should cover up to 1989

refinement: The Dunedin College of Education was founded in 1876 as the Dunedin Training College to provide training for primary school teachers. The College closed during the Great Depression, but reopened in 1936 by the newly elected First Labour Government. It was renamed the Dunedin Teachers' College in 1953 and eventually became the Dunedin College of Education in 1989.

answer: The Dunedin Training College was founded in 1876 to provide training for primary school teachers. During the First World War, the Dunedin Training College functioned as a secondary school to meet the shortfall in the new students' knowledge base. The Dunedin Training College was open for a short time before it was closed down in January 1933 due to austerity measures. The Great Depression saw the Dunedin Training College remain closed until 1936 when it was reopened by the newly elected First Labour Government.

text: Focus less on the post WW1 era and cover up to 1989.

refinement: The Dunedin College of Education was founded in 1876 as the Dunedin Training College to provide training for primary school teachers. The College closed during the Great Depression, but reopened in 1936 by the newly elected First Labour Government. It was renamed the Dunedin Teachers' College in 1953 and eventually became the Dunedin College of Education in 1989.

question:
Answer the following question based on the above passage:

Summarize what the Dunedin College of Education did during World War I and II.

answer: The Dunedin College of Education supplied both primary and secondary teachers to aid in meeting population demands during both World War I and II.

text: During WWI, it functioned as a secondary school. So its function as a training school for teachers does not apply to this era.

refinement: In the first World War, the Dunedin College of Education, originally the Dunedin Training College, functioned as a secondary school due to the shortfall in new student's education. Post-WWII, the college supplied both primary and secondary teachers to aid in meeting population demands.

answer: While functioning during World War I as a secondary school, due to the shortfall in student's knowledge base, it was also disrupted in 1945 due to austerity measures. It reopened in 1953 due to the post-World War II baby boom. The Dunedin College also started expanding programs to include undergraduate and postgraduate degrees, and taught early childhood, primary, and secondary education. It also set up a satellite campus in Invercargill at the time, and established teacher support services in Dunedin and Invercargill.

text: Disruption was during 1933 to 1936. The Post WWII activity involved supplying teachers.

refinement: In the first World War, the Dunedin College of Education, originally the Dunedin Training College, functioned as a secondary school due to the shortfall in new student's education. Post-WWII, the college supplied both primary and secondary teachers to aid in meeting population demands.

answer: During the First World War the Dunedin Training College functioned as a secondary school to meet the shortfall in students' knowledge base. The College remained closed for most of the Great Depression when it reopened by the newly elected First Labour Government that adopted Keynesian social security policies.

text: Needs to include the college's activities during WWII.

refinement: In the first World War, the Dunedin College of Education, originally the Dunedin Training College, functioned as a secondary school due to the shortfall in new student's education. Post-WWII, the college supplied both primary and secondary teachers to aid in meeting population demands.

answer: During the first World War, the Dunedin College of Education functioned as a secondary school. The school was closed during the Great Depression from 1933 to 1936. After World War Two, the school taught both primary and secondary school teachers to meet demand.

answer: The Dunedin College of Education supplied both primary and secondary teachers during the two world wars to meet population demand.

text: The college served different functions during the two world wars.

refinement: In the first World War, the Dunedin College of Education, originally the Dunedin Training College, functioned as a secondary school due to the shortfall in new student's education. Post-WWII, the college supplied both primary and secondary teachers to aid in meeting population demands.

question:
Answer the following question based on the above passage:

Summarize the Dunedin College of Education's history since World War Two.

answer: The Dunedin College of Education was founded in 1876 and became known as the Dunedin Teachers College in 1953. During the post-World War II baby boom, the College supplied both primary and secondary teachers. In 1980, the College established a satellite campus in Invercargill. In 2002, the Dunedin College of Education and the University of Otago entered into merger talks, and their merger was approved by the Minister of Tertiary Education in 2006. Following the merger, the newly-created University of Otago College of Education acquired the Dunedin College's former campuses and the Robertson Library.

text: Mention the expansion of the program to include undergraduate and postgraduate degrees during the post-war period.

refinement: The Dunedin College of Education was founded in 1876 and became known as the Dunedin Teachers College in 1953. During the post-World War II baby boom, the College supplied both primary and secondary teachers. It also expanded its education programmes to include undergraduate and postgraduate degrees. In 1980, the College established a satellite campus in Invercargill. In 2002, the Dunedin College of Education and the University of Otago entered into merger talks, and their merger was approved by the Minister of Tertiary Education in 2006. Following the merger, the newly-created University of Otago College of Education acquired the Dunedin College's former campuses and the Robertson Library.

