text:
“Once more, Mr. White.”

   Dr. Chapman stared  intently at his antique pocket watch as the machine started to hum. “Eight thirty” he thought to himself, as he recorded the start time of this test in his pocket book. His eyes glanced  up once in a while to check on what Mr. White was doing to the machine. He leaned back in his chair, and it let out an old wooden squeak. Sometimes a voice would be heard mumbling on over the low drone of the machine, even though Mr. White wasn’t talking to anyone.

With a raised voice, and without looking away from his work, Mr. White spoke, “we can only fail so many times, Doctor. We’ve been at this for days!” Dr. Chapman sat up in his chair and rested his watch on the desk in front of him, giving Mr. White his full attention.

“I would have to disagree with you Mr. White. There is one thing you must remember when working with time.” Dr. Chapman’s chair rolled out of the way, and his shoes clacked as he strolled towards Mr. White, stopping at the top of the short stairway. Mr. White looked up at him, and the doctor continued his thought, “there’s always enough. Time, that is.”

It was like second nature. Dr. Chapman stepped down the stairs, running his hand through his thin, grey hair. As he walked down the stairs, the machine became much louder He had to almost yell to talk with Mr. White.

“Do you remember when you agreed to be my partner on this project, Mr. White?” Dr. Chapman reached into his coat pocket, realizing the familiar weight of his watch was not present.

“Of course I do. It was December of 1987. You had contacted me with some--” Mr. White was sharply cut off by Dr. Chapman.

“1987. Thirty years ago. Do you remember how long our planning and theorizing phase lasted?”

“Yes sir. Uh, about 11 years I think.” Mr. White changed his tone, “Are you okay doctor? You look a bit uneasy.”

Dr.Chapman was uneasy. He had left his precious watch back on his desk. He disregarded the comment, and carried on with his lecture, “And how long did it take to build this monstrosity of modern science?”

He motioned up and down the length of the machine. It stretched twenty feet in both directions, five feet back, and was six feet tall. Made up of thousands and thousands of tiny gears from various watches and clocks, all surrounded in glass, and the only control panel was right in the center of the machine, with a very simple interface. On, Off, Go, and a small window to set a time, date, and location.

“We just finished a month ago, Doctor.” Mr. White was becoming irritated with Dr. Chapman and his insultingly easy interrogation, and let out a frustrated comment, “I really don’t see where this conversation is going, Doctor.”

Dr. Chapman laid a hand on Mr. White’s shoulder, and wagged his finger with his other, hoping to hide how uncomfortable he was without his watch.
“Mr. White, my point is that we've spent all this time developing this machine, and you want to quit after a few day of failed tests?”

A sudden boom came from within the machine, shaking the rusted pipes along the wall, filling the air with red dust. Everything seemed to be in working order, all gears intact and still spinning, but now the machine was silent.

Dr. Chapman’s eyes widened and his face paled, transparent almost, lowering his head in shame he ascended the four steps, and took his place back at his desk. He ran his fingers through his hair, and held his head low in his hands, forgetting the comfort he seeked in the weight of his watch.

“What happened?” said Mr. White. “We’ve done nothing wrong this time. All that happened was the machine just went silent, which, should not be possible. Let’s take a look in the power room, maybe the problem is there.”

Dr. Chapman and Mr. White both looked towards the door to the power room. Dr.Chapman made sure not to forget his watch this time. Massive amounts of electrical cord could be seen emerging from the cracked door. They both got on their feet, and Mr. White opened the door for Dr. Chapman. Bending and crouching through wires, the men made it to the back of the room where a computer monitor showed the status of all the machine’s power supplies.

“Nothing seems to be wrong, Doctor. All levels are normal and there’s no fluctuation anywhere. All circuits are in check and so are the fuses.” Mr. White looked up at the doctor with apologetic eyes.

“I guess you’re right Mr. White. We can only fail so many times.”

Shaking the walls, a boom thundered throughout the warehouse again. The familiar hum of the machine starting up took over as the boom died away.

“Oh look! It’s fixed, Doctor. Let’s go see what it’s doing.” Mr. White tried to get the doctor excited about the event, but Dr. Chapman let out a defeated sounding sigh.

“What’s the use, Mr. White? We’ll just fail again.”

They looked silently towards one another for a moment, then heard an easily recognizable voice come from outside the power room.

“Once more, Mr. White.”

The men froze, and Dr. Chapman quickly pulled out his pocket watch. He gazed down in disbelief and astonishment.

Eight Thirty.

title: [SciFi] Once More

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

Summarize everything related to the theme of repetition.

answer: Dr. Chapman tells Mr. White that they will attempt to use the time machine once more. Mr. White reveals that they've been at it for days. At the end of the story, it is once again eight thirty, suggesting that the machine has worked and they have travelled back in time.

answer: The theme of repetition arises due to continued failures in the machine by Mr. White and Dr. Chapman. Despite the failures, Dr. Chapman implores Mr. White to try again due to the fact that there is always enough time. Despite the failures, Mr. White continues to tweak the machine and eventually succeeds in getting it operating once more. Overall, the theme of repetition is prevalent in the story in order to emphasize and suggest the current relationship between Mr. White and Dr. Chapman. Even in the face of repetitive failure and repeated setbacks, they still try and emerge victorious.

answer: Mr. White and Dr. Chapman have repeated a failed experiment "for days." Dr. Chapman's watch claims it is 8:30 pm again, and again, but the two keep working. They aren't amazed the machine worked, that the experiment worked is no surprise to them.

text: Dr. Chapman and Mr. White were actually surprised that the time machine worked as they could not believe it as they have tried so many times already to make it work.

refinement: Mr. White and Dr. Chapman have repeated a failed experiment "for days." Dr. Chapman's watch claims it is 8:30 pm again, and again, but the two keep working. They are amazed the machine worked as they've been repeatedly trying to make the experiment work for days and finally they have done so.

text: It should be clear that their experiment is on time travel, which is in line with the theme of repetition. It's not a failed experiment, as clearly the machine worked in the end.

refinement: Mr. White and Dr. Chapman's experiment is on time travel, which aligns with the theme of repetition as it involves traveling back in time. Dr. Chapman's watch claims it is 8:30 pm again, and again, but the two keep working. They are amazed the machine worked as they've been repeatedly trying to make the experiment work for days and finally they have done so.

text: The second sentence is inaccurate. They started the experiment at 8:30 (it's not mentioned whether it's in the morning or evening). At the end, the time is once again 8:30.

refinement: Mr. White and Dr. Chapman's experiment is on time travel, which aligns with the theme of repetition as it involves traveling back in time. Dr. Chapman's watch claims it is 8:30 when they started testing the machine that day. The two keep working, and in the end, the time is 8:30 once again, suggesting that their time machine works. They are amazed the machine worked as they've been repeatedly trying to make the experiment work for days and finally they have done so.

answer: Dr. Chapman's repeating words serve as a theme of repetition. The machine is failing every time it is turned on. Dr. Chapman repeats the hope that the machine works- "Been having a lot of problems with it. Once more." The sound of the crashes have the tone of a 'roar.' This theme is also mirrored in the ending asterisks.

text: The first sentence is unclear. What serves as a theme of repetition is Dr. Chapman and Mr. White's experiment on time travel, as it involves going back in time.

refinement: Dr. Chapman and Mr. White's experiment on time travel, which serves as a theme of repetition. The machine is failing every time it is turned on. Dr. Chapman repeats the hope that the machine works- "Been having a lot of problems with it. Once more." The sound of the crashes have the tone of a 'roar.' This theme is also mirrored in the ending asterisks.

text: The second sentence is a bit inaccurate. The machine is not failing every time it is turned on. They've been doing tests on it for days without seeing any success yet. They repeatedly tried, though, until it finally worked.

refinement: Dr. Chapman and Mr. White's experiment on time travel, which serves as a theme of repetition. They've been doing tests on the machine for days without seeing any success yet. They repeatedly tried, though, until it finally worked. Dr. Chapman repeats the hope that the machine works- "Been having a lot of problems with it. Once more." The sound of the crashes have the tone of a 'roar.' This theme is also mirrored in the ending asterisks.

text: The quoted line is confusing, and it is not found anywhere in the story. It should be removed.

refinement: Dr. Chapman and Mr. White's experiment on time travel, which serves as a theme of repetition. They've been doing tests on the machine for days without seeing any success yet. They repeatedly tried, though, until it finally worked. The sound of the crashes have the tone of a 'roar.' This theme is also mirrored in the ending asterisks.

text: The last two sentences are unclear and irrelevant. They may be removed.

refinement: Dr. Chapman and Mr. White's experiment on time travel, which serves as a theme of repetition. They've been doing tests on the machine for days without seeing any success yet. They repeatedly tried, though, until it finally worked.

text: How they knew the machine finally worked should be mentioned as it aligns with the theme of repetition.

refinement: Dr. Chapman and Mr. White's experiment on time travel, which serves as a theme of repetition. They've been doing tests on the machine for days without seeing any success yet. They repeatedly tried, though, until it finally worked. They started the experiment that day at 8:30, and in the end, the time is 8:30 once again, suggesting that their time machine worked.

answer: The theme of repetition is seen through the repeated failed tests on the time machine due to sporadic results, to both Dr. Chapman and Mr. White’s acceptance of the inherent likelihood of failure, to the reaction of the time machine being repaired after each failure. Despite this inevitability, the men still try to solve the problem and learn through each repeated attempt.

text: It does not make sense to say that the sporadic results are the cause of the failed tests. This should be removed.

refinement: The theme of repetition is seen through the repeated failed tests on the time machine, to both Dr. Chapman and Mr. White’s acceptance of the inherent likelihood of failure, to the reaction of the time machine being repaired after each failure. Despite this inevitability, the men still try to solve the problem and learn through each repeated attempt.

text: Dr. Chapman and Mr. White's acceptance of the inherent likelihood of failure does not support the theme of repetition.

refinement: The theme of repetition is seen through the repeated failed tests on the time machine, to Dr. Chapman and Mr. White’s repeated attempts to make the machine work, to the reaction of the time machine being repaired after each failure. Despite this inevitability, the men still try to solve the problem and learn through each repeated attempt.

text: The time machine's reaction after being repaired does not support the theme of repetition.

refinement: The theme of repetition is seen through the repeated failed tests on the time machine, to Dr. Chapman and Mr. White’s repeated attempts to make the machine work. Despite this inevitability, the men still try to solve the problem and learn through each repeated attempt.

text: The second sentence may be removed as its idea is already conveyed in the first sentence.

refinement: The theme of repetition is seen through the repeated failed tests on the time machine, to Dr. Chapman and Mr. White’s repeated attempts to make the machine work.

text: It should be included in the response that the time machine worked in the end, which is in line with the theme of repetition.

refinement: The theme of repetition is seen through the repeated failed tests on the time machine, to Dr. Chapman and Mr. White’s repeated attempts to make the machine work, to the machine finally working in the end, with the time being 8:30 once again.

text: It's clearer to present the items in a series.

refinement: The theme of repetition is seen through the repeated failed tests on the time machine, Dr. Chapman and Mr. White’s repeated attempts to make the machine work, and the machine finally working in the end, with the time being 8:30 once again.

