LucaSailor/squad-v2-instruction-dataset huggingface dataset:
Financial_crisis_of_2007%E2%80%9308 (History)

Economist Mark Zandi testified to the Financial Crisis Inquiry Commission in January 2010: "The securitization markets also remain impaired, as investors anticipate more loan losses. Investors are also uncertain about coming legal and accounting rule changes and regulatory reforms. Private bond issuance of residential and commercial mortgage-backed securities, asset-backed securities, and CDOs peaked in 2006 at close to $2 trillion...In 2009, private issuance was less than $150 billion, and almost all of it was asset-backed issuance supported by the Federal Reserve's TALF program to aid credit card, auto and small-business lenders. Issuance of residential and commercial mortgage-backed securities and CDOs remains dormant."

Q1: What economist testified to the Financial Crisis Inquiry Commission in January 2010?
A1: Mark Zandi
Q2: In January 2010, what markets did Mark Zandi testify about that remain impaired and investors anticipate more loan losses?
A2: securitization markets
Q3: What was the value of CDOs at their peak in 2006?
A3: close to $2 trillion
Q4: What was the private issuance of CDOs in 2009?
A4: less than $150 billion
Q5: Almost all of the asset-backed issuance in 2009 was supported by what Federal Reserve program?
A5: TALF
Financial_crisis_of_2007%E2%80%9308 (History)

Economist Paul Krugman and U.S. Treasury Secretary Timothy Geithner explain the credit crisis via the implosion of the shadow banking system, which had grown to nearly equal the importance of the traditional commercial banking sector as described above. Without the ability to obtain investor funds in exchange for most types of mortgage-backed securities or asset-backed commercial paper, investment banks and other entities in the shadow banking system could not provide funds to mortgage firms and other corporations.

Q1: Economist Paul Krugman explained the credit crisis via the implosion of which system?
A1: shadow banking system
Q2: What is the system with nearly equal the importance of traditional commercial banking?
A2: shadow banking system
Q3: The shadow banking system could not provide funds to mortgage firms and other corporations without the ability to obtain which funds?
A3: investor funds
Q4: What was Timothy Geithner's position during the fall of 2008?
A4: U.S. Treasury Secretary
Human_Development_Index (Social sciences and society)

Economists Hendrik Wolff, Howard Chong and Maximilian Auffhammer discuss the HDI from the perspective of data error in the underlying health, education and income statistics used to construct the HDI. They identified three sources of data error which are due to (i) data updating, (ii) formula revisions and (iii) thresholds to classify a country’s development status and conclude that 11%, 21% and 34% of all countries can be interpreted as currently misclassified in the development bins due to the three sources of data error, respectively. The authors suggest that the United Nations should discontinue the practice of classifying countries into development bins because - they claim - the cut-off values seem arbitrary, can provide incentives for strategic behavior in reporting official statistics, and have the potential to misguide politicians, investors, charity donors and the public who use the HDI at large.[citation needed] In 2010 the UNDP reacted to the criticism and updated the thresholds to classify nations as low, medium, and high human development countries. In a comment to The Economist in early January 2011, the Human Development Report Office responded to a January 6, 2011 article in the magazine which discusses the Wolff et al. paper. The Human Development Report Office states that they undertook a systematic revision of the methods used for the calculation of the HDI and that the new methodology directly addresses the critique by Wolff et al. in that it generates a system for continuous updating of the human development categories whenever formula or data revisions take place.

Q1: How many economists were cited as pointing out data errors in the HDI?
A1: three
Q2: In what year did the UNDP respond to the criticism of its report?
A2: 2010
Q3: Which magazine publication carried a statement from the Human Development Report Office in January, 2011?
A3: The Economist
Political_corruption (Social sciences and society)

Economists argue that one of the factors behind the differing economic development in Africa and Asia is that in Africa, corruption has primarily taken the form of rent extraction with the resulting financial capital moved overseas rather than invested at home (hence the stereotypical, but often accurate, image of African dictators having Swiss bank accounts). In Nigeria, for example, more than $400 billion was stolen from the treasury by Nigeria's leaders between 1960 and 1999.

Q1: African dictators often have what kind of bank accounts?
A1: Swiss
Q2: What form has corruption taken in Africa?
A2: rent extraction
Q3: In Africa, the finances are often moved where?
A3: overseas
Symbiosis (Natural sciences)

Ectosymbiosis, also referred to as exosymbiosis, is any symbiotic relationship in which the symbiont lives on the body surface of the host, including the inner surface of the digestive tract or the ducts of exocrine glands. Examples of this include ectoparasites such as lice, commensal ectosymbionts such as the barnacles that attach themselves to the jaw of baleen whales, and mutualist ectosymbionts such as cleaner fish.