answer: The College reopens in 1936 when the First Labour government adopts Keynesian social security policies. It continued to supply both primary and secondary teachers to meet the growing population demand. During the post-war period, the College expanded its teacher education programmes as well as establishing a satellite campus in Invercargill, among other efforts. In 1989, the College renamed itself the Dunedin College of Education. After merger talks in 2002, it merges with the University of Otago in 2006.

answer: Dunedin Training College closed due to austerity measures during the Great Depression and reopened in 1936. Post-World War Two baby boom saw a steady stream of both primary and secondary teachers. The Dunedin Training College was renamed the Dunedin Teachers College in 1953 and expanded its undergraduate and postgraduate courses. Four years later, a satellite campus was established in Invercargill, followed by the establishment of teacher support services. Then, in 1989, the College was renamed. Four years later, it merged with the University of Otago's Faculty of Education. The new University of Otago College of Education acquired the Dunedin College's former campuses and Robertson Library.

answer: The Dunedin College of Education was founded in 1876. After the First World War, it functioned as a secondary school due to a shortfall in knowledge base, but was closed down in 1933 due to austerity measures. After being reopened in 1936 by the newly-elected Labour government, it changed its name to the Dunedin Teacher's College in 1953. During the post-war period, the College expanded its teacher education programmes to include undergraduate and postgraduate degrees and graduate diplomas in early childhood, primary and primary bilingual, and secondary teacher education. In 1980, it established a satellite campus in Invercargill. In 2006, it merged with the University of Otago's Faculty of Education, and acquired the former Dunedin College's former campuses and the Robertson Library. Since then, its history has been characterized by the expansion of teacher education programmes and the merging with the University of Otago.

text: Omit the parts before WWII. Mention its activities during the post WWII baby boom.

refinement: During the post-war baby boom, the college provided teachers to meet the rise in demand. It also expanded its teacher education programmes to include undergraduate and postgraduate degrees and graduate diplomas in early childhood, primary and primary bilingual, and secondary teacher education. In 1980, it established a satellite campus in Invercargill. In 2006, it merged with the University of Otago's Faculty of Education, and acquired the former Dunedin College's former campuses and the Robertson Library. Since then, its history has been characterized by the expansion of teacher education programmes and the merging with the University of Otago.

answer: After World War Two, the school taught both primary and secondary school teachers to meet demand. The College also expanded its degrees offered, and in 1980 established a satellite campus. In 1989 the Dunedin Training College officially changed its name to the Dunedin College of Education. In 2002, the Dunedin College of Education began merging with the University of Otago. The merger was approved in 2006, and came into effect in 2007.


text:
All the world is silent. The streets outside of the window groan with each passing car, but none make noise. They are all distant, many miles away. Inside, there is more silence. A world of non-existent sounds and forever stillness. The laptop, set aside, shares nothing but the sheen of a blank screen. The cellphone is only a quiet piece of metal and plastic. There is no object that can penetrate the silence. There is no outside. There is only here, there is only now.

And now is a time for sitting. For quietly taking in what's before her. A bed sheet, a blanket, two pillows, and her feet. I like this, she thinks, but the registration of her thought disturbs her silence, so she pushes them back down and merely looks. She looks upon them, on the hardwood floor of her studio, and silently expresses satisfaction for herself, for her will to push past where she'd been, and where she is at now. All quietly, all without a thought. Loneliness introduces itself with a whisper, but it knows its place and its place is far away. It merely notifies her of its presence and that is enough. She acknowledges it for that's all that it needs, and continues on with what's before her. Mine, she thinks. The thought is firm and it creates ripples across her studio. It is not a disturbance, but a natural part of the world. There has never been anything more natural than a thought that is secure and definite and at this moment. I made this. This is mine.

And I like it.

And, hearing the conviction in her thought, far and away, Doubt rose and looked her way. And doubt was far. Very far. But there is a certain quality of Doubt that allows it to travel with a speed not limited by distance or time. And Doubt is not an impatient thing, it is one that is content to wait, and linger, and haunt, like Lonliness. Together, they are powerful forces that do not need to be near to be known. So Doubt rose and looked out at her and she felt it. Even from that distance, and with all the conviction she had within her, she felt Doubt.

