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.

Q: Article: While firing off pictures of a curious five-month-old fox, photographer Simon Czapp soon realized his subject had quite an interest in photography herself. The clever fox was so curious about the camera equipment that she climbed right on top of it. And while she was supposed to be the subject of the shoot, the fox stood on the shutter release button   and took her own  _ .s6t---- Mr Czapp visited the New Forest Wildlife Park to capture images of new arrival Jessie. She has been at the animal park in Ashurst, Hampshire -- home to wolves, deer and other animals in 25 acres of ancient woodland -- after being left by her mother.s6t---- Mr Czapp said, "Jessie was very playful and curious and not at all camera shy. Soon after I arrived she was chewing my shoes and everything seemed to be a game to her. Then she started exploring the camera I had set up on a tripod  . She stood on her back legs to look at the back of the camera. She balanced her front paws on it and at one point knocked it over."s6t---- He put the camera back on the tripod and Jessie soon jumped back up. At one point she had all four paws on the camera and was keeping her balance. Mr Czapp added, "She jumped up there several times and I realized it could make a good picture. As I was leaving with the public's viewing window behind me, I thought I heard the camera go off but didn't think much of it. But when I checked the memory card afterwards, I was amazed to see Jessie had actually taken two pictures of me photographing her. I couldn't believe a fox had gained an advantage over me! Jessie is a lovely little fox. There were some lovely photos of her but she obviously thought the photographer was worthy of a picture too!"s6t---- 
 Answer: She loved the life in the park so much that she left her mother.s6t----

A: What do we know about Jessie from the passage?s6t----
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Q: Article: When a caterpillar   feeds on a tomato leaf , the plant moves rapidly to meet with a defensive response , systematically releasing " proteinase inhibitors " -- proteins that interfere   with the caterpillar's digestion -- throughout the plant , especially in the leaves .  But how does the message get from the wounded leaf to the rest of the plant ?        Most scientists believed the alarm was spread by chemical messengers until a team of researchers headed by David Weldon-- a biologist at the University of East Anglia in Norwich , England -- made a shocking discovery .  An injured leaf , the researchers found , sends an electrical signal to warn neighboring leaves of upcoming danger . It's a " terribly tiny current " driven by an electrical potential difference of only 20 millvolts   , says Weldon , who measured the voltage after electrodes were attached to the plant's surface .          " Right now , all we can say is that there is a correlation , " Weldon notes . " If you wound the plant , you'll see an electrical signal accompanied by a biochemical response . " To learn more about the reaction , Weldon's team plans to insert electrodes within the pant tissue ( rather than on the surface ) to determine what's going on at the cellular level . The findings may help explain other mysteries surrounding plants . For example , many plants start to flower in springtime , as days grow longer , but plants sense the change in the day length through their leaves , while flowers begin to bloom at the buds   .  " There must be a signal from the leaf to the growing points , " Weldon says . " So far , no one has come up with a convincing chemical mechanism . Maybe an electrical signal is involved . " 
 Answer: They cure diseases by changing chemicals

A: What is the function of the " proteinase inhibitors " in tomato plants ?
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Q: Article: Critical thinking is an important skill that can increase students' ability to learn in any situation. This can be applied to traditional education, or directly in a career related role. Many teachers find it such a valuable skill that they give their students a critical thinking question every day. Developing this ability can mean the difference between "just passing a course" and "understanding the material well enough" so that what students learn from _ will follow them throughout their life. Some characteristics of a critical thinker that teachers should encourage are; -asking questions as a reaction to something read or discussed; -determining the "deeper meaning" of a particular passage or topic; -providing input and opinions to topics as a direct result of analysis and research; -reasoning in an effort to develop an argument of your own opinion. It is important for a student to understand more than definition . One way to truly understand an idea is to have hands-on practice, and to apply concepts learned in a textbook. Such "mini-examples" will interest a student and improve their understanding of a topic. This is how life-long skills can be developed. Teachers that use critical thinking practices in the classroom can "go above and beyond" by asking questions that promote a greater comprehension of the material. Instructors should be able to challenge students and create an environment where they are analyzing material and gaining a better understanding. This will make the classroom move in a direction for learning. It can also help students to stay interested in the course material, as they always have a new concept to consider. At the same time, students benefit greatly from developing critical thinking skills. When learned early on, these skills can be used throughout their college education. Students can understand how to consider a topic, analyze it, and discuss it from different points of view. These are skills that will benefit them when they are part of the workforce as well. 
 Answer: Teachers.

A:
Who are the intended readers of the passage?
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