text:
I can see them.

They are usually fluttering around, some watching, some writing on their tablets. I always wonder what they are writing about; news, faces, people? What they see, or what we missed? I do not know, nope. I do not. And they move fast, really fast. Oh, and that one is smiling at me. I like it when they smile, it makes me feel warm and safe inside. They have very pretty smiles.

Describe them? Oh no, I couldn't, I shouldn't even try. They are the most amazing colors. Gold, red, blue, yes. And then some I have never seen in my life. Strange, swirling colors, like the color of joy. I do not know the color, but that's what color his robe is right now. They are big and strong, and small and unassuming, all at once. A living contradiction; yup, that's what they are. At least, I think they are alive. Do angels live? I'd like to think so. Nothing so beautiful could possibly be dead.

The other ones might be, though. I do not like them, no, not a bit. They scare me, very dark and eerie. They look like giant bats, always there, clinging to people. They are horribly, horribly ugly, with leather wings and distorted faces. Even scarier is when they pretend to be beautiful people. I am glad that they can't hide their flicking tail, or else no one would be able to tell the difference. When they smile, it's an evil, wicked smile. Sometimes they chase me. I run as fast as I can, but they are much faster. They make horrible faces and laugh like hyenas, and I scream and swing my arms and legs until they get bored and go away.

But they don't like the beautiful ones. That's why I stay near them, yup, that's why. I like to be where there are a lot of them, especially when they start singing. It's more beautiful than any choir I've ever heard before. They like to hang aroun the zoo. Always a lot of them there, and at the hospital near here. I don't have the money to go to the hospital though. Sometimes they help me, and point to a good spot to find food or a blanket, or a warm place to sleep at night. Yes, I like the beautiful ones a lot.

There are a whole bunch of them up ahead. They are all crowed around a building, fluttering around the roof and walls. Oh, good! I always like to find more spots where they hang out. They are almost covering the building, and I can't wait to go inside. That one is shaking his head at me. Why? I won't stay long, won't cause any trouble. Sometimes that bothers people, but I won't do that. I just want to go inside...

What happened? Oh no, this is wrong, this is very wrong. There aren't any beautiful ones in here at all. They are all looking in the windows and the skylight. But the ugly ones are everywhere, everywhere I look. They are crawling all over people sitting on the cushioned benches. There is a man up front talking to them. No, wait, it's not a man; it's one of the uglies. I almost missed his tail. That was close. None of the people are scared. Can't they see the uglies? Maybe they are used to it.

I am really scared. Maybe if I stand really still and quiet, they won't see me. The uglies begin hissing and smiling at me, and I'm afraid they are going to start chasing me. The people are lookinig back at me now too. They frown and glare, scooting further and further away. But I won't hurt them; it's the uglies they should be worried about. Can they really not see them? I just want to find more beautiful ones.

 I run back outside. The same beautiful one who shook his head at me earlier, he smiles at me, then looks in again. The colors have changed again. His robe is the color of sadness. He looks so very sad, and I start to cry. Why would people bring the uglies into such a beautiful place?

Why are the beautiful ones left crying outside?

title: Schizophrenic in Church

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

How does the visionary described demons?

answer: They are ugly. They have dark leathery wings and distorted faces. Sometimes they pretend to be beautiful. But they cannot hide their flicking tail.

answer: The visionary describes demons as frightening creatures with leather wings and distorted faces. The demons can appear beautiful, but on the inside they have wicked smiles. The visionary also describes them as ruthless, chasing him and laughing like hyenas. The demons seem drawn to places where humans are gathered. Most of the humans are seemingly unaffected and unphased by the demons, though some seem to realize their presence. The visionary is scared of the demons, especially in a church where the majority are ugly and malevolent.

text: I think the wicked smiles are literal, not "on the inside"

refinement: The visionary describes demons as frightening creatures with leather wings and distorted faces. The demons can appear beautiful, but they have wicked smiles. The visionary also describes them as ruthless, chasing him and laughing like hyenas. The demons seem drawn to places where humans are gathered. Most of the humans are seemingly unaffected and unphased by the demons, though some seem to realize their presence. The visionary is scared of the demons, especially in a church where the majority are ugly and malevolent.

text: The text doesn't support that the narrator is especially scared of the demons in the church

refinement: The visionary describes demons as frightening creatures with leather wings and distorted faces. The demons can appear beautiful, but they have wicked smiles. The visionary also describes them as ruthless, chasing him and laughing like hyenas. The demons seem drawn to places where humans are gathered. Most of the humans are seemingly unaffected and unphased by the demons, though some seem to realize their presence. The visionary is scared of the demons.

answer: They look like giant bats, always clinging to people. They have leather wings and distorted faces. Even scarier is when they pretend to be human.

answer: The distinct reason why the visionary described demons as is that demons are hideous and obviously not aesthetically pleasing.

text: Doesn't really answer the question

text: Provide a response

refinement: The narrator doesn't like the demons. They look like giant bats that cling to people. They are horribly ugly with leather wings and distorted faces. Sometimes they try to pretend to be people, but they can't hide their flicking tails.

answer: The visionary describes the demons as hideous creatures that make horrible faces, laugh like hyenas, and chase people. They are dark, eerie, leather winged, and distorted. The demons pretend to be beautiful people, but their tails give them away. The demonic creatures seem to delight in tormenting and intimidating the beautiful ones. The demons intrude on the sacred space of a church and generally leave the beautiful ones sad and crying.

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

How does the visionary describe angels?

answer: As living contradictions - big and strong yet small and unassuming at the very same time. The narrator describes their colors as being beautiful and calm.

answer: They are the most amazing colors, gold, red and blue.

answer: The visionary describes angels as being big and strong with bright, swirling colors. The angels seem benevolently inclined, being attentive and compassionate towards the visionary and helping when they can. They are contrasted with the darker angels, who are sinister and scary. The visionary perceives the angels as protecting against the dark angels. Lastly, the angels are seen as saddened when beautiful places are sullied by evil.

answer: The visionary describes angels as being beautiful, swirling colors and having strong presence. The angels drive away the scary, dark angels which both scare and confuse her. The angels are beautiful, gentle and comforting, even though they cannot physically save her. The angels are constantly changing colors, reflecting their mood. The visionary sees angels primarily in churches, but also sees angels in the zoo, at the hospital and observing people from outside. The angels' presence is comforting to the visionary, even in difficult circumstances. While some angels are sad, the general impression is of colorful, peaceful protectors.

text: The narrator doesn't see them in the church

refinement: The visionary describes angels as being beautiful, swirling colors and having strong presence. The angels drive away the scary, dark angels which both scare and confuse her. The angels are beautiful, gentle and comforting, even though they cannot physically save her. The angels are constantly changing colors, reflecting their mood. The visionary sees angels primarily in the zoo, at the hospital and observing people from outside. The angels' presence is comforting to the visionary, even in difficult circumstances. While some angels are sad, the general impression is of colorful, peaceful protectors.

answer: The visionary describes them as having many colors such as gold, red and blue. The colors swirl and are described as "the color of joy." They also describe them as more beautiful than any choir they have ever seen.

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

What is the meaning of the angels being outside the church, and the demons within it?

answer: The meaning of the story is that the religion of the church has drifted from the true religion of humankind. Thus the sacraments of the church have become false and inhabited by demons. In contrast, the angels are found outside in the natural world. In situations of intense orthodoxy, sometimes even heavenly practices can become demonic.

answer: It could be that the church is a place where people congregate to pray for their souls, to confess their sins, and the angels keep watch, looking out the window in, while anyone with sins (demons) inside goes in and confesses, gets absolved, walks out.

answer: The angels are representing good and positive qualities and the demons represent darkness, terror, and evil. The placement of the angels and demons within the church indicates that the church is not serving its intended purpose, and that instead of being a sanctuary, it is a place of danger and degradation.

answer: The angels watch over those inside the church while the demons torment and terrify those inside the church. The angels are beautiful, while the demons are hideous. The angels are there to protect, while the demons seek to harm those in the church.

text: Doesn't really answer the question, and seems inaccurate

answer: This could represent life, the good and/or evil within.

text: Not sure that response makes sense


split: train

text:
PATRICIA (PAT) CLOHERTY is an American businesswoman, company director, and private equity financier. She was the chairman and CEO of Delta Private Equity Partners. Cloherty served as manager of The U.S. Russia Investment Fund and _Delta Russia Fund_, two venture capital funds which operated in Russia. In 2004, Cloherty was named _Businessperson of the Year_ by the American Chamber of Commerce in Russia. In 2007, Crain's New York Business named her one of the _Most Powerful Women in New York_.[1] In 2008, Cloherty received the Order of Friendship from Russian President Vladimir Putin.[2]

Early life

Cloherty earned a bachelor's degree in 1963 from the San Francisco College for Women (now part of the University of San Francisco) and two master's degrees from Columbia University.[3] After graduation, Cloherty spent two years in Brazil from 1963 through 1965 as a member of the newly created Peace Corps.

Career

Cloherty began her career in venture capital at Patricof & Co. Ventures, which she joined in 1969. She was named a partner and later would become president and co-chair of the firm, along with founder Alan Patricof. After she left the firm, Patricof & Co. (now known as Apax Partners), became one of the largest private equity firms globally.[4] In an interview with “Private Equity International” magazine, Cloherty stated that her track record in Russia included 14 write-offs and a return of 1.2 times capital invested.