It was not a good feeling, but she didn't have time to worry about Doubt now. The silent world was starting to murmur and she would not have it. Not tonight. Not while she had created her retreat in the middle of her living room. Not tonight. Not ever. So she stayed where she was and looked at her pillows, and blankets, and bed sheets and felt satisfied. But there was more to do. She needed string to suspend the sheets. She needed to get up to tie the string to her window blinds and across the room to her kitchen cabinet doors. She needed to make those secure so that her bed sheets would be able to hang from them and create the tent that she had in her mind. And then she needed to light it. She needed to create the atmosphere that would make her tent living room perfect. She needed her retreat and she needed it to be perfect.
And so, that's what she did.

She laid down her blankets, creating a soft bedding in the middle of her open living room. Above it, she suspended string reaching across the entirety of her studio, from the window blinds to the open kitchen cabinets, securing them tightly at each end, making them perfect for the exact tent shape that she wanted. A small pride grew within her as she started to see her creation take shape. She viewed it as herself and as an observer watching herself create and then be within the space she saw she was creating, and a small seed of accomplishment sprouted within her alongside her pride. All it needed now were some books to hold the sides of the suspended sheets down to create the proper shape of a tent and then some lights to -

and Lonliness comes again. A quick step closer than where it was before. It is pushed back by her will, but its step into her territory was a message: I am always here. I am always close. She stands at this and closes her eyes. There are no sights, there are no sounds, there is only me. There is only my wants and my desires and that is all. There is nothing else. There is only what I want. Lights. I want light.

And the lights she has in mind are perfect. Small electric diodes taped to the inner lids of mason jars. Simply made and, when their wires are touched to a battery, emitting a warm light, they look to be the glow of small fireflies. Magic in a jar. Magic in a living room. It's beautifully cinematic and it's perfect.

title: All the World is Silent

question: Why is the world silent?

answer: The world is silent because the protagonist has created a retreat in her living room.

answer: The world is silent because the protagonist has created a private space for herself, away from the noise of the outside world. The silence is a result of her own will and desire to be alone, and to enjoy the peace and quiet.

answer: The narrator is alone in her studio.

answer: This statement seems to be hyperbolizing the fact that the protagonist is alone in her studio.

text: The answer is unnecessarily convoluted

refinement: This statement seems to be hyperbolizing the fact that the protagonist is alone in her studio.

question: Where is the protagonist?

answer: The protagonist is in her studio.

answer: The protagonist is in her own living room, creating a tent-like structure out of bed sheets suspended from the ceiling.

text: Unanswered question

answer: In her studio.

question: What is the protagonist doing?

answer: The protagonist is constructing a tent in her living room.

answer: The protagonist is creating a tent in her living room.

answer: She is creating a tent in her living room.

answer: The protagonist is creating a tent-like living space in her studio using bed sheets suspended from string, and lighting it with small electric lights in mason jars.

question: Why is the protagonist lonely?

answer: The protagonist is lonely because she is the only one in her studio.

text: Most of us are alone sometimes. This doesn't necessarily lead to loneliness.

refinement: The article doesn't say why she is lonely. Perhaps she has no one to care about or who cares for her.

answer: Not answered explicitlyje3.

text: Spelling error

answer: She is alone in her studio.

text: On can be alone without being lonely

refinement: She is alone in her studio. Her loneliness is likely caused by the absence of anyone to love.

answer: The protagonist feels lonely because she is surrounded by silence and feels isolated from the rest of the world. She also feels lonely because she is constantly aware of the presence of doubt, which is always close by.

question: Write a ~2 sentence summary.

answer: The narrator creates a tent-like living room space, complete with string and lights, in order to create a retreat from the outside world. However, even in her own space, loneliness and doubt are never far away. Despite this, she is content with her creation and enjoys the moment.

answer: The narrator is in her studio, creating a tent-like living space. She is satisfied with her work, but she is also lonely.

text: She is also plagued by doubt

refinement: The narrator is in her studio, creating a tent-like living space. She is satisfied with her work, but she is also lonely and plagued by doubt.

answer: The protagonist is alone in her apartment, and begins to construct a tent in her living room with pillows, blankets and bedsheets. She strings together lights tape to the lids of mason jars.

text: Loneliness and doubt form an important part of the story

refinement: The protagonist is alone in her apartment as she begins to construct a tent in her living room using bedsheets. She is happy with the outcome but loneliness and doubt come knocking

answer: The protagonist is alone in her studio and is creating a tent-like living space. She uses string to suspend bed sheets and lights to create a magical atmosphere.

text: The summary excludes the loneliness and doubt which form an integral part of the story

refinement: The protagonist is alone in her studio and is creating a tent-like living space. She is happy with the outcome, at peace with herself though loneliness and doubt are never far away.