Write the right answer to the question based on the context passage.

[EX Q]: I've been to Key West several times, but for some inexplicable reason 1, I never visited the Hemingway House (or the Truman Little White House 2 for that matter but that's a topic for a different post).
As expected, it was about 1,000 degrees there (Celsius or Fahrenheit, you pick – either way, that's way too hot). Welcome to Florida in July. 😀 We would have melted completely but fortunately, the house was air conditioned and they had some fans outside.
I really wanted to see a few of the polydactyl cats 3 who live there and sure enough, there are plenty roaming around the place – and by "roaming", I mean laying around sleeping as cats do. Cats normally have 4 toes on their back feet and 5 on the front but these polydactyl cats mostly have 5 on the back and 6 on the front, thanks to a genetic mutation. Their front paws are noticeably larger and look like they have mittens on.
In addition to extra toes, they also have cat condos, complete with shutters on the windows for decorative purposes to match the main house and there are tiny cat houses scattered around the property for shelter and privacy. And if that's not enough, they have free reign over the main house too and clearly don't read the signs that say not to sit or lay on the furniture. These cats have a good deal.
Hemingway bought this enormous home sitting on prime real estate for a whopping $8,000 back in the early 1930s in the middle of the Great Depression. At 16 feet above sea level, it sits on the second-highest point on the island and was the first house to have indoor plumbing and a swimming pool.
Today, it serves as a historical site, tourist attraction, and most ironically, a wedding venue. It's a gorgeous piece of property but I'm not sure that getting married at the home of a serial philanderer who had 4 marriages and 3 divorces is exactly a good omen. Question: Who had 4 marriages and 3 divorces on a historical site?
[EX A]: Ernest Hemingway

[EX Q]: If you visited the Getty Center in July or early August, you may have encountered a group of high school students wearing white lab coats with "Teen Lab" splattered across the back. You might have spotted them testing kinetic sculptures made from recycled materials, sketching in front of artworks in the galleries, or taking Polaroid self-portraits inspired by David Hockney's photocollages. Online, you may have seen the playful social media stories they created to share their experiments with artistic and scientific processes.
The teens were participants in the Getty Teen Lab, a four-week paid internship for high school students. Supported by a generous grant from the Vera R. Campbell Foundation, Teen Lab was the first of several teen-focused initiatives that the J. Paul Getty Museum is launching in 2017 and 2018.
The Getty's Education Department developed Teen Lab in response to several seemingly disconnected questions that many art museums are grappling with today: How can we engage diverse youth in meaningful ways? How can museums help meet the rising demand for K-12 curriculum that integrates Science, Technology, Engineering, Arts, and Math (STEAM)? Can art museums themselves be sites for STEAM learning?
To address these questions, we looked at other teen programs and discovered that the most successful models are those that give teens agency and a voice in the museum.(1) For example, many museums have teen councils that program events for their peers or offer opportunities for students to collaborate on projects with artists.(2)
The Getty wanted to build on these models by empowering teens to be active creators of educational content. In keeping with this goal, we designed the program using the project-based learning approach, which develops skills and knowledge by inviting students to explore solutions to authentic, real-world problems. Question: What bigger issue was the Teen Lab internship trying to address?
[EX A]: To engage diverse youth in a meaningful way through STEAM

[EX Q]: I do not fully understand exactly what you are asking so I will restate what I believe you are asking and then I will answer it. What was the best excuse that a student ever gave for having failed to do something? I would have to say that I was most entertained by a student's response to "Why are you late for school?" The student said, "I awoke in time this morning but there was a mouse sitting on the edge of my bed. I looked at him and he looked back. The mouse said to me, ‘Go back to sleep' and what could I do? He had a gun."
The following has worked a few times too when students refuse to talk. That is, I know that one of the assembled students was the culprit for some activity. When they will not talk, I interview them one at a time while the others are kept away from each other. Then when they are assembled before me again, I say, "Thank you gentlemen. I know who did it so you others are free to return to class." All but one arises and leaves. This works more times than not.
For years I have given assignments via email and I have collected assignments via email. Nothing has ever gotten lost this way and things are timestamped. I do not have to make photocopies and even students who are not present the day that the assignment is announced in class, get the assignment in a timely manner. One young lady told me, "I turned it in but you must have lost it." "Okay," I said, "Open your sent folder and show me that you sent it." She replied by saying, "I delete my sent folder to keep from clogging up my email." I told her that I understood and that she could show me an empty sent folder to prove that she was telling the truth. She said, "I lied." Question: Who said that a mouse was sitting at the edge of the bed?
[EX A]:
A student