In 1977, Cloherty was appointed Deputy Administrator of the U.S. Small Business Administration by President Jimmy Carter.[5] In 1979, she founded and ran Tessler & Cloherty with her husband Daniel Tessler, which specialized in small businesses.[6] In 1991, U.S. President George H.W. Bush appointed Ms. Cloherty as chairman of an Investment Advisory Council to revamp the Small Business Investment Company program of the U.S. Small Business Administration.

In 1995 President Clinton appointed Cloherty as a board member of The U.S. Russia Investment Fund with $440 million of investment capital. In 1998 she assumed the role of chairman, and in 2004 she became chairman and chief executive officer of the US Russia Investment Fund's general partner: _Delta Private Equity Partners_.[7] The funds made direct equity investments in Russian companies in the financial services sector, consumer-related industries, and in the media, telecommunications, semiconductor and biotechnology fields.[8] In April 2009, _Private Equity International_ magazine reported that _Delta Private Equity Partners_ was collaborating with UFG Private Equity, one of its limited partners, and was considering a merger with them.[9]

Cloherty was a director of NYSE Euronext.[10] She is a trustee of International House of New York,[11] Teachers College, Columbia University and the Ewing Marion Kauffman Foundation and is a member of the Council on Foreign Relations. Cloherty is a former president and chairman of the National Venture Capital Association, the national advocacy group for venture capital firms in the U.S. Cloherty served on the board of directors of Accion International from 1982 to 1986.

In both 2006 and 2007, APAX with Clotherty were named by Forbes Magazine on its “Midas List” of the 100 deal-makers and investors that year.[12] On 17 March 2008 Russian President Vladimir Putin signed a decree awarding Cloherty the Order of Friendship for her contribution to the development of Russian business and for strengthening friendship and cooperation between the Russian Federation and the United States of America.[13] Cloherty is the 2012 recipient of the Women in Private Equity Trailblazer Award, given annually by Falk Marques Group in tribute to pioneering women who have paved the way for their peers in private equity and other alternatives.[14]

[1]

[2] _Promoting the Development of Entrepreneurship in Russia_ by Маya Berdnikova (Vedomosti, 28 April 2008 - _reprinted by the Center for Entrepreneurship_)

[3] _Patricia M. Cloherty spent two years in Brazil as a Peace Corps volunteer advising youths living on small farms_ (PeaceCorpOnline.org, Winter 2000/01)

[4] Crain's Most Powerful Women in New York 2007: _Patricia Cloherty, Delta Private Equity Partners_ by Judith Messina (Crain's New York Business, 16 September 2007)

[5] Profile: _Patricia Cloherty_ (Bloomberg Businessweek)

[6] _Business People; Venture Capitalist Back, But She Is Nearer to Top_ by Alison Leigh Cowan (New York Times, 29 February 1988)

[7] _Porcelain And Portals_ by Kerry A. Dolan (Forbes, 16 April 2001)

[8] _Moscow Mission_ by Judy Kuan (Private Equity International, January 2006 - _Issue 41_).

[9] _Russian private equity firms may merge_ by Toby Mitchenall (Private Equity International, 21 April 2009)

[10] NYSE Euronext - Board Committees

[11] International House website

[12] 2007 Forbes Midas List: _#63 Patricia Cloherty_

[13]

[14] Women in Private Equity Trailblazer Award

title: Patricia Cloherty

question: What awards has Patricia Cloherty won?

answer: Patricia Cloherty has won the Order of Friendship from Russian President Vladimir Putin and the Women in Private Equity Trailblazer Award.

answer: In 2004, Cloherty was named "Business of the Year" by the American Chamber of Commerce in Russia. In 2007, Cloherty was named one of the "Most Powerful Women in New York" by Crain's New York Business. In 2008, Cloherty received the Order of Friendship from Russian President Vladamir Putin.

text: "In 2004, Cloherty was named "Business of the Year" by the American Chamber of Commerce in Russia. In 2007, Cloherty was named one of the "Most Powerful Women in New York" by Crain's New York Business." - these are not considered awards. Should be deleted.

refinement: In 2008, Cloherty received the Order of Friendship from Russian President Vladamir Putin. Cloherty is the 2012 recipient of the Women in Private Equity Trailblazer Award, given annually by Falk Marques Group in tribute to pioneering women who have paved the way for their peers in private equity and other alternatives.

answer: She was named Businessperson of the Year by the American Chamber of Commerce in Russia in 2004. In 2007, Crain's New York Business named her one of the Most Powerful Women in New York. In 2008, she received the Order of Friendship from Russian President Vladimir Putin.

text: "She was named Businessperson of the Year by the American Chamber of Commerce in Russia in 2004. In 2007, Crain's New York Business named her one of the Most Powerful Women in New York." - these are not considered awards. Should be deleted.

refinement: In 2008, she received the Order of Friendship from Russian President Vladimir Putin and was awarded the Women in Private Equity Trailblazer Award in 2012, given annually by Falk Marques Group in tribute to pioneering women who have paved the way for their peers in private equity and other alternatives.

answer: Patricia Cloherty has been named Businessperson of the Year by the American Chamber of Commerce in Russia, and received the Order of Friendship from Russian President Vladimir Putin.

text: "Patricia Cloherty has been named Businessperson of the Year by the American Chamber of Commerce in Russia" - this is not an award and should be deleted.

refinement: Patricia Cloherty received the Order of Friendship from Russian President Vladimir Putin and the Women in Private Equity Trailblazer Award, given annually by Falk Marques Group.

question: Where and when did Cloherty began her career?

answer: Cloherty began her career in venture capital at Patricof & Co. Ventures in 1969.

answer: She began her career in 1969 when she joined Patricof & Co. Ventures.

answer: Cloherty began her career in venture capital at Patricof & Co. Ventures, which she joined in 1969.

answer: Cloherty began her career in venture capital at Patricof & Co. Ventures in 1969.

question: What happened with Cloherty in 1995?

answer: President Clinton appointed Cloherty as a board member of The U.S. Russia Investment Fund with $440 million of investment capital.

answer: In 1995, President Clinton appointed Cloherty as a board member of The U.S. Russia Investment Fund with $440 million of investment capital.

answer: In 1995, President Clinton appointed Cloherty as a board member of The U.S. Russia Investment Fund with $400 million of investment capital.

answer: In 1995, President Clinton appointed Cloherty as a board member of The U.S. Russia Investment Fund.

question: What did Cloherty do in 2012?

answer: Cloherty received the Women in Private Equity Trailblazer Award.

answer: Cloherty was given the Women in Private Equity Trailblazer Award in 2012.

answer: She received the Women in Private Equity Trailblazer Award.

answer: Cloherty was the recipient of the Women in Private Equity Trailblazer Award.

question: Write a ~2 sentence summary.

answer: Patricia Cloherty is a businesswoman and private equity financier who has been successful in Russia. She was named Businessperson of the Year in 2004, and received the Order of Friendship from Russian President Vladimir Putin in 2008.

text: "Businessperson of the Year in 2004," - delete the comma

refinement: Patricia Cloherty is a businesswoman and private equity financier who has been successful in Russia. She was named Businessperson of the Year in 2004 and received the Order of Friendship from Russian President Vladimir Putin in 2008.

answer: Patricia Cloherty is an American businesswoman, company director, and private equity financier. She was the chairman and CEO of Delta Private Equity Partners.

answer: Patricia Cloherty is an American businesswoman, company director, and private equity financier. She was the chairman and CEO of Delta Private Equity Partners. Cloherty served as manager of The U.S. Russia Investment Fund and _Delta Russia Fund_, two venture capital funds which operated in Russia. In 2004, Cloherty was named _Businessperson of the Year_ by the American Chamber of Commerce in Russia. In 2007, Crain's New York Business named her one of the _Most Powerful Women in New York_.[1] In 2008, Cloherty received the Order of Friendship from Russian President Vladimir Putin.[2]

text: Went over the 2-sentence summary requirement. Delete entries of less importance.

refinement: Patricia Cloherty is an American businesswoman, company director, and private equity financier. In 2008, Cloherty received the Order of Friendship from Russian President Vladimir Putin.

answer: Patricia Cloherty is an American businesswoman, company director, and private equity financier. She has worked extensively with companies based in Russia and received the Order of Friendship from Russian President Vladamir Putin.


text:
CORONA SENIOR HIGH SCHOOL (CHS) is a California Distinguished School high school in the city of Corona, California, United States, a growing city in the Inland Empire of Southern California. CHS is one of eight high schools in the Corona-Norco Unified School District.

History

CHS was the first high school in the area, established in 1894 when high school students met in the upper floor of the Corona Grammar school located in what now is called Victoria Park. The first actual High School opened in 1907. It was built in the Classic Revival style with columns and many steps on the front, on the west side of Main Street between Grand Boulevard and Olive street. This campus remained a high school until 1923, when the number of students outgrew the available classroom space. The second Corona High School was constructed, in the Mediterranean Revival style, at 815 West Sixth Street. This campus was designed by G. Stanley Wilson, an exceptional architect from Riverside, California, who had also designed parts of the Mission Inn. This campus remained in use as a high school until December 1960, when once again, the number of students exceeded its capacity After the high school moved from its second campus, the campus became Corona's Civic Center and City Hall. The second high school building is now listed on the National Register of Historic Places.[1]

The high school was relocated to 1150 West Tenth Street during the 196061 school year to accommodate a rapidly growing number of students wishing to attend. There were no graduates in 1897.

