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

[Q]: Back in middle school, at least I think it was, I had art class. I didn't particularly love it but it was interesting enough at the least to hold my attention.
We got to class and the teacher pulled up a list of instructions on the projector. She had each of us follow the instructions and she gave us 20 minutes to complete all of them. It may even have been a bit of a race too, to see who finished it first. This becomes a lot more evident in a second.
I can't recall the exact details of the instructions, except that clearly it had to do with art such as having to draw a bunch of things. Anyways, we all went one by one down the instructions getting increasing nervous as to try to be the first one to finish. The class goes quiet while we work.
Then I get to the last instruction which reads something along the lines of:
"Step 15: Skip steps 1–14 and put your pencil down."
You gotta be freaking kidding me.
We're all so confused and mad at ourselves for not reading the whole of the instructions first. She turned this into a lesson for how we need to learn to read all the instructions first and then start, which was pretty clever. She got us! I remember this vividly to this day.
But I look back now on this "prank" and I realize that she was kind of…wrong. Sure if the instructions are short like 15 steps it might be good to glance through before you start. But what about a whole load of instructions? Who the hell is going to read through the instructions for how to build their Death Star LEGO set before even starting to build it. Just a waste of time really.
Note: I have never built a Death Star LEGO set. Question: Who put up the instructions for the students to follow?
[A]: The art teacher


[Q]: Manny had Bob Marley cranking on the stereo, his van was full of passengers, and the air conditioning was working after a long week of giving him trouble. The sun beat down on the wet-looking asphalt road that ran along the harbor, next to the concrete waterfront. It curved along in front of the brightly colored Dutch Colonial warehouses of Charlotte Amalie, which were now converted restaurants and jewel shops. Tourists in day-glo shirts and daubs of sunscreen rubbed over peeling skin crowded both sides of the waterfront road. Manny slowed somewhat, keeping an eye on them. On the sidewalk by the shops a tall black man stood by a food cart. The hand-painted wooden sign hanging from the cart's side had faded letters. The man wore a grand suit with tails, like an orchestra conductor, and a top hat perched on his shaved head. A cigar burned in his mouth. For a brief second he held Manny's attention. Then the food cart's owner stepped forward and the strangely dressed man disappeared. Manny looked at the other side of the road. A white girl with oval shaped sunglasses and pink leather pants stepped off the sidewalk into the road in front of his van. He slammed on the brakes, trying to dodge her, but the van couldn't respond that fast. Her ponytail flew up towards the windshield and her head struck the star-shaped hood ornament. She bounced along the asphalt. Manny weaved the van to a stop, with swearing from the passengers in the back. He opened the door and stepped out into the heat. Get up, stand up, the radio cried out, and that was what Manny hoped would happen. He hoped that she would at least just stir and be okay. But she just lay there. Question: Who was smoking a cigar?
[A]: The strangely dressed man


[Q]: In my early 20s, I was a one-on-one aide for a couple of teenagers with cerebral palsy. With the first one, I was hired by and worked for the family. I picked the teen up from school every day and took care of him until he was in bed for the night. When he passed away, I took a job with the local school district.
My client at the school had spastic quadriplegia. He could talk and was actually very smart, but he had no control over his arms or legs. He couldn't walk. He was never going to walk.
The law requires that special education students be put in the least restrictive classroom environment possible. Since this kid was smart and could communicate well, and wasn't a discipline problem, he had all regular classes. His only accommodation was a one-on-one aide (me), and he was allowed to be late to classes without consequence because we sometimes had to stop in a special room, get him out of his chair, and stretch his legs a little. Basically ten minutes of physical therapy, two or three times per day.
Anyway, since this kid was legally required to take all the classes a normal student his age would take, he had to take Physical Education (gym). And, legally, his aide (me) had to accommodate his participation in every class as much as possible, including gym.
Most gym classes began with the students doing laps around the track, then participating in a team sport. He couldn't do the team sport, but, according to the lawyers involved, he should participate in the "laps around the track" part of gym.
So I had to push this kid in a wheelchair around the track for about 15 minutes each day, until the other kids were all done and off doing the next activity. Then he and I were able to leave gym class and go do some physical therapy in his own little room just for that.
Because, you know… lawyers and rules. Question: Who rides around in a wheelchair in the story?
[A]:
The client.