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

Summarize everything relating to failure.

answer: The failure of the machine has caused Dr. Chapman and Mr. White's frustration. Dr. Chapman feels that there is no use to continue working on the machine because every trial has resulted in failure so far. However, Mr. White contends that in order for something to be successful, it must be tried many times. The boom that interrupted the machine caused by a power surge has caused great confusion, but ultimately further tests need to be conducted to find a solution. Ultimately, in order to have success, failure is an integral part.

text: After the boom, they realized that the machine finally worked and they successfully traveled back in time.

refinement: The failure of the machine has caused Dr. Chapman and Mr. White's frustration. Dr. Chapman feels that there is no use to continue working on the machine because every trial has resulted in failure so far. However, Mr. White contends that in order for something to be successful, it must be tried many times. The boom that interrupted the machine caused great confusion, but ultimately they realized that the machine finally worked and they traveled back in time. Ultimately, in order to have success, failure is an integral part.

text: It's not mentioned in the story that Mr. White told Dr. Chapman that in order for something to be successful, it must be tried many times.

refinement: The failure of the machine has caused Dr. Chapman and Mr. White's frustration. Dr. Chapman feels that there is no use to continue working on the machine because every trial has resulted in failure so far. The boom that interrupted the machine caused great confusion, but ultimately they realized that the machine finally worked and they traveled back in time. Ultimately, in order to have success, failure is an integral part.

answer: At first the time machine doesn't work the way it's supposed to. Mr. White gets frustrated with the failure and is happy to call it quits when it's still a week into testing it but Dr. Chapman urges him to try again. After their computer system tells them that nothing is wrong, the time machine starts again. Dr. Chapman believes that this is another failure but Mr. White retorts that he's always been willing to fail and that they should see what the machine did this time. The same thud is heard and the same unsuccessful test results are yielded a second time. Dr. Chapman is despondent at this and says "We'll just fail again."

text: It's not mentioned in the story that they've tested the machine for a week. Dr. Chapman says "a few days." They've finished building the machine a month ago.

refinement: At first the time machine doesn't work the way it's supposed to. Mr. White gets frustrated with the failure and is happy to call it quits when it's still a few days into testing it but Dr. Chapman urges him to try again. After their computer system tells them that nothing is wrong, the time machine starts again. Dr. Chapman believes that this is another failure but Mr. White retorts that he's always been willing to fail and that they should see what the machine did this time. The same thud is heard and the same unsuccessful test results are yielded a second time. Dr. Chapman is despondent at this and says "We'll just fail again."

text: The second sentence until the end is a bit inaccurate, as the details are mixed up. It's better to remove them all completely.

refinement: At first the time machine doesn't work the way it's supposed to. Mr. White gets frustrated with the failure and is happy to call it quits when it's still a few days into testing it but Dr. Chapman urges him to try again.

text: It should be added that while Dr. Chapman was encouraging Mr. White not to quit, a sudden boom from the machine left him devastated as well, thinking the machine got broken again.

refinement: At first the time machine doesn't work the way it's supposed to. Mr. White gets frustrated with the failure and is happy to call it quits when it's still a few days into testing it but Dr. Chapman urges him to try again. However, while Dr. Chapman was encouraging Mr. White not to quit, a sudden boom from the machine left him devastated as well, thinking the machine got broken again.

text: It should be mentioned that what they thought was a failed test again was in fact a successful one and that they succeeded after many failed attempts.

refinement: At first the time machine doesn't work the way it's supposed to. Mr. White gets frustrated with the failure and is happy to call it quits when it's still a few days into testing it but Dr. Chapman urges him to try again. However, while Dr. Chapman was encouraging Mr. White not to quit, a sudden boom from the machine left him devastated as well, thinking the machine got broken again. What they thought was a failed test again was in fact a successful one. They succeeded after many failed attempts.

answer: Failure is something that happens every now and again, but there's always enough time to fix errors and address problems. However, if failure continues to happen, it's important to review what the problem is and try to fix it.

text: The response should include a summary of Dr. Chapman and Mr. White's failure.

refinement: Dr. Chapman and Mr. White had a number of failed tests on the time machine until it finally worked. Failure is something that happens every now and again, but there's always enough time to fix errors and address problems. However, if failure continues to happen, it's important to review what the problem is and try to fix it.

text: The response should include the lesson that it tries to convey about failure: to persevere and never give up.

refinement: Dr. Chapman and Mr. White had a number of failed tests on the time machine until it finally worked. Failure is something that happens every now and again, but there's always enough time to fix errors and address problems. However, if failure continues to happen, it's important to review what the problem is and try to fix it. In the face of failure and hopelessness, Dr. Chapman and Mr. White persevered and did not give up.

answer: Dr. Chapman refers to Mr. White assuming they have already failed a lot of times. He thinks many more times that they might fail. Mr. White theorizes that electrical issues are to blame for the machine going silent.

text: The last sentence is inaccurate. Such detail is not conveyed in the story. It should be removed.

refinement: Dr. Chapman refers to Mr. White assuming they have already failed a lot of times. He thinks many more times that they might fail.

text: The two sentences should be rewritten for clarity of meaning.

refinement: Dr. Chapman and Mr. White have already failed a lot of times to make their time machine work.

text: The response should include that their experiment finally worked in the end because they did not quit.

refinement: Dr. Chapman and Mr. White have already failed a lot of times to make their time machine work. However, in the end, they succeeded and were able to travel back in time because they did not quit.

answer: Mr. White says that they can only fail so many times. They've been testing their time machine unsuccessfully for days. Dr. Chapman insists that after all the work they've put into developing the machine, it doesn't make sense to quite after a few days of failed tests. When the machine seems to be not working again, Dr. Chapman agrees that they can only fail so many times.

text: The response should include that when Dr. Chapman was about to give up, they found out the time machine finally worked and they were able to travel back in time.

refinement: Mr. White says that they can only fail so many times. They've been testing their time machine unsuccessfully for days. Dr. Chapman insists that after all the work they've put into developing the machine, it doesn't make sense to quite after a few days of failed tests. When the machine seems to be not working again, Dr. Chapman agrees that they can only fail so many times. He was about to give up, but they found out the time machine finally worked and they were able to travel back in time.

text: "Quite" should be "quit."

refinement: Mr. White says that they can only fail so many times. They've been testing their time machine unsuccessfully for days. Dr. Chapman insists that after all the work they've put into developing the machine, it doesn't make sense to quit after a few days of failed tests. When the machine seems to be not working again, Dr. Chapman agrees that they can only fail so many times. He was about to give up, but they found out the time machine finally worked and they were able to travel back in time.


split: train

text:
The SHIRE OF WOONGARRA was a local government area located to the south and east of the regional city of Bundaberg. The shire, administered from Bundaberg itself, covered an area of , and existed as a local government entity from 1885 until 1994, when it amalgamated with Gooburrum to form the Shire of Burnett.

History

[Map of Barolin Division and adjacent local government areas, March 1902. Legend: Bundaberg Municipality (1), Woongarra Division (19)] The Barolin Division was established on 11 November 1879 under the _Divisional Boards Act 1879_.[1] On 30 October 1885, part of Barolin Division was separated to create Woongarra Division to serve the region south of the Burnett River.[2][3][4]

With the passage of the _Local Authorities Act 1902_, Woongarra Division became the Shire of Woongarra on 31 March 1903,[5] while Barolin Division became the Shire of Barolin.[6]

In 1909, the Woongarra Shire had an area of 35½ square miles, with a population of 3200, with 736 ratepayers and a capital value of properties totalling £206,736. The rates collected in 1908 totalled £2378, and the loan indebtedness is £4956 9s 9d.[7]

On 21 December 1917, the Shire of Barolin was dissolved and its area was split between the City of Bundaberg and the Shire of Woongarra.[8][9]

[Barolin Chambers, Woongarra Shire Office, 1928 (built in 1913)] The Shire's offices were located in 9 Barolin Street, Bundaberg.

On 21 November 1991, the Electoral and Administrative Review Commission, created two years earlier, produced its second report, and recommended that local government boundaries in the Bundaberg area be rationalised. The _Local Government (Bundaberg and Burnett) Regulation 1993_ was gazetted on 17 December 1993, and on 30 March 1994, the Shire of Woongarra was amalgamated with the Shire of Gooburrum to form the Shire of Burnett.