Students

Corona High School has a diverse student population of more than 4,000 students including; 4.3% African American and 54.0% Hispanic or Latino. White students make up approximately 35.1% of the student population. As of 2005 it was reported that 45.1% of the students at Corona High School come from socioeconomically disadvantaged homes. Although nearly half the students come from disadvantaged families, they comprise one of the highest graduation levels in the state with 94.6%.

Assertive Discipline at Corona High School is a consistency-based approach to classroom and school discipline. It is designed to create a positive educational atmosphere and provide educators with skills and confidence necessary to effectively reduce discipline problems. Every classroom has a set of assertive discipline program charts posted in the room. Teachers discuss the rules and the positive and negative consequences of the program with their students. The practices and procedures for discipline, tardiness, and truancy are aimed at teaching responsibility and building positive self-esteem. Each student receives the teacher's discipline plan included as part of the course syllabus. Corona High School exhibits pride, high morale, order and discipline, and respect for individual rights and responsibilities. In the 20052006 school year there were a total of 337 suspensions and 20 expulsions at Corona High School, well below the District average.

Academics

Corona's course offerings reflect the diversity of the school community. Classes offered include career/technical classes, honors and advance placement, a four-year AVID program, English acquisition, sheltered classes in core subjects, visual and performing arts, and special education.

All students are offered a core academic curriculum which stresses academic excellence. Advanced Placement and honors courses are offered in Math, Science, Language Arts, Social Science, and Foreign Language. Educational programs are provided to enhance the educational opportunities for disadvantaged, ESL, and Special Education students.

[A mural of the high school's black panther mascot.] Students have the opportunity to enroll in advanced placement (AP) courses at Corona High School. Students who successfully pass an optional end-of-course exam generally receive college credit. Of the 302 Advanced Placement Exams taken in Music Theory, English Literature, French and Spanish Languages, Calculus, Sciences (such as Biology and Physics), and Social Sciences (such as European History and Psychology), 61% passed. The school district passing rate was 48.2%. The Riverside County, California state and national passing rates were 45.6%, 57.1%, and 59.6% respectively.

The instructional program at Corona High School is based on the state's Academic Content Standards. Higher-level thinking skills are emphasized at all grade levels for all students. Teachers use criterion-referenced tests, teacher-made tests, common benchmark assessments, portfolios, and observations to assess student performance. Planning days and minimum days enable teachers to appropriately plan the cooperative delivery of instruction in support of the core curriculum to all students.

Teachers are an important part of the leadership of Corona High School. The staff serves on grade-level and subject-department teams to plan curriculum and recommend solutions to problems. Staff members communicate and learn from each other, both formally and informally.

Students with special needs are served in a variety of ways. The Student Study Team (SST) is a site-based group that works to provide modifications of and accommodations to the general education program. Modifications or accommodations could be provided by support personnel, such as school counselors, nurses, or psychologists. Intensive modifications/accommodations may require special education services which include, but are not limited to, special education itinerant services (for example, speech and language, adaptive physical education, occupational therapy), and resource specialists or special day class programs.

Sports

Corona High School offers a full range of sports, many of which have participated in CIF playoffs, and/or have won CIF Divisional championships. Booster clubs have added significant strength to many of the sports and organizations.

Fall Sports: Football, Boys Water Polo, Boys Cross Country, Girls Cross Country, Girls Tennis, Girls Volleyball, Girls Pep Squad. Winter Sports: Boys Basketball, Girls Basketball, Girls Soccer, Boys Soccer, Girls Water Polo, Wrestling. Spring Sports: Baseball, Softball, Golf, Girls Swimming, Boys Swimming, Girls Track, Boys Track, Boys Tennis, Boys Lacrosse, Girls Lacrosse, Boys Volleyball.

Performing arts

Corona High also offers a performing arts program with dramas, musicals, five choirs, marching/pep band, jazz band, symphonic band and video production which used to run the only daily live news broadcast in the Corona-Norco Unified District.

Clubs on campus

Corona High School offers a broad range of clubs, societies, organizations and student interest groups which have continuously received District, Regional, Statewide, and in the case of History Day projects, National recognition. Clubs Have on campus supervisors. Clubs are to have elected officers in which the students will choose, to run meetings. A proposed budget, constitution, charter and approval from the Activities Director and Administration is required to start any club.

Notable alumni

-   Brendan Beck - professional baseball player, San Francisco Giants organization
-   Tristan Beck - professional baseball player, San Francisco Giants organization[2][3]
-   Erica Blasberg - golfer who played on the LPGA Tour
-   Scott Bloomquist - Hall of Fame dirt racer
-   Ken Calvert - Congressman, House of Representatives: 44th congressional district
-   Darrin Chiaverini - Former NFL receiver and current college coach
-   Ryan Chiaverini - Television personality}
-   Mike Darr - Former Major League baseball player, San Diego Padres
-   Heath Farwell - NFL linebacker and pro bowler
-   Brian Hildebrand - Former Division 1 quarterback, Oregon State Beavers
-   Jess Hill - Former Major League baseball player (1935–37), USC football coach (1951–56), USC athletic director (1957–72)
-   George Ingalls - Congressional Medal of Honor Recipient
-   Joe Kelly - Major League Baseball pitcher, LA Dodgers
-   Mr. Mixx (David P. Hobbs) - Hip hop DJ, producer, co-founder of 2 Live Crew
-   Jennifer Ruiz - Professional soccer player
-   Matt Spanos - Former USC lineman
-   Demetrius Wright - USC Trojans free safety

[1]  .

[2] https://www.mlb.com/news/braves-pick-tristan-beck-on-day-2-of-mlb-draft/c-279944810

[3]

title: Corona High School

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

Summarize everything relating to diversity.

answer: Corona Senior High School has a diverse student population of over 4,000 students that include over 4% African American and 54% Hispanic or Latino. The school's population reflects the diversity of the school community, offering a core academic curriculum that stresses academic excellence and honors and advance placement courses in their classes on the off chance that the student wishes to attend college. The school also offers programs to enrich the educational opportunities for disadvantaged and ESL students, which demonstrates the school's concerted efforts towards reflecting and respecting diversity among the student body.

text: Include the white students in the breakdown of the student population as well. White students make up 35.1% of the student population.

refinement: Corona Senior High School has a diverse student population of over 4,000 students that include over 4% African American, 54% Hispanic or Latino and 35% White. The school's population reflects the diversity of the school community, offering a core academic curriculum that stresses academic excellence and honors and advance placement courses in their classes on the off chance that the student wishes to attend college. The school also offers programs to enrich the educational opportunities for disadvantaged and ESL students, which demonstrates the school's concerted efforts towards reflecting and respecting diversity among the student body.

text: Nearly half of the students in Corona High School come from socioeconomically disadvantages families. Include this information as it relates to the diversity in income of the student families.

refinement: Corona Senior High School has a diverse student population of over 4,000 students that include over 4% African American, 54% Hispanic or Latino and 35% White. Nearly half of the students in Corona High School come from socioeconomically disadvantages families. The school's population reflects the diversity of the school community, offering a core academic curriculum that stresses academic excellence and honors and advance placement courses in their classes on the off chance that the student wishes to attend college. The school also offers programs to enrich the educational opportunities for disadvantaged and ESL students, which demonstrates the school's concerted efforts towards reflecting and respecting diversity among the student body.

text: The diversity of the school led to a variety of course offerings at the school, these include career and technical classes, honors and advance placement, a four-year AVID program, English acquisition, sheltered classes in core subjects, visual and performing arts and special education. Change the information relating to course offerings in the response to this list.

refinement: Corona Senior High School has a diverse student population of over 4,000 students that include over 4% African American, 54% Hispanic or Latino and 35% White. Nearly half of the students in Corona High School come from socioeconomically disadvantages families. This diversity in the school's population led to a variety of course offerings at the school. These include career and technical classes, honors and advance placement and a four-year AVID program. ESL students are accommodated through English acquisition programs and students with special needs can receive special education and sheltered classes in core subjects. The school also has a strong visual and performing arts program.

answer: The student population at Corona High School is diverse with a significant percentage of African American and Hispanic students. There are also significant economically disadvantaged students. Additionally, the performing arts program is particularly diverse. Finally, notable alumni include professional athletes and politicians.

text: White students also make up a significant percentage of Corona High School student population. Include this group in the response as well.

refinement: The student population at Corona High School is diverse with a significant percentage of African American, Hispanic and White students. There are also significant economically disadvantaged students. Additionally, the performing arts program is particularly diverse. Finally, notable alumni include professional athletes and politicians.

text: In addition to the visual and performing arts program, the school also offers career and technical classes, honors and advance placement programs, English acquisition and special education. Include these course offerings in the response as well.

refinement: The student population at Corona High School is diverse with a significant percentage of African American, Hispanic and White students. There are also significant economically disadvantaged students. Additionally, varied course offerings like the visual and performing arts program, career and technical classes, honors and advance placement programs, English acquisition and special education all provide for the school's diverse student population. Finally, notable alumni include professional athletes and politicians.

answer: The student population at Corona High School is diverse, including a total of 4,000 students, of which 4.3% are African American, 54% Hispanic or Latino, 35.1% are Caucasian, and 45.1% are from socioeconomically disadvantaged homes. The instructional program at CHS is based on the state Academic Content Standards with advanced placement courses in Math, Science, Language Arts, Social Sciences, and Foreign Language. Many club options are available to students. Notably, Corona High School boasts alumni such as professional athletes, Congressman, college coaches and athletes, and musicians.

text: The school also provides for students with special needs in a variety of ways. Include this group of students in the response as well.