Q1: What organisms are described as living on the surface of whales?
A1: barnacles
Q2: Name a parasitic ectosymbiont.
A2: lice
Q3: What is another name for ectosymbiosis?
A3: exosymbiosis
Indigenous_peoples_of_the_Americas (History)

Ecuador was the site of many indigenous cultures, and civilizations of different proportions. An early sedentary culture, known as the Valdivia culture, developed in the coastal region, while the Caras and the Quitus unified to form an elaborate civilization that ended at the birth of the Capital Quito. The Cañaris near Cuenca were the most advanced, and most feared by the Inca, due to their fierce resistance to the Incan expansion. Their architecture remains were later destroyed by Spaniards and the Incas.

Q1: What was Ecuador the site of?
A1: many indigenous cultures
Q2: Where did the Valdivia culture develop?
A2: coastal region
Q3: What two cultures unified to for an elaborate civilization?
A3: the Caras and the Quitus
Q4: What culture did the Inca fear the most?
A4: The Cañaris
Q5: What did the Spaniards and Incas destroy?
A5: architecture remains
New_York_City (Geography and places)

Ecuador, Colombia, Guyana, Peru, and Brazil were the top source countries from South America for legal immigrants to the New York City region in 2013; the Dominican Republic, Jamaica, Haiti, and Trinidad and Tobago in the Caribbean; Egypt, Ghana, and Nigeria from Africa; and El Salvador, Honduras, and Guatemala in Central America. Amidst a resurgence of Puerto Rican migration to New York City, this population had increased to approximately 1.3 million in the metropolitan area as of 2013.

Q1: In 2013, how many people of Puerto Rican ancestry lived in New York City?
A1: 1.3 million
Q2: What nation provided the most legal immigrants to New York City in the Caribbean?
A2: the Dominican Republic
Q3: Out of all African nations, which provided the most legal immigrants in 2013?
A3: Egypt
Q4: Out of all nations in Central America, which provided the most legal immigrants in 2013?
A4: El Salvador
Q5: Of all the countries in South America, which provided the most legal immigrants in 2013?
A5: Ecuador
Dwight_D._Eisenhower (History)

Edgar took the first turn at school, and Dwight was employed as a night supervisor at the Belle Springs Creamery. Edgar asked for a second year, Dwight consented and worked for a second year. At that time, a friend "Swede" Hazlet was applying to the Naval Academy and urged Dwight to apply to the school, since no tuition was required. Eisenhower requested consideration for either Annapolis or West Point with his U.S. Senator, Joseph L. Bristow. Though Eisenhower was among the winners of the entrance-exam competition, he was beyond the age limit for the Naval Academy. He then accepted an appointment to West Point in 1911.

Q1: Where did Eisenhower work during his brother's first year of college?
A1: Belle Springs Creamery
Q2: What was Eisenhower's job title during the first year his brother went to college?
A2: night supervisor
Q3: Who was Eisenhower's senator?
A3: Joseph L. Bristow
Q4: Why couldn't Eisenhower attend Annapolis?
A4: beyond the age limit
Q5: In what year did Eisenhower matriculate to West Point?
A5: 1911
Race_(human_categorization) (Natural sciences)

Eduardo Bonilla-Silva, Sociology professor at Duke University, remarks, "I contend that racism is, more than anything else, a matter of group power; it is about a dominant racial group (whites) striving to maintain its systemic advantages and minorities fighting to subvert the racial status quo."  The types of practices that take place under this new color-blind racism is subtle, institutionalized, and supposedly not racial. Color-blind racism thrives on the idea that race is no longer an issue in the United States. There are contradictions between the alleged color-blindness of most whites and the persistence of a color-coded system of inequality.

Q1: Where is Eduardo Bonilla-Silver a Sociology professor?
A1: Duke University
Q2: What does Bonilla-Silva contend racism is about more than anything else?
A2: group power
Q3: Who does Bonilla-Silva think is the dominant racial group?
A3: whites
Q4: What idea does color-blind racism thrive on?
A4: that race is no longer an issue
Q5: What exists between the alleged color-blindness of most whites and the persistence of a system of inequality?
A5: contradictions
Eritrea (Natural sciences)

Education in Eritrea is officially compulsory between seven and 13 years of age. However, the education infrastructure is inadequate to meet current needs. Statistics vary at the elementary level, suggesting that between 65 and 70% of school-aged children attend primary school; Approximately 61% attend secondary school. Student-teacher ratios are high: 45 to 1 at the elementary level and 54 to 1 at the secondary level. There are an average 63 students per classroom at the elementary level and 97 per classroom at the secondary level. Learning hours at school are often less than six hours per day. Skill shortages are present at all levels of the education system, and funding for and access to education vary significantly by gender and location. Illiteracy estimates for Eritrea range from around 40% to as high as 70%.