Towns and localities

-   Alloway
-   Ashfield
-   Avoca
-   Bargara
-   Branyan
-   Burnett Heads
-   Calavos
-   Coonarr
-   Coral Cove
-   Electra
-   Elliott
-   Elliott Heads
-   Givelda
-   Innes Park
-   Kalkie
-   Kensington
-   Kepnock
-   Kinkuna
-   Millbank
-   Mon Repos
-   Pine Creek
-   Port of Bundaberg
-   Qunaba
-   Rubyanna
-   South Bingera
-   Thabeban
-   Windermere
-   Woongarra

Population

  Year   Population
  ------ ------------
  1921   2,513
  1933   3,287
  1947   3,345
  1954   3,704
  1961   4,149
  1966   4,934
  1971   5,150
  1976   8,791
  1981   9,865
  1986   11,915
  1991   16,491

Chairmen

-   1885–1886 John Cran [10][11]
-   1887-1889: J. Y. Walker [12]
-   1890–1893 John Cran (again)[13]
-   1894–1895 T. Williams [14]
-   1897: John Cran (again)[15]
-   1898: G. A. Waite [16]
-   1905: W. J. Clements[17]
-   1927: Robert Oswald Nowell Strathdee [18]

[1]

[2]

[3]

[4]

[5]

[6]

[7]

[8]

[9] _Queensland Government Gazette_, 21 December 1917, Vol. 109, p.2029.

[10]

[11]

[12]

[13]

[14]

[15]

[16]

[17]

[18]

title: Shire of Woongarra

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

What does the text say about the area in the 1990s?

answer: The Shire of Woongarra existed as a local government entity from 1885 until 1994, when it amalgamated with Gooburrum to form the Shire of Burnett. The Shire covered an area of , and in 1991 its population was 16,491. By 1994, the Shire of Woongarra had been dissolved and its area had amalgamated with the Shire of Gooburrum.

text: "The Shire covered an area of ," - the section about the area's size is blank and irrelevant. Should be removed.

refinement: The Shire of Woongarra existed as a local government entity from 1885 until 1994, when it amalgamated with Gooburrum to form the Shire of Burnett. In 1991 its population was 16,491. By 1994, the Shire of Woongarra had been dissolved and its area had amalgamated with the Shire of Gooburrum.

text: "By 1994, the Shire of Woongarra had been dissolved and its area had amalgamated with the Shire of Gooburrum." - this is redundant and should be removed.

refinement: The Shire of Woongarra existed as a local government entity from 1885 until 1994, when it amalgamated with Gooburrum to form the Shire of Burnett. In 1991 its population was 16,491.

text: The response is missing a few details about the 1990s.

refinement: The Shire of Woongarra existed as a local government entity from 1885 until 1994 when it amalgamated with Gooburrum to form the Shire of Burnett. In 1991 its population was 16,491. On 21 November 1991, the Electoral and Administrative Review Commission, created two years earlier, produced its second report, and recommended that local government boundaries in the Bundaberg area be rationalized. The Local Government (Bundaberg and Burnett) Regulation 1993 was gazetted on 17 December 1993.

answer: There is no mention of the area in the 1990s.

text: The response is incorrect. The 1990s was mentioned.

refinement: On 21 November 1991, the Electoral and Administrative Review Commission, created two years earlier, produced its second report, and recommended that local government boundaries in the Bundaberg area be rationalized. The Local Government (Bundaberg and Burnett) Regulation 1993 was gazetted on 17 December 1993, and on 30 March 1994, the Shire of Woongarra was amalgamated with the Shire of Gooburrum to form the Shire of Burnett. The shire's population in 1991 was 16,491.

answer: In 1991, the population of the Shire of Woongarra was 16,491. In the same year, the Electoral and Administrative Review Commission produced its second report, which recommended that the local government boundaries in the Bundaberg area be rationalized. The Local Government (Bundaberg and Burnett) Regulation 1993 was gazetted in 1993, and in 1994, the Shire of Woongarra was amalgamated with the Shire of Gooburrum to form the Shire of Burnett.

answer: The Shire of Woongarra was absorbed into the Shire of Burnett in 1994. The Shire had an area of , a population of 16,491 in 1991, and its offices were located in Bundaberg.

text: "The Shire had an area of ," - the figure (of the area) is blank. This part is irrelevant anyway and should be removed.

refinement: The Shire of Woongarra was absorbed into the Shire of Burnett in 1994. The Shire had a population of 16,491 in 1991, and its offices were located in Bundaberg.

text: Missing some details about the 1990s.

refinement: On 21 November 1991, the Electoral and Administrative Review Commission, created two years earlier, produced its second report, and recommended that local government boundaries in the Bundaberg area be rationalized. The Local Government (Bundaberg and Burnett) Regulation 1993 was gazetted on 17 December 1993. On 30 March 1994, the Shire of Woongarra was amalgamated with the Shire of Gooburrum to form the Shire of Burnett. The Shire had a population of 16,491 in 1991, and its offices were located in Bundaberg.

answer: No answer

text: The response is incorrect. The 1990s was mentioned.

refinement: On 21 November 1991, the Electoral and Administrative Review Commission, created two years earlier, produced its second report, and recommended that local government boundaries in the Bundaberg area be rationalized. The Local Government (Bundaberg and Burnett) Regulation 1993 was gazetted on 17 December 1993, and on 30 March 1994, the Shire of Woongarra was amalgamated with the Shire of Gooburrum to form the Shire of Burnett.


text:
When a team of leading economists led by Stanford's Raj Chetty recently linked the patent records of more than a million inventors with their tax records, they made a startling discovery: The best predictor of whether you're going to become an inventor is your tax bracket. If your parents were in the top 1 percent of income in the United States, you're 10 times more likely to file a patent than someone who comes from an economically disadvantaged background. In a recent paper explaining these findings, the Equality of Opportunity Project described generations of "lost Einsteins." As the gap widens between the haves and have-nots, the ranks of inventors are tapering to an ever more elite minority.

The study also confirmed what teachers have often reported: The remedies most often used to address these inequities-regimented curricula and standardized testing-may actually be making them worse. The more that "teaching to the test" dominates the school day, the more creative learning gets sidelined. Instead, the key element that makes a difference is exposure to innovation. We need to invest in children's imaginations.

But how? Classrooms are often overcrowded, teachers are overextended, and underserved schools are starved for resources. Fortunately, there are remedies that don't necessarily involve more money, just re-allocating time.

The change relies on understanding the nature of creativity. Our inventiveness grows from our ability to absorb the outside world and generate "what if" scenarios, extrapolating the known into the new. Everything that separates our world from that of 10,000 years ago comes from the human brain's everyday, lifelong neural manipulations: We take in the world and energetically refashion it.

Schools offer young minds a wider storehouse of knowledge than they would discover on their own. However, when we only train students to get to the right answer as reliably and efficiently as possible, we're missing a crucial step. Knowledge shouldn't just be a landing point-it should be a springboard. More class time needs to be devoted not just to mastering the material, but launching from it.

In history class, students can show their mastery of facts by constructing alternative histories. In science courses, students can explore science fiction prototyping, in which they imagine a future invention and extrapolate its effects on society. Art and music classes shouldn't stop with imitation of the masters; students need the chance to remodel their inspirations.

Experiential learning isn't enough if it's only about duplicating established results. The telltale sign of a creative classroom is one in which students all start from the source, and yet all arrive at different solutions.

Further, students need to learn how to manage risk and rebound from mistakes. That's where teaching to the test is particularly lacking. In multiple-choice questions, there's no value in a wrong answer. Inventiveness, on the other hand, depends on prolific options and a tolerance for the fact that many of them will fail. "Sandboxing" is one way of encouraging such gambits: Students try out multiple ideas before getting graded, receive feedback, and then pursue one of their options to completion.

For a part of each school day, classrooms need to become studios, workshops, and laboratories. Teachers sometimes express the concern that those kind of open-ended activities invite chaos. To the contrary, the data indicate that creatively engaged students are less distracted and disruptive. A 2013 study from Houston public schools, for instance, found a correlation between high arts involvement and decreased disciplinary and truancy rates-even after the researchers controlled for ethnicity, socioeconomic status, English-language fluency, and special education or gifted and talented designation. And there's a good reason for that: Our brains gradually tune out the predictable, making it a struggle to stay focused in the face of drills and rote learning. Surprise captures our attention.

Creative activities keep the school day filled with the unexpected, spurring focus. Around the country, schools that have added more creativity into the curriculum-whether though the arts or robotics-have seen their dropout rates and disciplinary problems decline.

Creativity is built into the human brain. Compared to other animals, we have more brain cells interposed between sensation and action—making us less reliant on reflex and more capable of flexibility. And our large pre-frontal cortex enables us to simulate possible futures. As a result of our evolutionarily recent brain expansion, every child carries on his or her shoulders the most inventive piece of machinery nature has ever produced. Creativity is a lifelong gift that needs to be rewarded and encouraged from a young age.

We're not only losing future Albert Einsteins, but also Emily Dickinsons, Lin-Manuel Mirandas, and Elon Musks. Over half a century of research has found the same creative abilities across all demographic groups. When cultivating creativity becomes a matter of privilege, society stalls its own engines. Cognitive flexibility is paramount in navigating our fast-changing world, and companies are clamoring for innovators. We can't afford to let another crop of students get marginalized. There's no reason an underserved classroom can't be as creatively vibrant as a well-funded one. Nurturing human ingenuity in every neighborhood will make our society not only fairer, but also more visionary and resilient.

