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.

Input: Consider Input: Article: A new study revealed that the formation of the Earth, Sun and Moon that cause changes in Earth's tides can also trigger a special kind of Earthquake along the California's San Andreas Fault . The study, published in the journal Proceedings of the National Academy of Science,is based on previous researcher suggesting that the gravitational tug of sun and moon is not only affecting the sea levels of Earth, but can also stretch and compress that Earth's crust, producing tremors and quakes. Furthermore, the new study showed that small tremors deep underground were more likely to occur during certain periods of the tidal cycle. For the study, the researchers looked at about 81,000 low-frequency earthquakes from 2008 to 2015 along the Parkfield section of the San Andreas Fault and compared it to the two-week tidal cycle known as the "fortnightly tide," Low-frequency earthquakes are named due to the rumbling sound they make and not by the rate of its occurrence. These kinds of earthquake only occur about 15 to 30 kilometers below ground and are no larger than magnitude 1 in the Richter scale. The researchers discovered that low-frequency earthquakes tend to occur during the waxing period of the tidal cycle, when the tides are getting little by little. It is already known that the strongest Earth tides occur when the sun and moon are in a straight line, while the tide is at its weakest state when the sun and moon are 90 degrees apart. According to the researchers, low-frequency earthquakes show that some part of the San Andreas Fault is creeping, or slowly moving, almost all the time. With the help of the tidal forces, low-frequency earthquakes could provide more information about the deeper part of the fault. "They tell us that the fault continues down below where the regular or typical earthquakes stop on the San Andreas, about 10 or 12 km (about 6 to 7 miles)," said David Shelly, a seismologist at USGS and helped write the study, in a statement. "And they tell us a lot of things about that deep part of the fault that we had no idea existed at all before." "It's almost like having a lot of little creep meters embedded in the fault,"Shelly said. "We can use these low-frequency earthquakes as measurements of, at least in a   sense, how much slip is happening at each little spot on the deep part of the fault where we see these events. When we don't see them, we don't know what's happening; we don't know whether it,s slipping silently or not slipping at all." The information is incredibly useful, he added. Whenever the deep part of the fault slips, the stress gets transferred to the shallow part of the fault. "So if all of a sudden, we saw that the deep part of the fault was slipping a huge amount, it might be an indication that there was an increased chance of having an earthquake come at the shallower part of the fault" he said. 
 Answer: The movement of creeping in the deep part of the San Andres Fault.

Output: What causes tremors and quakes according to the passage?


Input: Consider Input: Article: Suppose that we lined up our roughly 14 million United States businesses in order of size, starting with the smallest, along an imaginary road from San Francisco to New York. There will be 4,500 businesses to the mile, or a little less than one per foot. Suppose further that we planted a flag each business. The height of the flag pole represents the yearly volume of sales   , each $ 10, 000 in sales in shown by one foot of pole. The line of flagpoles is a very interesting sight. From San Francisco to about Reno, it is almost unnoticeable, a row of poles about a foot high. From Reno eastward the poles increase in height until, near Columbus, Ohio - about four - fifths of the way across the nation - flags fly about 10 feet in the air. But as we approach the eastern terminus   , the poles suddenly begin to mount   . There are about 300, 000 firms in the country with sales over $ 500, 000. These firms take up the last 75 miles of the 3,000 - mile road. There are 200, 000 firms with sales over $ 1 million. They take up the last 50 miles. Then there are 1, 000 firms with sales of $ 50, 000, 000 or more. They take up the last quarter of a mile before the city limits, flags flying at cloud height, 5 , 000 feet up . At the very gate of New York, on the last 100 feet of the last mile , we find the 100 largest industrial firms . They have sales of at least $ 1.5 billion, so that their flags are already miles high. Along the last 10 feet of road , there are 10 largest companies . Their sales are roughly $ 10 billion and up : their flags fly 190 miles in the air , almost in the stratosphere   . 
 Answer: To tell us how the United States businesses are arranged.

Output: What is the author's main purpose in this passage?


Input: Consider Input: Article: Sure, it's good to get along with your teacher because it makes that time you spend in the classroom more pleasant. And yes, it's good to get along with your teacher because, in general, it's smart to learn how to relate to the different types of people you'll meet throughout your life. But really, there's one super-important reason why you should get along with your teacher. Kids who get along with their teachers not only learn more, but they're more comfortable asking questions and getting extra help. This makes it easier to understand new material and do your best on tests. When you have this kind of relationship with a teacher, he or she can be someone to turn to with problems, such as problems with learning or school issues, such as bullying. As a kid in elementary or middle school, you're at a wonderful stage in your life. You're able to take in lots of new and exciting information. Apart from that, you're able to think about all this information in new ways. Your teacher knows that, and in most cases, he or she is thrilled to be the person who's giving you all that material and helping you put it together. Remember, teachers are people, too, and they feel great if you're open to what they're teaching you. That's why they wanted to be teachers in the first place to teach! Some kids may be able to learn in any situation, whether they like the teacher or not. But most kids are sensitive to the way they get along with the teacher, and if things aren't going well, they won't learn as well and won't enjoy being in class. 
 Answer: Favorable.


Output: What's the writer's attitude towards getting along with teachers?