refinement: The student population at Corona High School is diverse, including a total of 4,000 students, of which 4.3% are African American, 54% Hispanic or Latino, 35.1% are Caucasian, and 45.1% are from socioeconomically disadvantaged homes. The instructional program at CHS is based on the state Academic Content Standards with advanced placement courses in Math, Science, Language Arts, Social Sciences, and Foreign Language. Many club options are available to students. Students with special needs are also provided for in various ways. Notably, Corona High School boasts alumni such as professional athletes, Congressman, college coaches and athletes, and musicians.

answer: The school's student population consiss of 4.3% African Americans and 54.0% Hispanic or Latino. The course offerings reflect the diversity of the school community. The school also has various ways of supporting special needs students, including the Student Study Team.

text: Include the 35.1% White students in the breakdown of the student population.

refinement: The school's student population consiss of 4.3% African Americans, 54.0% Hispanic or Latino and 35.1% White. The course offerings reflect the diversity of the school community. The school also has various ways of supporting special needs students, including the Student Study Team.

text: Nearly half of the students come from socioeconomically disadvantaged homes. Include this information as well as it speaks to the diversity in the family incomes of the different students.

refinement: The school's student population consiss of 4.3% African Americans, 54.0% Hispanic or Latino and 35.1% White. Nearly half of the students come from socioeconomically disadvantaged homes. The course offerings reflect the diversity of the school community. The school also has various ways of supporting special needs students, including the Student Study Team.

answer: The article states that Corona Senior High School has a diverse student population of more than 4,000 students including 4.3% African American and 54.0% Hispanic or Latino.

text: Include the 35.1% White students in the breakdown of the student population.

refinement: The article states that Corona Senior High School has a diverse student population of more than 4,000 students including 4.3% African American, 54.0% Hispanic or Latino and 35.1% White.

text: 45.1% of the students come from socioeconomic disadvantaged homes. Include this in the response as well because it is a further indication of the diversity of the school community.

refinement: The article states that Corona Senior High School has a diverse student population of more than 4,000 students including 4.3% African American, 54.0% Hispanic or Latino and 35.1% White. 45.1% of the students come from socioeconomic disadvantaged homes.

text: Corona High School has a wide educational offering to provide for its diverse student community, even including educational opportunities for disadvantaged, ESL and special education students. Include the information on the course offerings in the response.

refinement: The article states that Corona Senior High School has a diverse student population of more than 4,000 students including 4.3% African American, 54.0% Hispanic or Latino and 35.1% White. 45.1% of the students come from socioeconomic disadvantaged homes. Corona High School has a wide educational offering to provide for its diverse student community, even including educational opportunities for disadvantaged, ESL and special education students.

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

What does the article say about extra-curriculars?

answer: The article mentions a number of different athletic activities, as well as club organizations and student interest groups, at Corona High School. It notes that students have an opportunity to participate in both academics and extracurriculars. The performing arts program at the school is also discussed.

answer: Corona High School offers a full range of sports. These sports include football, tennis, volleyball, and wrestling. There is also a wide range of clubs, societies, organizations, and student interest groups. The students elect officers for their clubs to run meetings.

text: Corona High School also offers various performance arts programs including a video production unit. Include this in the description of extra curricular activities as well.

refinement: Corona High School offers a full range of sports. These sports include football, tennis, volleyball, and wrestling. There is also a wide range of clubs, societies, organizations, and student interest groups. The students elect officers for their clubs to run meetings. The school also has well developed performance arts programs.

answer: Most available sports are listed, and the alumni are must with many well-known sports figures. The art program is also valued and each choir is mentioned. They mention performing arts as well, and which courses are available. They do not go into many details about what instructors are like and how students attained the awards in question - it is only mentioned that students have the opportunity to make many awards.

text: Adjust the wording in the response because the response is very awkward. List sports, the performing arts program, clubs, societies, organizations and student interest groups consecutively.

refinement: Most available sports, the performing arts programs, clubs, societies, organizations and student interest groups are listed, and the alumni are must with many well-known sports figures. They do not go into many details about what instructors are like and how students attained the awards in question - it is only mentioned that students have the opportunity to make many awards.

text: Remove the mention of the alumni it does not have bearing on the question.

refinement: Most available sports, the performing arts programs, clubs, societies, organizations and student interest groups are listed in the article. They do not go into many details about what instructors are like and how students attained the awards in question - it is only mentioned that students have the opportunity to make many awards.

text: Some of their sports and student groups have received a variety of recognitions at the district, regional, state, and national level. Include this in the response to highlight the importance of these extra curricular activities to the school.

refinement: Most available sports, the performing arts programs, clubs, societies, organizations and student interest groups are listed in the article. Some of their sports and student groups have received a variety of recognitions at the district, regional, state, and national level. They do not go into many details about what instructors are like and how students attained the awards in question - it is only mentioned that students have the opportunity to make many awards.

text: Remove the information relating to the instructors because it is not accurate according to the article.

refinement: Most available sports, the performing arts programs, clubs, societies, organizations and student interest groups are listed in the article. Some of their sports and student groups have received a variety of recognitions at the district, regional, state, and national level.

answer: Inter-school events and teams are prominent, with many inter-school competitions. The level of commitment is implied to be high, because the students must be physically fit to partake in many of the sports on offer. Clubs and extra-curricular activities are not mentioned.

text: Add a description of the sports programs at Corona High School as well as its performance arts programs, clubs, societies, organizations and student interest groups.

refinement: Corona High School has a strong offering of sports, performance arts as well as clubs, societies, organizations and student interest groups. Inter-school events and teams are prominent, with many inter-school competitions. The level of commitment is implied to be high, because the students must be physically fit to partake in many of the sports on offer. Clubs and extra-curricular activities are not mentioned.

text: Remove the rest of the response because it untrue and does not truly reflect the article.

refinement: Corona High School has a strong offering of sports, performance arts as well as clubs, societies, organizations and student interest groups.

answer: The article mentions that Corona Senior High School offers a wide range of clubs, organizations, and student interest groups. These clubs have received a variety of recognitions at the district, regional, state, and national level.

text: Add a description of the sports programs at Corona High School as well as its performance arts programs in the response as well.

refinement: The article mentions that Corona Senior High School offers a wide range of clubs, organizations, student interest groups, sports and performance arts programs. These activities have received a variety of recognitions at the district, regional, state, and national level.

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

Summarize everything relating to the school's different locations.

answer: The first high school in Corona was different than the current campus because it was built in 1908, located on the west side of Main Street between Grand Boulevard and Olive street. The campus only served as a high school for five years before being repurposed in 1923. The second Corona High School was constructed 1925 in the Mediterranean revival style, on a lot at Eighth Street, 10th Street next door to the current location. The school also had a mural of their mascots painted on a wall in the corridor between the restrooms, the panther cubs. A mural of a panther cub had been painted in 1922. The principal and the architect at the time named the school mascot "chief, who is the symbol of each and all of the panther cubs sprinting." Following the construction, it accommodated the growing student population until 1960. It was then converted into the main city hall, which is also the main facility of social and public utility services in the city of Corona.

text: The first location the school used when it was established in 1894 was the upper floor of the Corona Grammar School in the area that is now called Victoria Park. Include this first location in the response as well.

refinement: The location Corona High School used when it was established in 1894 was the upper floor of the Corona Grammar School in the area that is now called Victoria Park. The first high school in Corona was different than the current campus because it was built in 1908, located on the west side of Main Street between Grand Boulevard and Olive street. The campus only served as a high school for five years before being repurposed in 1923. The second Corona High School was constructed 1925 in the Mediterranean revival style, on a lot at Eighth Street, 10th Street next door to the current location. The school also had a mural of their mascots painted on a wall in the corridor between the restrooms, the panther cubs. A mural of a panther cub had been painted in 1922. The principal and the architect at the time named the school mascot "chief, who is the symbol of each and all of the panther cubs sprinting." Following the construction, it accommodated the growing student population until 1960. It was then converted into the main city hall, which is also the main facility of social and public utility services in the city of Corona.

text: Correct the information relating to the second location of the school. The first actual High School (with its own building) opened in 1907, and not 1908 as in the original response, and was built in the Classic Revival style. It was used until 1923, almost 18 years and not only 5 years as in the original response.

refinement: The location Corona High School used when it was established in 1894 was the upper floor of the Corona Grammar School in the area that is now called Victoria Park. The first actual high school opened in 1907 on a campus built in the Classic Revival style and located on the west side of Main Street between Grand Boulevard and Olive street. The second Corona High School was constructed 1925 in the Mediterranean revival style, on a lot at Eighth Street, 10th Street next door to the current location. The school also had a mural of their mascots painted on a wall in the corridor between the restrooms, the panther cubs. A mural of a panther cub had been painted in 1922. The principal and the architect at the time named the school mascot "chief, who is the symbol of each and all of the panther cubs sprinting." Following the construction, it accommodated the growing student population until 1960. It was then converted into the main city hall, which is also the main facility of social and public utility services in the city of Corona.

text: The second campus used by the school opened in 1923 and was built in the Mediterranean Classic style. It became Corona's City Hall and is listed on the National Register of Historic Places after the school moved to their third and current campus in 1960. Correct the year the second campus of the school opened from 1925 to 1923, the address of the school, and add the cultural significance of the building to the response.