------------------------------------------------------------------------

_Anthony Brandt, a composer, and David Eagleman, a neuroscientist, are the authors of The Runaway Species: How Human Creativity Remakes the World (Catapult, 2017)._

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

What does the article have to say about the effect class structure has had on creativity?

answer: The article suggests that the widening gap between the haves and have-nots has led to an increasingly elite group of inventors, suggesting that factors such as regimented curricula and standardized testing may be inhibiting creative thinking. The article also indicates that creativity is increasingly being inhibited by schools who are focused on drilling students rather than encouraging creativity. Instead, the key element that leads to increased creativity is exposure to innovation, a focus on making processes open-ended, and fostering cognitive flexibility. Creativity is a necessary skill in navigating a fast-changing world and businesses need innovators. Therefore, the article suggests that class structure is impeding creativity.

text: It should be made clear that regimented curricula and standardized testing are usually saved as remedies for schools with a lower socioeconomic stats. This should make it more apparent throughout the answer that those of a lower socioeconomic are at a disadvantage when it comes to inspiring creative minds.

refinement: The article suggests that the widening gap between the haves and have-nots has led to an increasingly elite group of inventors, suggesting that factors such as regimented curricula and standardized testing used to remedy schools with a lower socioeconomic status may be inhibiting creative thinking. The article also indicates that creativity is increasingly being inhibited by schools who are focused on drilling students rather than encouraging creativity. Instead, the key element that leads to increased creativity is exposure to innovation, a focus on making processes open-ended, and fostering cognitive flexibility. Creativity is a necessary skill in navigating a fast-changing world and businesses need innovators. Therefore, the article suggests that class structure is impeding creativity.

text: Specify that those in schools where there is a higher socioeconomic status receive the privilege of schooling that fosters creativity.

refinement: The article suggests that the widening gap between the haves and have-nots has led to an increasingly elite group of inventors, suggesting that factors such as regimented curricula and standardized testing used to remedy schools with a lower socioeconomic status may be inhibiting creative thinking. The article also indicates that creativity is increasingly being inhibited by schools who are focused on drilling students rather than encouraging creativity. Instead, the key element that leads to increased creativity is exposure to innovation, a focus on making processes open-ended, and fostering cognitive flexibility, which is seen more often in schools of a higher socioeconomic status. Creativity is a necessary skill in navigating a fast-changing world and businesses need innovators. Therefore, the article suggests that class structure is impeding creativity.

answer: The study conducted by professors from Stanford found the best predictor of whether an inventor will file a patent is your tax bracket, which values the highest percentage of families above $250,000 in tax. This implies the upper class are more likely to become inventors. The article wants to reduce these class differences and suggests that reducing class prejudice will be a way to inventors fulfilling their potential.

text: The remedy for the tax bracket problem specifically is investing in exposure to innovation and imagination, not necessarily reducing class privileges.

refinement: The study conducted by professors from Stanford found the best predictor of whether an inventor will file a patent is your tax bracket, which values the highest percentage of families above $250,000 in tax. This implies the upper class are more likely to become inventors. The article wants to reduce these class differences by having all schools invest in exposure to innovation and imagination.

text: It's omitted that the remedies used to address inequities are standardized testing and curricula, which could be impeding creativity.

refinement: The study conducted by professors from Stanford found the best predictor of whether an inventor will file a patent is your tax bracket, which values the highest percentage of families above $250,000 in tax. This implies the upper class are more likely to become inventors. The remedies used to address inequities are standardized testing and curricula, which could be impeding creativity. The article wants to reduce these class differences by having all schools invest in exposure to innovation and imagination.

answer: Society is losing some of its potential due to class structure. Disadvantaged homes are being short changed on the same levels of education as higher-classed homes. This gap widens each generation, which means the gap in talent and innovation increases substantially.

text: Specify that the remedies used to address inequities in schools, standardized testing and regimented curricular, are stifling creativity.

refinement: Society is losing some of its potential due to class structure. Disadvantaged homes are being short changed on the same levels of education as higher-classed homes. This gap widens each generation, which means the gap in talent and innovation increases substantially. The remedies used to address inequities in schools, standardized testing and regimented curricular, are stifling creativity.

text: It's omitted that the remedy should actually be to foster imagination and innovation.

refinement: Society is losing some of its potential due to class structure. Disadvantaged homes are being short changed on the same levels of education as higher-classed homes. This gap widens each generation, which means the gap in talent and innovation increases substantially. The remedies used to address inequities in schools, standardized testing and regimented curricular, are stifling creativity. The remedy should actually be to foster imagination and innovation

answer: The article argues that class structure is stripping the ranks of inventors to an ever more elite minority, and that this is negatively affecting human ingenuity overall. The article argues that classrooms should become more creative spaces where students have the opportunity to explore and experiment, with a focus on generating as many ideas as possible. Experiential and creative learning practices are more conducive to fostering innovation and creativity, rather than methods that emphasize rote memorization and standardized testing. The goal should be to nurture human ingenuity and innovation in every neighborhood.

text: It should be specified that the emphasize rote memorization and standardized testing is usually found in schools with more inequities.

refinement: The article argues that class structure is stripping the ranks of inventors to an ever more elite minority, and that this is negatively affecting human ingenuity overall. The article argues that classrooms should become more creative spaces where students have the opportunity to explore and experiment, with a focus on generating as many ideas as possible. Experiential and creative learning practices are more conducive to fostering innovation and creativity, rather than the emphasize rote memorization and standardized testing  usually found in schools with more inequities.. The goal should be to nurture human ingenuity and innovation in every neighborhood.

answer: The article claims that inventors have come mostly from people whose parents are in the top 1% of earners in the United States. This has lead to a gap widening between the haves and have-nots in society. Teachers have said that structured curricula can make these gaps worse. Public schools have a advantage as the class sizes are smaller and the teachers are given more freedom, which leads to the gap widening even further.

text: This sentence is false. Public schools are usually more crowded, not smaller. The teachers are given less freedom due to regimented curricular.

refinement: The article claims that inventors have come mostly from people whose parents are in the top 1% of earners in the United States. This has lead to a gap widening between the haves and have-nots in society. Teachers have said that structured curricula can make these gaps worse. Public schools are at disadvantage as they have structured curricular, crowded classroom, and teacher with less freedom.

text: It's omitted that the key element that would make a difference is a focus on innovation and imagination.

refinement: The article claims that inventors have come mostly from people whose parents are in the top 1% of earners in the United States. This has lead to a gap widening between the haves and have-nots in society. Teachers have said that structured curricula can make these gaps worse. Public schools are at disadvantage as they have structured curricular, crowded classroom, and teachers with less freedom. The key element that would make a difference is a focus on innovation and imagination.

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

Does the article promote the idea of creative freedom, and if so, how so?

answer: It does. The article makes many suggestions to indicate that the amount of creative freedom that young people have can directly influence their success in a variety of mediums. The article indicates that there have been a number of 'lost Einsteins' because they haven't been given the opportunities to allow their creativity to thrive.

answer: Yes, the article promotes the idea of creative freedom by allowing students to come up with their own ideas by presenting them with an opportunity to discover while they learn. The use of flash cards, however, discourages the idea because they overwhelm the student with information and makes it hard for the student to retain the information.

text: Though the article does talk about the detriments of drills and rote learning, they don't mention flash cards specifically. It would be better to omit this as it doesn't necessarily support how the author promotes the idea of creative freedom.

refinement: Yes, the article promotes the idea of creative freedom by allowing students to come up with their own ideas by presenting them with an opportunity to discover while they learn.

text: The word "allowing" should be replaced with "suggesting that schools allow". The way the sentence is written it sounds like the author is allowing students to do things.

refinement: Yes, the article promotes the idea of creative freedom by suggesting that schools allow students to come up with their own ideas by presenting them with an opportunity to discover while they learn.

text: The overall idea of creative freedom is promoted by the article by suggesting students be exposed to innovation and investing in imagination.

refinement: Yes, the article promotes the idea of creative freedom by saying that the key to creative freedom is exposure to innovation and investing in imagination. It's suggesting that schools allow students to come up with their own ideas by presenting them with an opportunity to discover while they learn.

text: It's omitted that creative freedom can be found through risk-taking, launching from classroom material, and creative activities.

refinement: Yes, the article promotes the idea of creative freedom by saying that the key to creative freedom is exposure to innovation and investing in imagination. It's suggesting that schools allow students to come up with their own ideas by presenting them with an opportunity to discover while they learn. Creative freedom can be found through risk-taking, launching from classroom material, and creative activities.

text: It's omitted that the author suggests that nurturing human ingenuity and creativity should be found in all schools regardless of socioeconomic status.

refinement: Yes, the article promotes the idea of creative freedom by saying that the key to creative freedom is exposure to innovation and investing in imagination. It's suggesting that schools allow students to come up with their own ideas by presenting them with an opportunity to discover while they learn. Creative freedom can be found through risk-taking, launching from classroom material, and creative activities. The author says nurturing human ingenuity and creativity should be found in all schools regardless of socioeconomic status.

answer: Yes, the article promotes the idea of creative freedom by advocating increased opportunities for creativity in the classroom. The specific ways in which creativity can be promoted are primarily through more open-ended activities that involve risk taking and innovation. The authors believe that our cognitive flexibility is critical in navigating a "faster-changing world," and argue that cultivating creativity in all students is essential. The article emphasizes the necessity of allowing all students to cultivate their creativity regardless of their social or economic background.

answer: Yes, the article strongly encourages creative freedom in classrooms to foster innovation and imagination. The authors argue that creativity is crucial for navigating a rapidly changing world, and that by encouraging children to engage in creative activities, society can become fairer and more visionary. By freeing up time for creative pursuits in schools, students can more freely think outside the box and explore innovative possibilities. In order to create a more equal and innovative society, schools must devote time to imaginative work, mentoring, and risk-taking opportunities.

text: The article does not mention mentoring. This should be omitted.

refinement: Yes, the article strongly encourages creative freedom in classrooms to foster innovation and imagination. The authors argue that creativity is crucial for navigating a rapidly changing world, and that by encouraging children to engage in creative activities, society can become fairer and more visionary. By freeing up time for creative pursuits in schools, students can more freely think outside the box and explore innovative possibilities. In order to create a more equal and innovative society, schools must devote time to imaginative work and risk-taking opportunities.

answer: The article purports a future of creativity and opportunity, saying that great reward like financial, or even human benefit, can come out of fostering this organ.

text: This does not answer the question.

text: This answer is empty.

refinement: Yes, the article promotes the idea of creative freedom by advocating for increased opportunities for creativity in the classroom that would spur imagination and innovation. The specific ways in which creativity can be promoted are primarily through more open-ended activities that involve risk taking, engaging in what-if scenarios, and innovation. The authors argues that cultivating creativity in all students is essential. The article emphasizes the necessity of allowing all students to cultivate their creativity regardless of their social or economic background.


text:
The Jones Day law firm — lead counsel for the city of Detroit in its historic bankruptcy case — agreed to cut $17.7 million from its legal bills to the city, according to a court document filed on Friday to justify the firm's charges.

