TASK DEFINITION: In this task, you're given an article and an answer. Your task is to generate the question for the answer based on the given article.
PROBLEM: Article: On Jan 23, 2012, I was aboard a ship on the Yangtze River, listening to the sound of fireworks and eating plate after plate of dumplings. On Sunday Feb 10, 2013, I was preparing to celebrate Chinese New Year again - in London's Chinatown. It was raining. It was cold. But ever since I left Beijing in August, I had promised myself I would celebrate Chinese New Year - if only to help with my Beijing "homesickness". Central London was dressed up for the occasion. There was a stage for a big fireworks display for the evening. Even so, it wasn't like my real Beijing chunjie. Even buying a baozi didn't cheer me up. It cost about 10 times as much as the real thing does in Beijing and got stuck to its rain-ruined paper bag. Cold, wet and depressed, I ran into a shop for shelter. Suddenly, there it was. Between the packets of dried meat and fish, the bags of rice and the smell of dried noodles in this little Chinese supermarket, I had found home. An hour later, I hurried into my house with bags of frozen jiaozi, packets of sauce and a large bottle of vinegar. I boiled water, tore open the packets, grabbed my chopsticks and settled down to a feast. This, I thought, is a Happy Chinese New Year. I even watched the fireworks on TV. After all, why face the British weather when I can bring China home in one bite? 
 Answer: very depressed

SOLUTION: How did the author feel when she found some Chinese foods in a supermarket?

PROBLEM: Article: Educating Girls Is a Real Lifesaver Clare Short knows it. Every developing economist knows it. The World Bank knows it. The education of girls is the surest way to reduce poverty. The reason is simple. All the evidence shows that taking girls out of the fields and homes, and putting them behind desks, raises economic productivity, lowers infant and maternal  death rates, reduces birth rates, and improves environmental management. Why, then, are 90 million primary school-age girls around the world not in school? For the same reason that when Charles Dickens was writing David Copperfield 150 years ago girls were absent from the British education system: Men in power mostly prefer _ that way, or are not interested enough in changing the situation to commit energy and money to doing so. The countries with the poorest record for having women in positions of power or influence have the worst figures for girls' education. High-profile intervention  by organizations such as the World Bank has begun successfully with several countries, and more of the same will probably be needed to bring change in conservative, male-run states. Even if there were no development payoff from gender equality in schools, the education of girls would still be a cause worth fighting for. Education is a human right, and the denial of it to girls is a scar on the community in the twenty-first century. To be born a girl in a rural area in Nepal, Pakistan, Indonesia, Morocco, Togo, or Sudan -- half a dozen of the most shameful performers -- means being condemned to a life without school, education, or clean water, marriage and babies coming too early, too many births, children who die of preventable diseases, backbreaking work in the fields, subordination  to husband and his family, and an early death. Every year, almost 12 million children under the age of five needlessly die of infectious diseases associated with poverty. But each additional year spent by their mothers in primary school lowers the risk of premature child deaths by about 8 percent. In Pakistan, an extra year of school for 1,000 girls could prevent sixty infant deaths. With women and girls being the main farmers in Africa and southern Asia, their education offers a chance to develop more efficient farming practices, improve output, and raise awareness of the ecological needs of the land with tree planting and farming. Therefore, the world community cannot afford to ignore this avenue of change. 
 Answer: It lowers maternal death rates.

SOLUTION: Which is Not the reason why educating girls reduces poverty?

PROBLEM: Article: This is an open letter to the three people who stole my handbag from the department store where I am employed as a shop assistant. When you took my bag, I don't know what you thought you were going to get. With my wages, there's not much left on a Tuesday. I hope the PS5 was useful to you. If you really need a couple of pounds, I suppose you could always cash one of the two checks left in my check book. Of course, I phoned the bank right away and the check-cashing card is no longer valid, so it won't be of much use to you. Actually I don't care about the money too much. We single parents who work to support our families understand only too well what it means to be short of cash. However, I don't suppose it went very far among the three of you. Sorry about that! I wish you had left the bag behind and just taken the wallet and check book. There were all kinds of papers and notes that I really need. I really think that was very inconsiderate of you. I mean, how would you like something like that to happen to you? Well, perhaps the bag will turn up. It wasn't even an expensive one, just a plain, old brown leather shoulder bag. You probably threw it in the nearest rubbish bin or threw it into the bushes. We've looked around, of course, but no one saw which way you went after you left the shop. I'm not really angry with you. I know how the pressures of modern life can affect us, but I am sad at the loss of my personal things. I feel helpless. The police were very icy, and they just shrugged their shoulders. "It happens all the time," they told me. Some small comfort, I suppose. But I've lost just a little more faith in human nature. And as my young son said when I told him what had happened, "Why? Mummy, why us?" I couldn't answer that question. I wonder if you can. 
 Answer: The check book in the bag.

SOLUTION:
Which of the following is the most valuable to the writer?