Q1: What ages are officially compulsary for education in Eritrea?
A1: between seven and 13 years of age
Q2: What percentage of school-aged children are estimated to attend primary school?
A2: 70%
Q3: What percentage of school-aged children are estimated to attend secondary school?
A3: 61%
Q4: What is the student-teacher ratio in elementary schools?
A4: 45 to 1
Q5: What is the student-teacher ratio in secondary schools?
A5: 54 to 1
Israel (History)

Education in Israel is highly valued in the national culture with its historical values dating back to Ancient Israel and was viewed as one fundamental blocks of ancient Israelite life. Israeli culture views higher education as the key to higher mobility and socioeconomic status in Israeli society. The emphasis of education within Israeli society goes to the gulf within the Jewish diaspora from the Renaissance and Enlightenment Movement all the way to the roots of Zionism in the 1880s. Jewish communities in the Levant were the first to introduce compulsory education for which the organized community, not less than the parents, was responsible for the education of the next generation of Jews. With contemporary Jewish culture's strong emphasis, promotion of scholarship and learning and the strong propensity to promote cultivation of intellectual pursuits as well as the nations high university educational attainment rate exemplifies how highly Israeli society values higher education. The Israeli education system has been praised for various reasons, including its high quality and its major role in spurring Israel's economic development and technological boom. Many international business leaders and organizations such as Microsoft founder Bill Gates have praised Israel for its high quality of education in helping spur Israel's economic development. In 2012, the country ranked second among OECD countries (tied with Japan and after Canada) for the percentage of 25- to 64-year-olds that have attained tertiary education with 46 percent compared with the OECD average of 32 percent. In addition, nearly twice as many Israelis aged 55–64 held a higher education degree compared to other OECD countries, with 47 percent holding an academic degree compared with the OECD average of 25%. In 2012, the country ranked third in the world in the number of academic degrees per capita (20 percent of the population).

Q1: What was Israel ranked among OECD countries?
A1: second
Q2: What did it rank in the number of academic degrees per capita?
A2: third
Q3: Who praised Israel for its high quality education?
A3: Bill Gates
Nigeria (History)

Education in Nigeria is overseen by the Ministry of Education. Local authorities take responsibility for implementing policy for state-controlled public education and state schools at a regional level. The education system is divided into Kindergarten, primary education, secondary education and tertiary education. After the 1970s oil boom, tertiary education was improved so that it would reach every subregion of Nigeria. 68% of the Nigerian population is literate, and the rate for men (75.7%) is higher than that for women (60.6%).

Q1: What department runs Nigeria's schools?
A1: the Ministry of Education
Q2: When did Nigeria improve its tertiary education?
A2: After the 1970s oil boom
Q3: How much of Nigeria's population can read?
A3: 68%
Q4: How much of Nigeria's male population can read?
A4: 75.7%
Q5: How much of Nigeria's female population can read?
A5: 60.6%
Comprehensive_school (Social sciences and society)

Education in Northern Ireland differs slightly from systems used elsewhere in the United Kingdom, but it is more similar to that used in England and Wales than it is to Scotland.

Q1: Which country is Northern England's school system most different from?
A1: Scotland
Q2: Which countries have school systems somewhat similar to Northern Ireland?
A2: England and Wales
Swaziland (Geography and places)

Education in Swaziland begins with pre-school education for infants, primary, secondary and high school education for general education and training (GET), and universities and colleges at tertiary level. Pre-school education is usually for children 5-year or younger after that the students can enroll in a primary school anywhere in the country. In Swaziland early childhood care and education (ECCE) centres are in the form of preschools or neighbourhood care points (NCPs). In the country 21.6% of preschool age children have access to early childhood education.

Q1: What age attends pre-school in Swaziland?
A1: 5-year or younger
Q2: What percentage of children of age for preschool have access to education in Swaziland?
A2: 21.6%
Q3: In reference to education in Swaziland, hat is an NCP otherwise known as?
A3: neighbourhood care points
Q4: What is does ECCE refer to in the Swazi educational system?
A4: early childhood care and education
Switzerland (Geography and places)

Education in Switzerland is very diverse because the constitution of Switzerland delegates the authority for the school system to the cantons. There are both public and private schools, including many private international schools. The minimum age for primary school is about six years in all cantons, but most cantons provide a free "children's school" starting at four or five years old. Primary school continues until grade four, five or six, depending on the school. Traditionally, the first foreign language in school was always one of the other national languages, although recently (2000) English was introduced first in a few cantons.