[The Theodore Levin United States Federal Court House site of the Detroit Bankruptcy hearings Wednesday, July 24, 2013. , July 17, 2013 at Frank Murphy Hall of Justice in Detroit. Kirthmon F. Dozier/Detroit Free Press]
After the discount, Detroit was left with a $57.9 million tab from Jones Day, which included $2.7 million in expenses for things like lawyers' meals and hotel stays in Detroit.

Jones Day's bills were the most expensive among those from Detroit's dozens of bankruptcy consultants that altogether charged the city about $170 million.

Jones Day's disclosure on Friday was one of several court filings from the consultants explaining their fees to Judge Steven Rhodes, who retains the power to decide whether the fees were fair.

Jones Day and other firms said their fees were reasonable.

"This was the most rigorous and transparent fee process ever utilized in a Chapter 9 case and should be given due and appropriate consideration by the court," the firm said in its filing. "Jones Day has reduced its invoices by almost one-quarter of all fees and expenses incurred during the Chapter 9 case."

With the help of Jones Day and other consultants, Detroit's bankruptcy case ended in December and will allow Detroit to slash $7 billion in liabilities and reinvest $1.7 billion over 10 years in services.

Rhodes had invited bankruptcy professionals to consider revealing how much they reduced their fees before he makes a decision.

The consultants' fees were subject to court-ordered mediation. Mayor Mike Duggan, who participated in the mediation, was concerned in November that the city's bankruptcy fees could approach $200 million, threatening the city's ability to meet terms of the city's bankruptcy exit plan.

Jones Day said the mediation factored into its $17.7 million discount, but exactly how much of the discount resulted from mediation was not specified.

Other bankruptcy consultants to the city also detailed their discounts in court filings on Friday. Some firms disclosed discounts before and after mediation. Other simply shared the total discount Detroit was afforded.

Miller Buckfire, an investment banking firm, cut its bankruptcy bills by more than $6 million as a result of the mediation, according to court records. The final bill of nearly $23 million also reflects negotiations prior to mediation to reduce the firm's charges. Miller Buckfire worked on several crucial aspects of Detroit's case, including the development of the so-called "grand bargain."

Pepper Hamilton, a law firm the city hired in June 2013, was paid $2.69 million for its work. The fees represent a 10% discount from the firm's 2013 rates. (When the firm's rates rose 10% last year, Detroit's fees stayed at 2013 levels and included the 10% discount agreed to when Pepper Hamilton was hired.) Unlike other firms, Pepper Hamilton did not specify in its court filing a dollar amount Detroit saved through the firm's discount.

Dentons' bills totaling $15.4 million came after a discount of $3.8 million, according to the firm's court filing. Dentons was lead counsel for the court-appointed retiree committee. The firm was hired to protect the interests of retirees who faced cuts to pension checks and health coverage. Dentons said it agreed to concessions in mediation, but those terms are confidential.

The fees in Detroit's bankruptcy case are difficult to compare to other bankrupt cities, Dentons said in its court filing.

"There has not been another chapter 9 case of the size of Detroit's chapter 9 case that would serve as a reasonable comparison," the court filing read.

In July 2013, the city of Detroit became the largest municipality to file for bankruptcy protection, citing debts and projected long-term obligations of $18 billion. The city, with about 700,000 residents, saw its population and tax base evaporate over the last 50 years, drastically affecting its ability to deliver basic city services without borrowing. At one time, Detroit had more than 1.5 million residents.

_Contact Joe Guillen: 313-222-6678 or jguillen@freepress.com. Follow on Twitter @joeguillen._

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

What law firm represented Detroit during the bankruptcy proceedings?

answer: Jones Day represented Detroit during the bankruptcy proceedings.

text: "The Jones Day law firm — lead counsel for the city of Detroit in its historic bankruptcy case" is evidence of Jones Day law firm representing Detroit in its historic bankruptcy proceedings.

answer: The Jones Day law firm.

text: "The Jones Day law firm — lead counsel for the city of Detroit in its historic bankruptcy case" is evidence of Jones Day law firm representing Detroit in its historic bankruptcy proceedings.

answer: Jones Day

text: "The Jones Day law firm — lead counsel for the city of Detroit in its historic bankruptcy case" is evidence of Jones Day law firm representing Detroit in its historic bankruptcy proceedings.

answer: The Jones Day Law Firm.

text: "The Jones Day law firm — lead counsel for the city of Detroit in its historic bankruptcy case" is evidence of Jones Day law firm representing Detroit in its historic bankruptcy proceedings.

answer: Jones Day.

text: "The Jones Day law firm — lead counsel for the city of Detroit in its historic bankruptcy case" is evidence of Jones Day law firm representing Detroit in its historic bankruptcy proceedings.

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

How much did the law firm charge the city of Detroit for representation in bankruptcy court?

answer: Jones Day charged the city of Detroit $57.9 million. After a discount of $17.7 million, Detroit received a final bill of $57.9 million from Jones Day.

text: "After the discount, Detroit was left with a $57.9 million tab from Jones Day" is evidence that the city of Detroit was left with a $57.9 million bill.

answer: $57.9 Million.

text: "After the discount, Detroit was left with a $57.9 million tab from Jones Day" is evidence that the city of Detroit was left with a $57.9 million bill.

answer: $57 million.

text: It misses to include the remaining $900K for a total of $57.9 million.

answer: Detroit paid the law firm $57.9 million.

text: "After the discount, Detroit was left with a $57.9 million tab from Jones Day" is evidence that the city of Detroit was left with a $57.9 million bill.

answer: The law firm charged Detroit $57.9 million. After a discount of $17.7 million, the city was left with a bill of $57.9 million.

text: "After the discount, Detroit was left with a $57.9 million tab from Jones Day" is evidence that the city of Detroit was left with a $57.9 million bill.

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

How much money was the law firm willing to cut off the legal bills?

answer: $17.7 million.

text: "agreed to cut $17.7 million from its legal bills" is evidence that the law firm was willing to cut the bills by $17.7 million

answer: The law firm agreed to reduce its fees by $17.7 million.

text: "agreed to cut $17.7 million from its legal bills" is evidence that the law firm was willing to cut the bills by $17.7 million

answer: Jones Day agreed to cut $17.7 million off its legal bills to the city.

text: "agreed to cut $17.7 million from its legal bills" is evidence that the law firm was willing to cut the bills by $17.7 million

answer: $17.7 Million.

text: "agreed to cut $17.7 million from its legal bills" is evidence that the law firm was willing to cut the bills by $17.7 million

answer: $17.7 million.

text: "agreed to cut $17.7 million from its legal bills" is evidence that the law firm was willing to cut the bills by $17.7 million

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

How much did Detroits population decline in 50 years?

answer: About 877,000 people

text: There's no evidence to suggest the population has decreased by 877,000 exactly.

answer: Detroit's population has declined by approximately 1.5 million over the last 50 years.

text: There's no evidence to suggest the population has declined by 1.5 million. The article state that at one time the city had more than 1.5 million residents

refinement: Detroit's population has declined by approximately 800,000 over the last 50 years.

answer: 900000

text: There's no evidence to suggest the population has decreased by 900,000

answer: About one-half million in 50 years.

text: There's no evidence to suggest the population has decreased by 'one-half million'

answer: From 1.5 million to 700,000.

text: "The city, with about 700,000 residents, saw its population and tax base evaporate over the last 50 years, drastically affecting its ability to deliver basic city services without borrowing. At one time, Detroit had more than 1.5 million residents" is evidence that the city's population has decreased by such.

question: Write a ~2 sentence summary.

answer: Jones Day, lead counsel for the city of Detroit in its historic bankruptcy case, agreed to reduce its legal fees to the city by $17.7 million. The fees for the city totaled $57.9 million. Other firms also agreed to discounts as a result of mediation. The discounts varied in size, though all were sizable.

text: Additional details exceeds the targeted summary length.

refinement: Jones Day, lead counsel for the city of Detroit in its historic bankruptcy case, agreed to reduce its legal fees to the city by $17.7 million. The fees for the city totaled $57.9 million and other firms also agreed to discounts as a result of mediation.

answer: The Jones Day Law Firm agreed to cut its legal bills to the city of Detroit by 17 million dollars after coming under criticism for its high fees for the Detroit Bankruptcy, although the law firms said their fees were reasonable. The Detroit bankruptcy was impacted by the decline in population of the city over fifty years, to less than half of what it once was.

text: There's no evidence to suggest that there was criticism for the high fees.

refinement: The Jones Day Law Firm agreed to cut its legal bills to the city of Detroit by 17 million dollars, although the law firms said their fees were reasonable. The Detroit bankruptcy was impacted by the decline in population of the city over fifty years, to less than half of what it once was.

answer: The lawyers representing the city of Detroit in its historic bankruptcy case agreed to cut their fees by 27%, bringing the total to $57.9 million. Other bankruptcy consultants to the city also revealed their fee discounts. Miller Buckfire cut its fees by more than $6 million, and Pepper Hamilton received a 10% discount. Dentons negotiated a confidential discount in mediation. Detroit's bankruptcy fees are difficult to compare to other bankrupt cities.

text: There's no evidence to suggest the fees were cut by 27%

refinement: The lawyers representing the city of Detroit in its historic bankruptcy case agreed to cut their fees by $17.9 million, bringing the total to $57.9 million. Other bankruptcy consultants to the city also revealed their fee discounts. Miller Buckfire cut its fees by more than $6 million, and Pepper Hamilton received a 10% discount. Dentons negotiated a confidential discount in mediation. Detroit's bankruptcy fees are difficult to compare to other bankrupt cities.

text: Additional details exceeds the targeted summary length.

refinement: The lawyers representing the city of Detroit in its historic bankruptcy case agreed to cut their fees by $17.9 million, bringing the total to $57.9 million. Other bankruptcy consultants to the city also revealed their fee discounts.

answer:
According to the writer, Jones Day discounted the legal fees they charged Detroit from $17.7 million. The lawyers at the firm gave a lawyer's explanation for their billing as well.