refinement: The location Corona High School used when it was established in 1894 was the upper floor of the Corona Grammar School in the area that is now called Victoria Park. The first actual high school opened in 1907 on a campus built in the Classic Revival style and located on the west side of Main Street between Grand Boulevard and Olive street. The second Corona High School was constructed 1923 in the Mediterranean revival style, at 815 West 6th Street. This second campus became Corona's City Hall after the school moved from this location in 1960 and is listed on the National Register of Historic Places. The school also had a mural of their mascots painted on a wall in the corridor between the restrooms, the panther cubs. A mural of a panther cub had been painted in 1922. The principal and the architect at the time named the school mascot "chief, who is the symbol of each and all of the panther cubs sprinting."

text: The school's third and current campus is located at 1150 West Tenth Street. Include this location in the response as well and lessen the information on the panther mural.

refinement: The location Corona High School used when it was established in 1894 was the upper floor of the Corona Grammar School in the area that is now called Victoria Park. The first actual high school opened in 1907 on a campus built in the Classic Revival style and located on the west side of Main Street between Grand Boulevard and Olive street. The second Corona High School was constructed 1923 in the Mediterranean revival style, at 815 West 6th Street. This campus became Corona's City Hall after the school moved from this location in 1960 and is listed on the National Register of Historic Places. The school was relocated to 1150 West Tenth Street to accommodate the growing number of students. A mural of its black panther mascot was painted on a wall at this location.

answer: CHS was founded in 1894 and moved twice before settling at its current 1150 West Tenth Street location in 1961. The school offers a classical course of study in academics, along with a range of different athletics, performing arts programs, and clubs. The student body is predominately Hispanic and socioeconomically disadvantaged, with a relatively high success rate on college-level AP exams. Notable alumni include professional baseball players, politicians, and athletes.

text: Remove the information not relating to the different locations of the school, specifically the second, third and fourth sentences because it deals with various topics unrelated to the school's campus.

refinement: CHS was founded in 1894 and moved twice before settling at its current 1150 West Tenth Street location in 1961.

text: The school moved three times between being founded and 1960. Its first location was the upper floor of the Corona Grammar School. Its second location, and first exclusive campus, was built in the Classic Revival style and opened in 1907. The third location was built in the Mediterranean Classic style and is currently used as Corona's City Hall. The fourth and current location of the school was opened in 1960 to accommodate the growing number of students. Include information on the school's different locations in the response.

refinement: CHS was founded in 1894 and moved thrice before settling at its current 1150 West Tenth Street location in 1960. Its first location was the upper floor of the Corona Grammar School. Its second location, and first exclusive campus, was built in the Classic Revival style and opened in 1907. The third location was built in the Mediterranean Classic style and is currently used as Corona's City Hall.

answer: Corona High School has had two main campuses throughout its history. The first one was built in 1907, the second in 1960. In 1960, CHS moved to 1150 West Tenth Street. The building at the West Tenth Street is the second campus is now listed on the National Register of Historic Places.

text: Corona High School is currently in its third campus, and fourth location. Its second location, and first exclusive campus, was built in the Classic Revival style and opened in 1907. The third location, at 815 West Sixth Street, was built in the Mediterranean Classic style and is currently used as Corona's City Hall. The fourth and current location of the school was opened in 1960 to accommodate the growing number of students. Correct the information on the number of campuses, as well as the address of the location that is listed on the National Register of Historic Places.

refinement: Corona High School has had three main campuses throughout its history. The first one was built in 1907, the second in 1960. In 1960, CHS moved to 1150 West Tenth Street. The building at 815 West Sixth Street is the second campus is now listed on the National Register of Historic Places and is used as Corona's City Hall.

text: Corona High School was established in 1894 and students met on the upper floor of the Corona Grammar School located in Victoria Park. Include this first location in the response as well.

refinement: Corona High School has had three main campuses throughout its history. Its first location in use from 1894 to 1906 was the upper floor of the Corona Grammar School. Its first campus was built in 1907, the second in 1960. In 1960, CHS moved to 1150 West Tenth Street. The building at 815 West Sixth Street is the second campus is now listed on the National Register of Historic Places and is used as Corona's City Hall.

answer: The school was initially built on the west side of Main Street between Grand Boulevard and Olive street. The second school was constructed at 815 West Sixth Street. It was then relocated to 1150 West Tenth Street during the 1960-61 school year.

text: Corona High School was established in 1894 and the students met on the upper floor of the Corona Grammar School. Include this first location in the response as well.

refinement: Corona High School was established in 1894 and the students met on the upper floor of the Corona Grammar School until its first campus was built. The school was initially built on the west side of Main Street between Grand Boulevard and Olive street. The second school was constructed at 815 West Sixth Street. It was then relocated to 1150 West Tenth Street during the 1960-61 school year.

text: Include the years in which the different locations were put in use. The first school building in 1907, the second one in 1923 and the third in 1960.

refinement: Corona High School was established in 1894 and the students met on the upper floor of the Corona Grammar School until its first campus was built in 1907. The school was initially built on the west side of Main Street between Grand Boulevard and Olive street. The second school was constructed at 815 West Sixth Street and opened in 1923. It was then relocated to 1150 West Tenth Street during the 1960-61 school year.

answer: The first Corona High School was established in 1894 and relocated to 1150 West Tenth Street during the 196061 school year to accommodate a rapidly growing number of students. The second campus was home to the high school until 1960 when, once again, the number of students exceeded its capacity. The current Corona High School is located at 1150 West Tenth Street. The school offers a variety of academic classes and extracurricular opportunities in sports, performing arts, and clubs. The school has had notable alumni in the sports and entertainment fields. The school's various locations have housed a dynamic student body since its founding.

text: Remove the last three sentences because it deals with classes, alumni and the student body, and not the locations of the school.

refinement: The first Corona High School was established in 1894 and relocated to 1150 West Tenth Street during the 196061 school year to accommodate a rapidly growing number of students. The second campus was home to the high school until 1960 when, once again, the number of students exceeded its capacity. The current Corona High School is located at 1150 West Tenth Street.

text: The students met on the upper floor of the Corona Grammar School from when it was established until 1907. Its first campus was opened in that year on the west side of Main Street between Grand Boulevard and Olive Street. Include the initial location of the school in the response as well as its subsequent move to its own campus in 1907.

refinement: The first Corona High School was established in 1894 and met on the upper floor of the Corona Grammar School until 1907 when its first campus opened on the west side of Main Street. and relocated to 1150 West Tenth Street during the 196061 school year to accommodate a rapidly growing number of students. The second campus was home to the high school until 1960 when, once again, the number of students exceeded its capacity. The current Corona High School is located at 1150 West Tenth Street.

text: Move the information on the second campus of the school until after the information on the first school.

refinement: The first Corona High School was established in 1894 and met on the upper floor of the Corona Grammar School until 1907 when its first campus opened on the west side of Main Street. The second campus was home to the high school until 1960 when, once again, the number of students exceeded its capacity and the school relocated to 1150 West Tenth Street during the 196061 school year to accommodate a rapidly growing number of students.  The current Corona High School is located at 1150 West Tenth Street.

text: Remove the duplicate mention of the current address of Corona High School and correct the way the school year 1960-61 is written.

refinement: The first Corona High School was established in 1894 and met on the upper floor of the Corona Grammar School until 1907 when its first campus opened on the west side of Main Street. The second campus was home to the high school until 1960 when, once again, the number of students exceeded its capacity and the school relocated to 1150 West Tenth Street during the 1960-61 school year to accommodate a rapidly growing number of students.


text:
[South Audley Street, showing Thomas Goode and the Grosvenor Chapel]

SOUTH AUDLEY STREET is a major shopping street in Mayfair, London.[1] It runs north to south from the southwest corner of Grosvenor Square to Curzon Street.

History

[Caroline of Brunswick waving to crowds in South Audley Street, drawn by Robert Cruikshank] The street is named after Hugh Audley, whose heirs acquired the land following Sir Thomas Grosvenor's marriage to Mary Davies in 1677. Construction of properties along the street began in 1720, initially with small houses at the north end and larger family residences to the south. This reflected a social convention that was common at this time.[2]

Audley Square was a short abutment at the south end of the street. Unlike other significant squares in Mayfair, it was three sided and had no garden. The first multistorey car park in the City of Westminster opened here in 1962.[3]

Caroline of Brunswick (consort of King George IV) briefly stayed at No. 77 South Audley Street after returning from Italy in 1820. She was considered a popular queen and appeared at the balcony of the house to cheering crowds.[4]

South Audley Street was redeveloped between 1875 and 1900, when most of the smaller buildings to the north were demolished and rebuilt as shops with residences above them. However, several buildings (Nos. 9–16 and 71–75 consecutive) all survive from the 1730s. {{-}}

Properties

[James Purdey & Sons] The Grosvenor Chapel is a Grade II* listed chapel on South Audley Street, and the only remaining original property on the north part of the street.[5][6] It was built by Benjamin Timbrell in 1730, and became a chapel of ease for St George's Hanover Square Church in 1831. During World War II it was used by American armed forces. The parents of Arthur Wellesley, 1st Duke of Wellington are buried in the church.

Chesterfield House was a grand house on South Audley Street built by Isaac Ware for Philip Stanhope, 4th Earl of Chesterfield between 1747 and 1750. It was demolished in 1937.[7]

Leconfield House is at the corner of South Audley Street and Curzon Street. It is best known for being the former headquarters of MI5.

Thomas Goode's tableware shop was first established in 1844 at No. 17.[8] It gradually expanded throughout the 19th century; the current premises at Nos. 17–22 was constructed between 1875 and 1891 by Ernest George.

