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

[Q]: Relatives of a dying lady I was caring for kicking and screaming not to give their Mum pain relief because they were so terrified / knew it would probably be the thing to end her life.
She had a horrible aggressive cancer that ravaged her whole body and needed very regular doses of strong pain relief which - as she had a terminal illness and was receiving end of life care - did not have an upper limit so to speak. She had pain relief as and when needed to make her comfortable and that often results in people ultimately overdosing.
Mum had Alzheimer's and was howling and writhing in agony so we were giving her pain relief but daughters knew it would probably result in her death - which they were right about possibly happening and in their grief and panic, started trying to prevent us from doing anything. Didn't want us getting near her at all and we had to go through an awful scenario of trying to explain what we had to do for Mum and why and when they still wouldn't have it or allow us near, we had to do what nobody wants and go against their wishes by administering the pain relief anyway.
One daughter screamed the place down, threatened to have me arrested and struck off / said she would go to the papers and tell them about how we killed her Mum and in the end she had to be removed from the bedroom.
Her Mum was given the pain relief, immediately relaxed and fell asleep then died peacefully in her sleep about 15 mins later.
The saddest thing is her daughter wasn't able to be there and see her Mum dropping off so peacefully and her last memory will forever be of her screaming and thrashing about as she (daughter) was physically removed from the room.
Tragic. Question: Who would go to the papers?
[A]: the daughter


[Q]: The hardest thing was having to give up my three beautiful puppies due to my situation, the environment, and the people in that environment. I've mentioned this in another question.
(Lilo, my best friend)
(Cleveland, the biggest of the litter, he was chill like me)
(Spike, the fluffiest, he was as fluffy as a cat, but clumsy to)
What I did for these puppies was out of this world love. I never loved anything more in this world than these three right here.
I raised them from birth to almost 11 weeks. While my mom wanted money, selling the others to anyone.(there was 11 in the litter) I cared for their safety and happiness and quality of life. They were my everything when I had nothing.
I gave them away to a animal charity organization for free. My mom bitched at me for not getting money for them. At this time I was in severe depression, severe poverty, no chance of a job due to location, and wearing dirty clothes for months in her basement.
I love animals to death, I love animals more than I love humans(but I'm no PETA activist). I loved these puppies, what I did was out of complete love and care for them and was seriously the hardest thing I have ever done in my entire life. It gets me very emotional thinking about this, I wish I was in a better position to give them a happy life.
The black puppy, Lilo was my upmost favorite. She had the whine of a angel. She used it to always get my attention to give her more love. She always wanted to sleep with me every night and be with me every second of the day.
Not a day passes that I hope they are getting love from a family in a great environment. I really want to get to see Lilo again. But of course the dog charity people changed their names. But she will also be Lilo to me♥️ Question: Who was the biggest puppy?
[A]: Cleveland


[Q]: "Teachers like to agree with each other, when we talk about learning. It's hard to change that, when the model we have wanted to make work has nonetheless been failing for 40 years." Professor Brian Boyd
No area has remained up there in the contentiousness charts in Scotland as the notion of business and education working together to do something better for our young people.
Most schools do not ‘partner' with colleges or universities. Instead, they are production facilities for undergraduates and college entrants. Fewer are set up to systematically provide apprenticeship opportunities as well as learning. At NoTosh, we've been working on a few, nascent projects to change the attitudes of schools from being these production facilities into something more of a life support - what metrics of success might we use if schools judged their success on the results of their alumni, five, ten or twenty years down the line, much like universities do?
City of Glasgow College have partnered with Newlands Junior College (NJC) to make the experience of a day in college more than what, in other circumstances, is too often perceived as a day off from school. The Junior College is called this, and not a school, for that very reason, to mark it out as a stepping stone between school and full-blown college. NoTosh helped last August to provoke the team around their thoughts of what 'unschool' might look like.
The College was backed and founded by Jim McColl, one of Scotland's top business people.
In the future, suggests, McColl, might be be possible to take funding of learning out of its pre-existing silos, particularly for this group of students, about 60 in every city at these ages, who just need a different approach to the traditional comprehensive approach? A crossover funding model that helps learning happen in both ‘school' or Junior College and college or university might be interesting. In fact, some of the world's top universities are thinking of such models for their own students: Stanford's 2025 project talks about the Open Loop, where learning and work happen over far more than the usual four year degree, offering students a chance to grow through not just learning, but contributing to society through their work, too. Question: Who is talking about a project for a college where learning and work happen over far more than a usual four year degree?
[A]:
Stanford