The verdict from the judge isn't known in reference of this article.

text: The answer incorrectly implies that the fees were cut down from $17.7 million

refinement:
According to the writer, Jones Day discounted the legal fees they charged Detroit by $17.7 million. The lawyers at the firm gave an explanation for their billing as well.

The verdict from the judge isn't known in reference of this article.

text: Additional details exceeds the targeted summary length.

refinement: According to the writer, Jones Day discounted the legal fees they charged Detroit by $17.7 million. The lawyers at the firm gave an explanation for their billing as well.

answer: This article is about a court suit against the Jones Day Law Firm for its charges in the bankruptcy of Detroit. It was reduced by $17.7m and was the most expensive of the 45 bankruptcy consultants who charged the city about $170m.

text: There is no evidence to suggest that there were 45 bankruptcy consultants, however the article mentions dozens.

refinement: This article is about a court suit against the Jones Day Law Firm for its charges in the bankruptcy of Detroit. It was reduced by $17.7m and was the most expensive of the dozens of bankruptcy consultants who charged the city about $170m.


text:
Once upon a time, there were four angles that were best friends, there was Right Angle, and he always thought he was perfect since he added up to 90 degrees. Acute and her twin sister, they always complimented each other since they were both 45 degrees, perfect complementary angles. And Obtuse Angle, the big clown of the group, the other angles always pocked fun at him, saying he was a one angle supplementary, but they were wrong, he was only 179 degrees, so jokes on them. One day they decided they wanted to go to the great Plane. The Plane was a popular attraction for Angles all over the world; it was filled with beautiful sites, and extended on and on forever. All you had to do was take a right, then a left and you were at the door to the magical Plane.

The four friends set out on their journey and quickly reached the door to the grand and mystical Plane. This was the first time any of them had been to the great Plane, and they ran into a small problem. Obtuse was too big to get through the door! Acute teased him by dashing back and forth laughing. “See, you are so big you hit every Vertex of the door!” Acute joked.

“Well, I’m afraid we are going to have to cut you into two congruent pieces Obtuse if you want through” stated Right Angle. “What? No? I don’t want to be cut in half” exclaimed Obtuse, “there has to be another way.” Obtuse angle and Right angle argued about this for a good 10 minutes, Acute took this opportunity to make another joke and measured Obtuse with a Protractor and made more fun of his size. This sent Obtuse over the edge and he cried and cried. “I’m sorry” said Acute “it was mean of me to make fun of you.” But it didn’t help and Obtuse cried and cried some more, but the whole time, he got smaller and smaller, until he was just the perfect size to fit though the door. Right Angle saw the opportunity and pushed him through the door.

Just like that they were in the great Plane, it was beautiful, better than anything they could have imagined, it was completely white, extending on for as long as the eye could see, brightly colored points in space, every color and every shade you could ever think of, they light up the sky like fireworks. “What are those spots up there?” asked Obtuse. “Why those are Points, they litter the great Plane and are everywhere you look.” Explained Right Angle. Obtuse looked to the right and saw two colored lines shoot across the sky, “Oh my, what are those lines, they look like they are racing” said Obtuse. “Those lines are something called parallel lines, they travel across the great Plane, they travel in two opposite directions for as long as you can see, but will never ever meet” said Right Angle. “For some reason that makes me sad they will never meet” said Obtuse with a frown.

The four friends spent another hour or two taking in the sights, but suddenly, everything got a little dark, and some of the dots started disappearing. Looking up they saw the destroyer of the Plane. “What is that?” cried Acute. “Well that is the great eraser, and we better start running” stated Right Angle rather calmly, and so they ran, as quick as they possibly could, with dots and lines disappearing all around them, and the shadow of the great eraser slowly coming closer and closer. They could see the door in the distance but it was a long shot.

Obtuse was trailing slightly behind the rest; he had a drink since his big cry, and was back to his old 179 degrees. Almost all of the color dots were gone at this point, and the great and powerful eraser set its sights on the weak angles, chasing them with all its speed. Acute and her sister made it to the door first, and dove through it, followed by Right Angle, and bringing up the rear was Obtuse, with the great eraser right on his tail, he slammed in to the door but was just too big.

Obtuse turned around just in time to see the eraser not even a foot from him. He pushed with all his force and came flying through the door; the eraser had erased some of him, just enough to fit through the door. Obtuse didn’t mind however because the eraser had erased just enough of him to bring him to a perfect 90 degrees, no more jokes at his expense, looks like Right Angle isn't the only perfect angle in town anymore.

The four friends never returned to the great Plane, now that they knew how dangerous it was, but they were glad they got to see it, and the memory of the dancing bright lights will stay with them for the rest of their days, all they have to do is close their eyes and they see the sky light up with beautiful lights of every color. Something so wonderful will never be forgotten.
The end!

If you see any Grammatical errors please let me know!

title: Short kids story about Angles

question: What is the theme of these characters?

answer: Geometry.

answer: Characterization of angles as part of their simple existence.

answer: - The best friends create conflict out of what they each perceive as perfection in each other

question: What is Obtuse' problem?

answer: Obtuse is too big to fit through the doorway to the plane.

answer: Obtuse' entire body is too large to fit into the plane. Left with the choice of being cut into two congruent pieces or reaching just so he can fit through the door, he cries as he gets smaller. Then he is able to fit just by pushing hard enough that he come to a perfect 90 degrees.

answer: He can't fit through the door.

question: How does he solve it?

answer: He pulls Obtuse through the door with his help, and shrinking as he gets swept away by the eraser.

answer: Telling them they'll need to cut him into two equal parts.

text: GRAMMAR

refinement: Acute tells them they'll need to cut him into two equal parts, but this causes Obtuse to cry until he gets small enough he can go through the door.

answer: He cries and cries, which makes him smaller.

question: How do the angles measure one another?

answer: they pull them open and measure the space that's created.

text: Wrong

answer: The angels uses measuring tools, such as a protractor.

answer: With a protractor.

question: Write a ~7 sentence summary.

answer: Four friends, Right Angle, Acute, Obtuse and Acute's sister, go on a journey to visit the grand and magical Plane. Obtuse is too big to get through the door, so his friends agree to cut him into two in order to fit. But as they are exploring, they see the shadow of the great eraser on their tail, and they barely make it out before the whole place is erased of all its color. Even though Obtuse was partially erased, and teased for being too big, he's happy and grateful that he had the chance to experience the amazing place.

text: Inaccurate

refinement: Four friends, Right Angle, Acute, Obtuse and Acute's sister, go on a journey to visit the grand and magical Plane. Obtuse is too big to get through the door, so his friends agree to cut him into two in order to fit. But as they are exploring, they see the shadow of the great eraser on their tail, and they barely make it out before the whole place is erased of all its color. Even though Obtuse was partially erased, and teased for being too big, he's happy and grateful that he was reduced to the size of a right angle.

answer:
Summary:

Four friends set out on a grand adventure to a magical and bright plane. One the friends, Obtuse Angle, is too big to get through the door and needs to be cut in half to fit. However, as they explore the amazing plane, the great eraser catches up and Obtuse has to be pushed through the door in the nick of time. While all of his friends experience the amazing plane, Obtuse Angle misses out but is happy to have still been able to experience it in some way.

text: Inaccurate

refinement:
Summary:

Four friends set out on a grand adventure to a magical and bright plane. One the friends, Obtuse Angle, is too big to get through the door and needs to be cut in half to fit. However, as they explore the amazing plane, the great eraser catches up and Obtuse has to be pushed through the door in the nick of time. Obtuse angle is happy that he got reduced to a right angle by being erased.

answer: This short story is about four friends who journey to the great Plane where they see an incredible array of colors and light before the great eraser starts chasing them. Two of the friends manage to escape unscathed while Obtuse, the larger of the group, just barely manages to make it through the door. He is unfortunately erased just enough to be able to get through, but this leaves him at the perfect angle for everyone to tease him about less.

answer: This is a story about four friends that head to a wondrous plane, only to find out that Obtuse cannot get in due to his size. He ends up shrinking in order to enter, after which the group sights the creature known as the eraser, who chases them as they run for their lives back to the door. Each of the friends make it safely through - except for Obtuse, who barely manages to escape in time.

answer: The story is about four angles on an adventure to see the great Plane - an other-worldly place filled with bright colors and magical lights. Obtuse is not able to go through the door to enter the plane, so the other angles decide to cut him in half in order for him to fit through. Unfortunately, after entering the plane, the great eraser begins to erase it all away. Obtuse is close to being erased himself, but he manages to come through the door right before he is erased completely.

answer: Several angles get together to go see the Plane, a place rumored to be magical and beautiful with many lights. All you have to go to get there is to take a right, then a left, then you're at the door to the magical Plane. Obtuse, however, won't fit. Then he cries and cries and finds that he's gotten smaller-he can fit. They all go see the plane. There, they marvel at the sights, but the dots start disappearing because there is an eraser. The eraser gets enough of Obtuse that he can comfortably fit through the door to get back.


text:
[Lale Müldür, 2018] LÂLE MÜLDÜR (born 1956, in Aydın, Turkey) is a Turkish poet and writer, considered one of the most influential Turkish poets of the last several decades.[1] Her eccentric style sets her apart from her peers.