[Embassy of Qatar] The Qatari embassy is at No 1. It has been Grade II listed since 1970.[9]

Gunsmiths James Purdey & Sons was established at Nos. 57–60 in 1881.[10][11]

[1] 'South Audley Street: Introduction', in Survey of London: Volume 40, the Grosvenor Estate in Mayfair, Part 2 (The Buildings), ed. F H W Sheppard (London, 1980), pp. 290–291. British History Online http://www.british-history.ac.uk/survey-london/vol40/pt2/pp290-291 [accessed 26 October 2019]

[2]

[3]

[4]

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title: South Audley Street

question: How is South Audley Street known?

answer: South Audley Street is a major shopping street in Mayfair, London.

answer: It is a major shopping street in Mayfair, London.

answer: It is known as a major shopping street in Mayfair, London.

answer: South Audley Street is known as a major shopping street in Mayfair, London.

question: Who is South Audley Street named after?

answer: It is named after Hugh Audley.

answer: South Audley Street is named after Hugh Audley.

answer: South Audley Street is named after Hugh Audley.

answer: Hugh Audley.

question: When was South Audley Street redeveloped?

answer: It was redeveloped between 1875 and 1900.

answer: Between 1875 and 1900.

answer: South Audley Street was redeveloped between 1875 and 1900.

answer: South Audley Street was redeveloped between 1875 and 1900.

question: What did small houses at the north end and larger family residences to the south represent?

answer: It represented a social convention that was common at that time.

answer: It reflected a social convention that was common at the time.

answer: The smaller houses at the north end of the street represented the working class, while the larger family residences to the south represented the upper class.

text: The input says it was just a common social convention at the time

text: Provide a response

refinement: It represented a common social convention at the time

answer: The smaller houses at the north end of South Audley Street represented more affordable housing, while the larger family residences to the south represented more luxurious living.

text: The input says it was just a common social convention at the time

text: Provide a response

refinement: It represented a common social convention at the time

question: Write a ~1 sentence summary.

answer: This article talks about South Audley Street with its history of being created and the different properties that are on that street.

text: Rephrase "history of being created" to flow a bit better

refinement: This article talks about South Audley Street with the history of its creation and the different properties that are on that street.

text: Mention where the street is

refinement: This article talks about South Audley Street, a major shopping street in Mayfair, London, with the history of its creation and the different properties that are on that street.

answer: South Audley Street is a major shopping street in Mayfair, London, with many notable properties including the Grosvenor Chapel and James Purdey & Sons gunsmiths.

answer: This article is about South Audley Street, a major shopping street in Mayfair, London.

answer: South Audley Street is a major shopping street in Mayfair, London. It runs north to south from the southwest corner of Grosvenor Square to Curzon Street.

text: For a one sentence summary, the direction that the street runs is probably unimportant

refinement: South Audley Street is a major shopping street in Mayfair, London.


text:
A shocking secret CIA assessment has concluded that Russia interfered with the U.S. presidential election expressly to help Donald Trump win, according to an exclusive report Friday by The Washington Post.

Until now, intelligence sources have indicated that Russian hacking throughout the campaign that repeatedly exposed information overwhelmingly embarrassing for Democratic presidential candidate Hillary Clinton was an effort to undermine Americans’ faith in their government.

Now the intelligence community has concluded that Russia was clearly after a Trump victory and manipulated information to that end, according to sources who spoke to the newspaper.

“It is the assessment of the intelligence community that Russia’s goal here was to favor one candidate over the other, to help Trump get elected,” a senior U.S. official briefed on the CIA assessment told The Washington Post. “That’s the consensus view.”

The Trump camp has dismissed the report — along with the credibility of the U.S. intelligence community. “These are the same people that said Saddam Hussein had weapons of mass destruction,” said a statement by the Trump transition team. “The election ended a long time ago in one of the biggest Electoral College victories in history. It’s time to move on and ‘Make America great again.’”

(The claim that Trump had won one of the “biggest Electoral College victories in history” is simply not true. He ranks 44th out of 54 electoral votes of presidents since the 12th Amendment passed, Mother Jones reports.)

It’s no surprise Russian President Vladimir Putin wanted Trump in the White House. Trump praised the former KGB leader throughout the presidential campaign. He even called Putin a “more effective leader” than President Barack Obama.

Leaked information through hacking operations traced by U.S. intelligence to Russia was eerily silent on Trump and the Republican Party throughout the presidential campaign. Yet the same operations exposed troves of secret, sometimes embarrassing, personal communication involving Clinton and internal planning by the Democratic National Committee.

U.S. intelligence agencies concluded that Russia hacked the Republican National Committee but chose not to release the information, according to a report in the New York Times late Friday.

In addition, intelligence officials discovered breaches by Russian government-linked hackers into the voter registration databases of at least two states.

Links to hackers and the Russian government were detected by U.S. intelligence earlier this year. But Trump dismissed a Russian hand in the operations. He again this week blasted the intelligence findings, even before the latest assessment emerged, as politically motivated and not based on hard evidence.

“I don’t believe it. I don’t believe [Russia] interfered,” Trump told Time magazine in his “Person of the Year” interview released Wednesday.

“That became a laughing point, not a talking point,” he added. “Any time I do something, they say, ‘Oh, Russia interfered.’”

The hacking, he said, “could be Russia, it could be China. And it could be some guy in his home in New Jersey.”

Yet at one point during the campaign in July, he appeared to appeal to Russia for hacking help, saying: “Russia, if you’re listening, I hope you’re able to find the 30,000 emails that are missing” from Clinton’s email servers. The seeming request for a foreign government to breach U.S. internet security sparked a storm of controversy, and Trump later insisted he was only being “sarcastic.”

In a September intelligence briefing, Senate Majority Leader Mitch McConnell (R-Ky.) reportedly expressed suspicion about Russian links to campaign hacking. He hasn’t commented on The Washington Post’s report on the latest CIA information.

The chilling assessment that it’s “quite clear” Russia’s goal was to get Trump elected was shared with key senators last week in a Capitol Hill briefing, the Post reported. CIA officials cited a mounting body of evidence from several sources. Intelligence agencies have identified specific individuals with connections to the Russian government who are believed to have provided WikiLeaks with thousands of hacked emails, according to The Washington Post.

Obama has ordered a “full review” of Russian hacking in the campaign following pressure from Congress, the White House announced Friday. He expects to receive an intelligence report on any election interference before he leaves office. Congress will also be briefed on the report.

“We’ve seen in 2008, and this last election system, malicious cyber-activity,” Obama’s counterterrorism and homeland security adviser, Lisa Monaco, told reporters. “We may be crossing a new threshold, and it is incumbent upon us to take stock of that, to review, to conduct some after-action, to understand what has happened and to impart those lessons learned.”

_This article has been updated to include new details on where Trump ranks in electoral votes of presidents._

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

What is the role of Russia in the article?

answer: They’re suspected of influencing the presidential election to favor Trump. Previously, intelligence sources indicated that their hacking throughout the campaign should be viewed as an attempt to undermine Americans’ faith in their government.

text: The answer should also mention how Russia acted to achieve its goals.

refinement: They’re suspected of influencing the presidential election to favor Trump. It's the view of the U.S. intelligence agencies that Russian hackers managed to break into both Democratic and Republican National Committees but choose to withhold information about the Republican side. Previously, intelligence sources indicated that their hacking throughout the campaign should be viewed as an attempt to undermine Americans’ faith in their government.

answer: Russia was hacking into voter databases. Their goal was to favor Trump win, by manipulating the information that was successful in so doing. Its president, Vladimir Putin, has had good relations with Donald Trump.

text: Putin's good relations with Trump are irrelevant.

refinement: Russia was hacking into voter databases. Their goal was to favor Trump win, by manipulating the information that was successful in so doing.

text: The idea of Russians favoring a Trump win and manipulating the events to achieve that is expressed awkwardly.

refinement: Russia was hacking into voter databases. It's the view of the U.S. intelligence agencies that Russian hackers managed to break into both Democratic and Republican National Committees but choose to withhold information about the Republican side.

text: The answer should mention the previous view about the Russians' hacks.

refinement: Russia was hacking into voter databases. It's the view of the U.S. intelligence agencies that Russian hackers managed to break into both Democratic and Republican National Committees but choose to withhold information about the Republican side. The previous view about Russian hacking was that they were trying to undermine Americans' faith in their government.

answer: Russia was hacking into voter databases. Their goal was to favor Trump win, by manipulating the information that was successful in so doing.

text: The idea of Russians favoring a Trump win and manipulating the events to achieve that is expressed awkwardly.

refinement: Russia was hacking into voter databases. It's the view of the U.S. intelligence agencies that Russian hackers managed to break into both Democratic and Republican National Committees but choose to withhold information about the Republican side.

text: The answer should mention the previous view about the Russians' hacks.

refinement: Russia was hacking into voter databases. It's the view of the U.S. intelligence agencies that Russian hackers managed to break into both Democratic and Republican National Committees but choose to withhold information about the Republican side. The previous view about Russian hacking was that they were trying to undermine Americans' faith in their government.

answer: Russia manipulated information to favor Trump's election and likely interfered with the election results to that end.

text: The answer should mention how the Russians acted to achieve their goals.

refinement: Russia manipulated information to favor Trump's election and likely interfered with the election results to that end. It's believed that they managed to hack into both Republican and Democratic National Committee's but didn't leak anything from the Republican side.

text: The answer should mention the previous view about the Russians' hacks.

refinement: Russia manipulated information to favor Trump's election and likely interfered with the election results to that end. It's believed that they managed to hack into both Republican and Democratic National Committee's but didn't leak anything from the Republican side. The previous view was about the Russians trying to undermine Americans' trust in their government.