After graduating from Robert College, Müldür went to Florence to study with a poetry scholarship. She returned to Turkey to study electronics and economics for one year each at Orta Doğu Teknik Üniversitesi in Ankara. After two years in Ankara, she went to the United Kingdom, where she received her Bachelor of Science in economics from the University of Manchester, and her Master of Science in the sociology of literature from Essex University.[2]

Müldür then married a Belgian painter named Patrick Claeys and lived in Brussels from 1983 to 1987.

Müldür worked as a columnist for the _Radikal_ newspaper for a time.

In 2002, Müldür suffered a brain hemorrhage, but soon recovered.[3]

Some of her poems have been set to music, the most famous being “Destina” by Yeni Türkü. Other; “La Luna”

Müldür's work has also received international recognition. Two selections of her poetry have been translated into English, one titled _Water Music_ (Dublin: Poetry Ireland/Éigse Éireann; Tyrone Guthrie Centre, 1998), the other titled _I Too Went to the Hunt of the Deer_ (Istanbul: Artshop Yayıncılık, 2008). A collection of her work inspired by the French painter Colette Deblé has been translated into French, _Ainsi parle la fille de pluie / Yağmur Kızı Böyle Diyor_ (Istanbul: Institut français, 2002).

Bibliography

Poetry

-   _Uzak Fırtına_ (1988)
-   _Voyıcır 2_ (1990, written with Ahmet Güntan)
-   _Seriler Kitabı_ (1991)
-   _Kuzey Defterleri_ (1992)
-   _Buhurumeryem_ (1993)
-   _Divanü Lûgat-it-Türk_ (1998)
-   _Saatler / Geyikler_ (2001)
-   _Ultra-zone'da Ultrason_ (2006; Altın Portakal (Golden Orange) Poetry Award, 2007[4])
-   _Güneş Tutulması 1999_ (2008)
-   _Medine ve Kavun Likörü_ (2009, written with Seyhan Özdamar)
-   _Siyah Sistanbul_ (2011)
-   _Anne'ye Ayetler ve O'nun Postmortem Alâmetleri_ (2012)
-   _Yağmur Kızı Böyle Diyor_ (2012)

Fiction

-   _Bizansiyya_, Yapı Kredi Publishing, 2007.

Collected newspaper columns

-   _Anne Ben Barbar Mıyım?_ (1998)
-   _Haller Leyla_ (2006)

[1]  PEN America page for Lale Müldür

[2]  Müldür's page at a database of contemporary Turkish literature

[3]  Alumni news, RC Quarterly

[4]  Golden Orange (Altın Portakal) Poetry Award, 2007

title: Lale Müldür

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

What does the text say about Lale Müldür's career?

answer: Müldür is a Turkish poet and writer considered one of the most influential poets of the last few decades. She studied in Florence and Brussels and has been recognized both in Turkey and internationally for her work. Müldür has also published work in both prose and poetry.

answer: Lale Müldür is a Turkish poet and writer known for her eccentric style. She has a degree in economics and sociology of literature, has worked as a columnist and has received international recognition for her work.

answer: Lâle Müldür is one of the most influential Turkish poets of the last several decades. Müldür graduated from Robert College and then studied in Florence. She later studied electronics and economics at Orta Doğu Teknik Üniversitesi in Ankara before receiving her Bachelor of Science in economics at the University of Manchester and a Master of Science in the sociology of literature at Essex University.

answer: Lale Müldür studied electronics and economics for one year each in Ankara, two years in Ankara and studies in the sociology of literature from Essex University in the UK. She also worked as a columnist for the Radikal newspaper.

answer: Lale Müldür became one of the most influential Turkish poets of her time. Her eccentric style has always set her apart from her peers. She studied with a poetry scholarship in Florence and electronics when she returned to Turkey. She also received her Bachelor of Science in economics from the University of Manchester. Lale's Master of Science was in sociology of literature from Essex university. She worked as a newspaper columnist for some time and also received international recognition for some of her work.


text:
FRIEDRICH OSKAR RUGE (24 December 1894 – 3 July 1985) was an officer in the German Navy and recipient of the Knight's Cross of the Iron Cross of Nazi Germany. He served as the first commander (Inspector of the Navy) of the post-war German Navy.

Early life and military career

Friedrich Ruge was the son and grandson of German educators. Joining the Imperial German Navy as a cadet in March 1914, he was soon a participant in the 1914, 1915, and 1916 Baltic Sea operations. In 1917 and 1918, he sailed with the destroyer raids in the North Sea and English Channel.

After the armistice, Ruge was an officer aboard the destroyer , interned at Scapa Flow and in June 1919, he played a role in the scuttling of the German Fleet.

Returning to Germany to continue his naval career in the service of the new Weimar Republic, for the next two decades he concentrated on mines and mine warfare. From 1921 to 1923, he commanded a minesweeper. In the UK during the 1930s he met an ex British sailor at a regatta, Lt Aubrey Grey, whose ship, , was sunk in 1917 by the , the ship that Ruge had been serving on. The _V100_ was the ship that rescued Grey from the water after the sinking and the pair became friends after meeting, their friendship only interrupted by World War II.[1] After studies at Berlin Institute of Technology, he was the senior officer of a flotilla of minesweepers, and, in 1937, achieved the top post in that division.

World War II

In World War II, he was a part of the Polish Campaign in 1939 and the North Sea-English Channel operations during 1940. From 1940 to 1943, he was stationed in France, rising through the upper ranks to become Vice Admiral in 1943. Sent to Italy in 1943, he served as Senior German Naval Officer until mid-summer. He was appointed as Naval Advisor to Field Marshal Erwin Rommel in November 1943 to supervise the defense of northern France from the predicted Allied invasion. He had no faith in land mines and artillery shells struck underwater, but the marine mines he wanted weren't available. In August 1944, he became the Kriegsmarine's Director of Ship Construction, a position in which he served till the end of World War II.

Post-war

At the end World War II, Ruge became a POW. In 1946, he started a new life as a translator, writer and educator in Cuxhaven. He was one of four Flag Officers who made up the Naval Historical Team at Bremerhaven, sponsored by the United States Navy. He entered politics as a political independent to the Cuxhaven Town Council.

In 1950, Ruge was part of a select group of former Wehrmacht high-ranking officers invited by Chancellor Konrad Adenauer to take part in the conference to discuss West Germany's rearmament. The conference resulted in the Himmerod memorandum that contributed to the creation of the myth of the “clean Wehrmacht”.

During the early 1950s, he advised as to how the navy could be restructured in the new Bundesmarine, as detailed in Searle's _Wehrmacht Generals_. Called out of retirement when Germany became a part of NATO, Ruge was appointed Inspector of the Navy (a position similar to the U.S. Chief of Naval Operations), a post he occupied until 1961.

Afterward, he became a member of the faculty at the University of Tübingen, eventually becoming an Associate Professor on 21 July 1967 there. He was a guest lecturer at many universities, including the U.S. Naval War College at Newport.

Admiral Ruge was one of the umpires for the 1974 Sandhurst wargame on Operation Sea Lion.

He died in 1985.

Literary works

Ruge was the author of several books, including _The Soviets as Naval Opponents, 1941-1945_, written for Annapolis Naval Institute in 1979, and _Rommel in Normandy_, written in 1959.

Quoted at Normandy: _Utilization of the Anglo-American air forces is the modern type of warfare, turning the flank not from the side but from above._

In the movie _The Longest Day_ (1962), he played himself, and was a consultant to the film.

Decorations

-   Iron Cross (1914)
    -   2nd Class (26 August 1917)[2]
    -   1st Class (2 March 1918)[3]
-   Honour Cross of the World War 1914/1918
-   Long Service Award 2nd to 4th class (2 October 1936)
-   German Olympic Games Decoration 2nd class (21 December 1936)[4]
-   Sudetenland Medal
-   Clasp to the Iron Cross
    -   2nd Class (17 September 1939)[5]
    -   1st Class (2 October 1939)[6]
-   Knight's Cross of the Iron Cross on 21 October 1940 as _Kapitän zur See_ and commodore leader of the Minensuchboote West[7][8]
-   Minesweeper War Badge (15 February 1940)[9]
-   Order of Merit of the Italian Republic
-   Legion of Merit, Commanders Cross (1961)[10]
-   Grand Cross of the Order of Merit of the Federal Republic of Germany (28 September 1961)[11]

[1]

[2] Dörr 1996, p. 191.

[3]

[4]

[5]

[6]

[7] Fellgiebel 2000, p. 367.

[8] Scherzer 2007, p. 645.

[9]

[10]

[11]

title: Friedrich Ruge

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

What might have happened if instead the Nazis had won the war?

answer: If the Nazis had instead won the war, Admiral Ruge likely would not have been invited to help rearm West Germany and likely would have not had the chance to play a role in German naval affairs.

answer: The article and the text imply that Ruge may not have survived. He would have been a prisoner if he had been defeated, and his given treatment as "a POW" may echo how people were feeling about prisoners of war and Nazis.

text: The response inaccurately implies that Ruge would have been a prisoner, however he in fact became a prisoner of war.

refinement: The article and the text imply that Ruge may or may not have survived. He would not have been a prisoner if the Nazis had won.

answer: In World War II, he was part of the Polish Campaign in 1939 and the North Sea English Channel operations in 1940. He rose to the upper ranks as Vice Admiral in 1943, when he served as Senior German Naval Officer. He was appointed as Naval Adviser to Field Marshal Rommel in 1943 to supervise defense of norther France from allied invasion. Had the Nazis won, he would have continued rising through the ranks of the German Navy and likely continued his career in a similar fashion. He would have served the German Navy long, and ultimately settled into the private sector at a university just as he actually did.

answer: If the Nazis had won the war, Friedrich Ruge likely would not have helped rebuild the German Navy. More likely, he would have been promoted to a high-ranking officer within the Nazi Navy. In this situation, he likely would not have helped establish West Germany's rearmament, and likely would not have been awarded the Order of Merit of the Federal Republic of Germany. Ultimately, his actions during World War II likely prevented great and undue harm to innocents.

answer: It seems like the entire history of the German Empire, the armies they would have used, and the commanders they would have chosen would obviously be vastly different. It is unlikely the Nazis would have chosen Friedrich Ruge as an officer. They rarely considered that their choices in the future might have implications on the past, which is what happened with Ruge. He was fighting on behalf of Germany during the World War II and now the history shaped itself to maintain such legacy.


text:
_GLEAN_ is the seventeenth studio album from New York City-based alternative rock band They Might Be Giants, released on April 21, 2015. It is composed entirely of releases from the first four months of the band's 2015 Dial-A-Song project.