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

What are the implications of the Russian hacking?

answer: As the investigation about the Russian hacking is ongoing, the implications are not well known. What could be an implication is how the Russian government hacked US voter registration databases.

text: The answer should reason about potential implications because that's what the question asks for.

refinement: The hacks imply that Russians have potential access to voter databases, creating issues of trust in future elections. Another nation being able to influence the US elections also raises sovereignty issues.

answer: There are cybersecurity implication, as the Russian hackers have breached into US election databases and tried to sway the election. If a foreign government is willing to breach US boundaries and influence a United States election, so inane anti-American propaganda and stories will spread further and most likely, the US presidents and their counterparts will be compromised or blackmail.

text: The answer is phrased awkwardly.

refinement: There are cybersecurity implications as the Russian hackers have breached US election databases to sway the election. If a foreign government is willing to breach US boundaries and influence a United States election, anti-American propaganda and stories can spread further. It's also likely that the US politicians will be compromised or blackmailed.

answer: The implication is the possible loss of faith in democracy or of trust in American institutions.

answer: The implications are the possibility of annexation or conflict.

text: The hacks don't imply annexation at all. The notion of conflict should be more precise as well since direct war isn't a likely outcome.

refinement: The hacks imply that Russians have potential access to voter databases, creating issues of trust in future elections. Another nation being able to influence the US elections also raises sovereignty issues.

answer: As the investigation about the Russian hacking is ongoing, the implications are not well known. It is known that one provision could be the "full review" issued by President Obama. At the time of the article there is mounting evidence that substantiates Russia's intention to have Trump win the election.

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

Why was Trump able to get away with this?

answer: Monaco, Obama's counterterrorism and homeland security adviser, resorted to vague exposition saying: "We've seen in 2008, and this last election, malicious cyber-activity. That's why I want to call on Congress to hold hearings to examine Russia's role in potentially trying to undermine our electoral process. "

text: The answer has nothing relevant to the question. The only thing Trump can be said to get away with is his asking the Russians for help during the election campaign, which he claimed to be sarcasm.

refinement: The question is vague. The only thing Trump can be said to get away with is his asking the Russians for help during the election campaign, which he claimed to be sarcasm.

answer: [rewrite]

text: The answer is meaningless. The only thing Trump can be said to get away with is his asking the Russians for help during the election campaign, which he claimed to be sarcasm.

refinement: The only thing Trump can be said to get away with is his asking the Russians for help during the election campaign, which he claimed to be sarcasm.

answer: Most voters did not rely on the media to vet their candidates, they found what they were willing to trust.

text: The answer doesn't have much relevance to the question. The only thing Trump can be said to get away with is his asking the Russians for help during the election campaign, which he claimed to be sarcasm.

refinement: The only thing Trump can be said to get away with is his asking the Russians for help during the election campaign, which he claimed to be sarcasm.

answer: His base is not educated about the issues, and he has very few advisors debriefing him if his campaign is so forthright about not knowing the CIA's attitude.

text: The answer is irrelevant. The only thing Trump can be said to get away with is his asking the Russians for help during the election campaign, which he claimed to be sarcasm.

refinement: The only thing Trump can be said to get away with is his asking the Russians for help during the election campaign, which he claimed to be sarcasm.

answer: What do you think?

text: The answer is irrelevant. The only thing Trump can be said to get away with is his asking the Russians for help during the election campaign, which he claimed to be sarcasm.

refinement: The only thing Trump can be said to get away with is his asking the Russians for help during the election campaign, which he claimed to be sarcasm.

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

What does this article suggest about Trump's campaign?

answer: It concludes that Russia was trying to interfere by breaking into the computers of certain organizations and individuals and/or by hacking into the voter registration databases of at least two states.

text: The answer has no bearing on the question.

text: The answer is empty.

refinement: Trump's campaign had illegitimate help from the Russians, according to the article. Combined with Trump asking for help about the emails from the Russians, which he claims was sarcastic, the article throws shade on Trump's legitimacy as President of the United States.

answer: It alleges that Trump was beholden to Putin's desire for him to be elected. The FBI is investigating ties between Trump and the Russians. He questions the intelligence report on Russian hacking.

text: There's no FBI investigation ongoing. There's a CIA investigation, however, that one recently finished as the article is about its results.

refinement: It alleges that Trump was beholden to Putin's desire for him to be elected. The CIA investigation found that the Russians hacked the National Committee's of both sides, choosing to withhold information about the Republicans to ensure Trump's victory. He questions the intelligence report on Russian hacking.

text: Trump's response to the investigation is irrelevant.

refinement: It alleges that Trump was beholden to Putin's desire for him to be elected. The CIA investigation found that the Russians hacked the National Committee's of both sides, choosing to withhold information about the Republicans to ensure Trump's victory.

answer: It suggests that his campaign was aided by Russian hacking, which led Donald Trump to dismiss the confidence and evidence provided by the intelligence community regarding Russian hacking at a Capitol Hill meeting.

answer: It suggests that his campaign was derailed by Russian hacking, which led Donald Trump to dismiss the confidence and evidence provided by the intelligence community regarding Russian hacking at a Capitol Hill meeting.

text: The article talks about the hacks helping Trump's campaign, not derailing it.

refinement: It suggests that his campaign was aided by Russian hacking, which led Donald Trump to dismiss the confidence and evidence provided by the intelligence community regarding Russian hacking at a Capitol Hill meeting.

answer: It alleges that Trump was beholden to Putin's desire for him to be elected. The FBI is investigating ties between Trump and the Russians. However, no conclusions are drawn.


text:
This is my first post of my writing. Feedback, good or bad, is appreciated. Enjoy.

Dr Howard Corbin

Dr Corbin was eating dinner with his new wife and her ingrate son. Chicken, 3 months of marriage and they had chicken 32 times. His child bride, Sheila, was 23 years his junior. He used to love chicken. His mother would wring its neck and bleed it out Sunday after church. He would watch it die, discretely. He was fascinated by that instant when the certainty of one's death is accepted. As a young man, in the triage tent on the "front line" of Vietnam conflict, he used to work with an erection. Not a raging one. It would just waggle in his boxers and rub against his thigh. He was a demigod, choosing who would receive grace through his over skilled hands and who was not worth the effort. He had met Sheila 8 years after his first wife left him. He hasn't done anything wrong. You aren't the man I married his ex would scream, every fucking fight. Of course I'm not, we got married 22 years ago. "I" grew up. She would slam the door of the house she had wanted, he had paid for, get into the sl500, slam the door on the car he bought her. Then drive to the bar and would buy her drinks on his amex. Maybe after a bad fight she would take a bar fly to a motel near the airport paid again with his credit card. Sheila had been introduced at a dull dinner a friend had thrown. She had walked in just as soup was put on the table. It was a magical moment. He had just put a large forkful of salad in his mouth. A rivulet of dressing slid down from the corner of his mouth unheeded. To say she was striking would be ungenerous.

Mrs Sheila Corbin

Sheila was born in Cambodia in 1974. She always thinks of it as being sold into slavery. In reality she was adopted shortly after her birth because most of her family had been killed, Her mother dying during Sheila's birth. She was fortunate to be "purchased" by a kind english family. She was fed and schooled with the other children by the rest of the house staff. She was released from service to attend college and never looked back to Asia, there was nothing there for her. She came to university of Maryland on a partial scholarship. The boys went crazy for her, Asian with a clipped British accent. She took lovers. They gave her things. Beautiful things. She donated them to churches, she was not a whore paid in jewelry. In her junior year she was dating a poly sci major. He was going places, he had interned in a senator's office. On Saturday night after an epic party they went back to his swanky apartment. They made beautiful love and Ryan. She didn't hate the baby, just resented him. He represented a door that had closed for her. She barely finished school while raising an infant. The poly sci major slowly pulled away after she told him that it was immoral to have an abortion. He sent her a $3,000 check after the birth. What the hell was $3,000 for and how did he decide on that number? She cashed it, only because she needed the money. She was 29 when she met Dr. Corbin, Ryan was 9. She loved him almost instantly. She had tried, on her own and through therapy to find out why. He was old and white so he seemed so much older. White men after 50, yuck. They are falling apart from the roof to the basement. He is kind and a doctor, if there had been a doctor at her birth at least her mother would be alive and she could have stayed with her family in Asia. That was the best answer she could come up with. So much kinder and serene than those self proclaimed spiritual men. 9 out of 9 times what you saw is what you got from Howard. One therapist said it was transference, never knowing her own father, I desire to have an intimate relationship with him. At the end of the session she invited her to coffee, on the pretext of talking about the therapy. She politely told her no and that she would be cancelling the rest of her appointments.