Background

In late 2014, the band began advertising the relaunch of their Dial-A-Song service, which had its origins in the early 1980s when the band would record songs onto an answering machine and advertise the phone number. The service was eventually discontinued in 2006, but the band sought to restart it online. A modified version of the original phone number was reclaimed as well, and both outlets were updated every Tuesday with a new recording starting in December 2014.

Also announced in late 2014 was the return of Instant Fan Club, a year-long subscription service offered by the band upon each of their studio album releases since 2011. Among the products promised to members were free digital downloads of all Dial-A-Song releases, CD copies of the band's upcoming rock and children's albums, as well as LP copies of each for “Super President” tier members. This marked the announcement of the band's 17th (13th rock album) and 18th (fifth children album) albums. In mid-February, They Might Be Giants announced details on their upcoming rock album, including the title, some tracks, and the release date. “Erase”, which was released in January as the first Dial-A-Song track of 2015, was announced to be the lead single off _Glean_.

Release

_Glean_ was released on April 20, 2015 in Europe on Lojinx and April 21 in America on the band's own Idlewild Recordings. CD and vinyl editions were included, along with digital releases of the album, and the original releases of the songs via the Dial-A-Song service. Instant Fan Club members received CD copies of Glean upon its release. Super President tier members received copies with the booklet signed by both John Flansburgh and John Linnell.

Australian copies came with a bonus CD of the _Flood Live In Australia_ album, containing the entire _Flood_ album performed live in reverse running order.

Track listing

Personnel

They Might Be Giants

-   John Flansburgh – vocals, guitars, etc.
-   John Linnell – vocals, keyboards, woodwinds, etc.

Additional musicians

-   Marty Beller – drums, percussion
-   Danny Weinkauf – bass
-   Dan Miller – guitars
-   Dan Levine – trombone on 4, 14
-   Curt Ramm – trumpet on 3, 4, 14
-   Stan Harrison – saxophones on 4, 6, 14
-   Rob Moose – violins on 4, 6, 9

Production

-   Pat Dillett – co-producer, mixing
-   Jon Altschuler – engineer
-   UE Nastasi – mastering
-   Paul Sahre – design; space and fist illustrations
-   Jason Fulford – photography
-   Frank H. Netter – salivary glands illustration

Charts

+-----------------------------------+-----------------------------------+
| Chart (2015)                      | Peak                              |
|                                   | position                          |
+===================================+===================================+
| U.S. _Billboard_ 200[1]           | 67                                |
+-----------------------------------+-----------------------------------+
|  |
+-----------------------------------+-----------------------------------+

[1]

title: Glean (album)

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

What does the text say about Glean?

answer: Glean is the seventeenth studio album released by New York City-based alternative rock band They Might Be Giants. It was released on April 21, 2015 and is composed entirely of releases from the first four months of the band's 2015 Dial-A-Song project.

answer: Glean is the seventeenth studio album by The Might Be Giants. The album consists of tracks from the band's 2015 Dial-A-Song project. Its release coincided with the announcement of the band's two successive forthcoming albums for the years, the seventeenth and eighteenth studio albums respectively.

text: The response contains inaccurate information.

refinement: Glean is the seventeenth studio album by The Might Be Giants. The album consists of tracks from the band's 2015 Dial-A-Song project.

text: The response could be clearer about the contents of Glean.

refinement: Glean is the seventeenth studio album by The Might Be Giants. The album consists of tracks from the band's first four months of their 2015 Dial-A-Song project.

answer: Glean is the 17th studio album from the band They Might Be Giants. It was released on April 20, 2015, in Europe on Lojinx and April 21st in America on the band's own Idlewild Recordings. The album is composed entirely of released from the first four months of the band's Dial-A-Song project. CD and vinyl editions were included, along with digital releases of the album, and the original releases of the songs via the Dial-A-Song service. Australian copies came with a bonus CD of the "Flood Live in Australia" album containing the entire "Flood" album performed live in reverse running order.

answer: Glean is a studio album composed from releases from the first four months of They Might Be Giants' 2015 Dial-A-Song project. It was released on April 21, 2015.

answer: Glean is the seventeenth studio album by They Might Be Giants, composed entirely of tracks released on their Dial-A-Song project in the first four months of 2015. The album features music by all members of the band and is produced by Pat Dillett and Jon Altschuler. It reached 67 on the Billboard 200 chart.

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

What does the text say about the band, They Might Be Giants?

answer: They Might Be Giants is an alternative rock band based in New York City. The band's seventeenth studio album, _Glean_, is composed entirely of tracks released as part of their 2015 Dial-A-Song project.

text: The response leaves out several details about the band.

refinement: They Might Be Giants is an alternative rock band based in New York City. The band used to have a service in the 1980s called Dial-A-Song which ran until 2006. They recently relaunched it in 2014, and the band's seventeenth studio album, Glean, is composed entirely of tracks released as part of that project. The band also relaunched their Instant Fan Club, which gives fans free digital downloads, CD copies of albums, and even autographed copies at higher tiers. The band They Might Be Giants has members John Flansburgh on guitar and John Linnell on the keyboard and other instruments.

answer: They Might Be Giants is a New York City-based alternative rock band. They have worked together in different capacities since the early 1980s. Glean (a compilation of songs written in the first four months of 2015) was their seventeenth studio album. They Might Be Giants released the first notes of "Erase" on Dial-A-Song in January of 2015. It was revealed that Glean would be released on April 20th in Europe and April 21st in the US. The band invited 8 or 9 more rock musicians to add their skills to the album. Management for the band is the members themselves.

text: The response contains inaccurate information and baseless conjectures. The band invited 7 other musicians to help record the album, and the article does not state who manages the band.

refinement: They Might Be Giants is a New York City-based alternative rock band. They have worked together in different capacities since the early 1980s. Glean (a compilation of songs written in the first four months of 2015) was their seventeenth studio album. They Might Be Giants released the first notes of "Erase" on Dial-A-Song in January of 2015. It was revealed that Glean would be released on April 20th in Europe and April 21st in the US. The band invited 7 more musicians to add their skills to the album.

answer: The band, They Might Be Giants, released their seventeenth studio album, _Glean_, in April 2015. The album consists entirely of releases from the first four months of the band's 2015 Dial-A-Song project. _Glean_ received relatively positive reviews from critics. The band is made up of vocalists John Flansburgh and John Linnell, along with various musicians contributing to the album. The production was handled by Pat Dillett, Jon Altschuler, and UE Nastasi.

answer: They Might Be Giants is an alternative rock band formed in New York City. They have been active since the 1980s when they would record songs onto an answering machine. Many of these early recordings are playable in the Dial-A-Song service that They Might Be Giants have recently restarted. They have released a 17th studio album, titled Glean. It's a compilation of songs from their first four months of the 2015 Dial-A-Song.

answer: They Might Be Giants is a New York City-based alternative rock band. The main members of the band are John Flansburgh (vocals, guitars) and John Linnell (vocals, keyboards, woodwinds). The band is complemented by several other musicians who play an assortment of instruments like drums, bass, saxophones, and others. They released their 17th studio album entitled "Glean" on April 20, 2015.

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

What does the text say about the Instant Fan Club?

answer: The Instant Fan Club is a year-long subscription service that allows members to get free digital downloads of all Dial-A-Song releases and CD copies of the band's upcoming rock and children's albums. It also offers LP copies of each for the Super President tier members.

answer: The Instant Fan Club is a year-long subscription service offered by They Might Be Giants upon each of their studio album releases. Members of the service receive CD copies of the band's upcoming rock and children's albums, as well as LP copies of each. Membership also includes free digital downloads of all Dial-A-Song releases.

text: The response contains some inaccurate information.

refinement: The Instant Fan Club is a year-long subscription service offered by They Might Be Giants upon each of their studio album releases. Members of the service receive CD copies of the band's upcoming rock and children's albums, as well as LP copies for "Super President" members. Membership also includes free digital downloads of all Dial-A-Song releases.

answer: Members of the Instant Fan Club receive CD copies of _Glean_ as well as Glean's predecessor album, along with digital downloads of the Dial-A-Song releases. Super President tier members receive LP copies of each album.

text: The Instant Fan Club receives CD copies of all upcoming albums, not just the two that the response says.

refinement: Members of the Instant Fan Club receive CD copies They Might Be Giant's upcoming albums, along with digital downloads of the Dial-A-Song releases. Super President tier members receive LP copies of each album.

answer: The Instant Fan Club was an offer given by the band annually since 2011. Members received free downloads of all Dial-a-Song releases along with CD versions of their rock and children's albums and LP versions of the same albums for the Super President tier members. In 2014, the offer was modified to include live recordings and expanded to include the upcoming rock and children's albums.

text: The response contains inaccurate information.

refinement: The Instant Fan Club was an offer given by the band annually since 2011. Members received free downloads of all Dial-a-Song releases along with CD versions of their rock and children's albums and LP versions of the same albums for the Super President tier members.

answer: The Instant Fan Club was announced in late 2014. It is an annual subscription service offered by the band on each of their studio album releases since 2011. Members get free digital downloads of all Dial-A-Song releases, CD copies of the band's upcoming rock and children's albums, as well as LP copies for each "Super President" tier member.