The Corbins

The doctor, as she always thought of him, had swept her off her tiny feet. They sat drinking brandy in the library, after the dinner party, until their friend, almost physically, kicked them out. They went across Martinsburg to the waffle house that was barely open. It was 3am and the Beaver Dam strip club hadn't swept its citizen debris to this side of the street yet. They talked, they laughed, his honesty drove her to truth. Her pat story of her childhood unraveled until the thread of history lay bare between them. Of course the "truth" is not a complete factual reenactment, but the omission of the all the lies. They had finished their pecan pie and drinking the dirty water, represented as coffee on the menu. Three sirens walked in. Their clothes unsuited for the November night. A down vest over a white tank top over nothing. Yoga pants and ugg boots. Was it the uniform of strippers going home? They ordered quickly, the young man behind the counter was shy but his desire radiated off him like a neon sign. The girls flirted, probably without realizing it. After they made their orders, and the man's night, they sat in the back giggling and waiting for the numbers to be called. A pair of street toughs walked in loudly. Without making eye contact with the boy behind the counter they turned to the booths. They had already cased the joint. Walking by the doctor and Sheila, the black one looked in the dr's eyes, puts a hand with bloodied knuckles on his shoulder and says nice pull grampa. They sit with the girls, boxing them in. Used to being in control of their interactions with the "clients", one of them start berating them. The Dr can't see what is happening past the high backed booths but he does see the kid behind the counter move down the bar and reach for an invisible shotgun. Howard, the dr, excused himself from Sheila. He walked over to the table that the 5 of them sat. What do you want old timer asked the scrawny white one. Just making sure these ladies were enjoying your company Howard replied. He casually drew back the right side of his sport coat revealing the pearl handle of the Colt .45 he had carried with him since he moved to WV. The gun was his sidearm from Vietnam. The handles a gift from his father for returning safely from fixing the boys when they got shot up in the war. One of the girls felt the temperature drop and almost knock the black teen on his ass pushing her way out of the booth. Your order is ready said the counter boy, the girls went to collect the greasy bags. The toughs retreated giving Howard a hard look. Helena gave him a kiss on the cheek on her way past.

title: [RF] The Corbins

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

Summarize Sheila's personal life.

answer: Sheila was born in Cambodia and adopted. While in college she dated Ryan's father, a poly sci major. After giving birth to their son, she met Howard and fell in love with him. He is a doctor, much older than her. She enjoys their time together and often worries about how she feels about him. She feels nostalgic for the security of an older white man, perhaps because of her upbringing. She enjoys spending time with her son, Ryan.

text: The conclusion of this response says that Sheila enjoys spending time with her son, which is wrong. The story mentions that she resented her son and didn't state whether she enjoyed spending time with him or not. The model needs to write its answer according to the information presented in the story.

refinement: Sheila was born in Cambodia and adopted. While in college, she dated Ryan's father, a poly sci major. After giving birth to their son, she met Howard and fell in love with him. He is a doctor, much older than her. She enjoys their time together and often worries about how she feels about him. She feels nostalgic for the security of an older white man, perhaps because of her upbringing.

answer: Sheila grew up in Cambodia, was adopted into a British family, and attended college in Maryland. She married Dr. Howard Corbin in the past three months. During that time, she has relied on him to help raise her son. In general, Sheila finds Dr. Corbin kind and reliable. Now, she finds herself being threatened in a diner by toughs. Dr. Corbin's actions resolve the situation, protecting her from further harm.

text: The response does not correctly structure its sentence when it says, '...she married Dr. Howard Corbin in the past three months.' The sentence is not grammatically coherent and should be rewritten for clarity.

refinement: Sheila grew up in Cambodia, was adopted into a British family, and attended college in Maryland. She has been married to Dr. Howard Corbin for three months. During that time, she has relied on him to help raise her son. In general, Sheila finds Dr. Corbin kind and reliable. This is evident in the time she found herself being threatened in a diner by toughs. Dr. Corbin's actions resolve the situation, protecting her from further harm.

answer: Her mother died while she was still a young infant and she was abandoned by her father. She was born in Cambodia, but she was adopted into an English family. She relocated to Maryland and received a partial scholarship to attend college. She collected lovers and donated the gifts they gave her to church. After she graduated, she began dating a man. Ryan's father was an intern for a senator. after a pregnancy and abortion, he paid off the abortion with a $3,000 check. The man she met would soon become her husband.

text: The response states that Sheila had graduated before she met the father of her son, Ryan. It also states that she had an abortion, which Ryan's father paid for with a $3,000 check. These sentences are particularly incorrect and need to go accordingly with the story.

refinement: Her mother died while she was still a young infant and she was abandoned by her father. She was born in Cambodia, but she was adopted into an English family. She relocated to Maryland and received a partial scholarship to attend college. She collected lovers and donated the gifts they gave her to church. when she was in her junior year in college, she met her son's father who was an intern for a senator. after having Ryan, she received a check of $3,000 from Ryan's father. The man she met would soon become her husband.

text: The model begins a sentence with a small letter instead of a capital letter. The model needs to pay attention to details when constructing sentences.

refinement: Her mother died while she was still a young infant, and her father abandoned her. She was born in Cambodia, but an English family adopted her. She relocated to Maryland and received a partial scholarship to attend college. She collected lovers and donated the gifts they gave her to church. When she was in her junior year in college, she met her son's father, an intern for a senator. After having Ryan, she received a check of $3,000 from Ryan's father. The man she met years later became her husband.

answer: She was adopted as an infant after her parents were killed. She grew up in an english family's house in the U.S. Sheila left school during the final year to go to UMB to study. She took a lover during her college and had a child with him. After the child was born, she was left without any financial aid. Then she married Dr Corbin.

text: The answer states that Sheila's parents were killed, which is inaccurate to the story. It also mentions that she grew up in the U.S with an English family, which is also incorrect. Finally, it mentions that she left school during her final year to go to UMB to study. All these sentences are not according to the story. The model needs to pay attention to details from the story and accurately incorporate them into its answer.

refinement: She was adopted and raised by an English family from birth after the death of her mother. Her father's identity is unknown, though she yearned for a relationship with him as she grew. She attended the University of Maryland and took a lover during her junior year. Sheila had a child with him, and afterward, parted ways with the baby's father. Years later, Sheila met Dr. Howard Corbin and married him.

answer: Sheila was an attractive Asian who was adopted by a British couple after her mother died while giving birth to her. When she studied at the University of Maryland on a partial scholarship, the boys in school were very attracted to her because it seemed they hadn't met an Asian with a British accent. Sheila dated different men who gave her exciting gifts, which she donated to the church. Sheila met a poly sci major who later became the father of her son, Ryan, and ended up not becoming a part of his son's life because she refused to abort him. Nine years later, Sheila met Dr. Howard Corbin, a divorcee at a dinner party and was instantly attracted to him because she loved that he was a doctor with a kind personality. Sheila underwent therapy to figure out why she was instantly attracted to him. One of her therapists revealed her attraction might be because of her daddy issues; she didn't know her father and longed for a meaningful relationship with him.

text: the response states that sheila is an attractive asian eve though its not stated in the story. it should be replaced with her birthplace which was not mentioned in the answer or eliminated entirely.

refinement: Sheila was born in Cambodia in 1974 and was adopted by a British couple after her mother died while giving birth to her. When she studied at the University of Maryland on a partial scholarship, the boys in school were very attracted to her because it seemed they hadn't met an Asian with a British accent. Sheila dated different men who gave her exciting gifts, which she donated to the church. Sheila met a poly sci major who later became the father of her son, Ryan, and ended up not becoming a part of his son's life because she refused to abort him. Nine years later, Sheila met Dr. Howard Corbin, a divorcee at a dinner party and was instantly attracted to him because she loved that he was a doctor with a kind personality. Sheila underwent therapy to figure out why she was instantly attracted to him. One of her therapists revealed her attraction might be because of her daddy issues; she didn't know her father and longed for a meaningful relationship with him.

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

What were the circumstances that led to Howard's wife leaving him before he eventually remarried?

answer: His first wife wanted a family, but Howard disagreed, which may have led to her leaving him

text: The response says Howard's wife left him because she wanted a family, and he didn't. This statement is not according to the story and should be rewritten.

refinement: Howard's first wife left him because she was no longer satisfied with her marriage to him. She believed he was no longer the man she married because he appeared to have changed in character. Nevertheless, Howard was not a bad husband to her, and despite her opposition to him, she still enjoyed the benefits of her marriage to him every time they fought.

answer: The first wife left the doctor because she felt he didn't measure up to the man she married. She left him for a different man, who she took expensive gifts from and who ultimately left her for other women.

text: The response given is highly inaccurate and does not conform with the storyline. The model needs to learn to infer its answers from the details in the story in an accurate manner.

refinement: Howard's first wife left him because she was no longer satisfied with her marriage to him. She believed he was no longer the man she married because he appeared to have changed in character. Nevertheless, Howard was not a bad husband to her, and despite her opposition to him, she still enjoyed the benefits of her marriage to him every time they fought.

answer: Howard's ex-wife left him because she was unhappy in the marriage and was constantly having emotional affairs with other men. This caused a lot of conflict within the relationship.

answer: Before Howard met Sheila, he was married to his first wife for 22 years before leaving him. It appears she left him because she became frustrated with her marriage to him. Howard's first wife believed she couldn't recognize him anymore and declared he wasn't the man she married when they were younger, even though Howard was not a bad husband to her.

text: The first line of the sentence is not clear enough. It states that the doctor was married to his first wife for 22 years before leaving him. The model needs to rewrite this sentence for clarity.

refinement: Howard was married to his first wife for twenty-two years. However, his wife ended their marriage because she became frustrated with him. Howard's first wife believed she couldn't recognize him anymore and declared he wasn't the man she married when they were younger, even though Howard was not a bad husband to her.

answer: That information can't be found in the story.

text: The model needs to learn to infer its answers from the details presented in the story or text, especially when it does not explicitly state a direct answer.

refinement: Howard's first wife left him because she was no longer satisfied with her marriage to him. She believed he was no longer the man she married because he appeared to have changed in character. Nevertheless, Howard was not a bad husband to her, and despite her opposition to him, she still enjoyed the benefits of her marriage to him every time they fought.