Q1: Who has authority of school systems in Switzerland?
A1: the cantons
Q2: What is the minimum age for primary school in all cantons?
A2: six
Q3: What do most cantons provide for free when children are 4 or 5 years old?
A3: children's school
Q4: When was English introduced as a first foreign language in many cantons?
A4: 2000
Q5: How long does primary school continue?
A5: until grade four, five or six
The_Bronx (Geography and places)

Education in the Bronx is provided by a large number of public and private institutions, many of which draw students who live beyond the Bronx. The New York City Department of Education manages public noncharter schools in the borough. In 2000, public schools enrolled nearly 280,000 of the Bronx's residents over 3 years old (out of 333,100 enrolled in all pre-college schools). There are also several public charter schools. Private schools range from élite independent schools to religiously affiliated schools run by the Roman Catholic Archdiocese of New York and Jewish organizations.

Q1: How many students attended the Bronx public noncharter schools as of 2000?
A1: nearly 280,000
Q2: How many students attended the Bronx public and private schools as of 2000?
A2: 333,100
Q3: Which religious organizations run private schools in the Bronx?
A3: the Roman Catholic Archdiocese of New York and Jewish organizations
Q4: Which entity runs the Bronx's public noncharter schools?
A4: The New York City Department of Education
Guinea-Bissau (Geography and places)

Education is compulsory from the age of 7 to 13. The enrollment of boys is higher than that of girls. In 1998, the gross primary enrollment rate was 53.5%, with higher enrollment ratio for males (67.7%) compared to females (40%).

Q1: What are the ages when education is compulsory?
A1: 7 to 13
Q2: What gender has a higher enrollment?
A2: boys
Q3: What was the gross primary enrollment rate in 1998?
A3: 53.5%
Q4: What was the gross primary enrollment rate for males?
A4: 67.7%
Q5: What was the gross primary enrollment rate for females?
A5: 40%
Saint_Helena (Geography and places)

Education is free and compulsory between the ages of 5 and 16  The island has three primary schools for students of age 4 to 11: Harford, Pilling, and St Paul’s. Prince Andrew School provides secondary education for students aged 11 to 18. At the beginning of the academic year 2009-10, 230 students were enrolled in primary school and 286 in secondary school.

Q1: How many primary schools does the island have?
A1: 3
Q2: What are the 3 primary schools called?
A2: Harford, Pilling, and St Paul’s
Q3: What is the name of the secondary school for the island?
A3: Prince Andrew School
Q4: How many students were enrolled in primary school in 2010?
A4: 230
Education (Philosophy and religion)

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, but learners may also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.

Q1: What makes up Education?
A1: knowledge, skills, values, beliefs, and habits
Q2: What methods make up Education?
A2: storytelling, discussion, teaching, training, and directed research
Q3: Where does education usually take place under?
A3: the guidance of educators
Middle_Ages (History)

Education remained mostly focused on the training of future clergy. The basic learning of the letters and numbers remained the province of the family or a village priest, but the secondary subjects of the trivium—grammar, rhetoric, logic—were studied in cathedral schools or in schools provided by cities. Commercial secondary schools spread, and some Italian towns had more than one such enterprise. Universities also spread throughout Europe in the 14th and 15th centuries. Lay literacy rates rose, but were still low; one estimate gave a literacy rate of ten per cent of males and one per cent of females in 1500.

Q1: What was the main purpose of education in this period?
A1: training of future clergy
Q2: Along with rhetoric and logic, what constituted the trivium?
A2: grammar
Q3: About what percentage of European men were literate in 1500?
A3: ten
Q4: In 1500, approximately what percent of European women could read?
A4: one
Q5: Along with their family, who typically taught a child letters and numbers?
A5: a village priest
Ottoman_Empire (History)

Educational and technological reforms came about, including the establishment of higher education institutions such as the Istanbul Technical University. In 1734 an artillery school was established to impart Western-style artillery methods, but the Islamic clergy successfully objected under the grounds of theodicy. In 1754 the artillery school was reopened on a semi-secret basis. In 1726, Ibrahim Muteferrika convinced the Grand Vizier Nevşehirli Damat İbrahim Pasha, the Grand Mufti, and the clergy on the efficiency of the printing press, and Muteferrika was later granted by Sultan Ahmed III permission to publish non-religious books (despite opposition from some calligraphers and religious leaders). Muteferrika's press published its first book in 1729 and, by 1743, issued 17 works in 23 volumes, each having between 500 and 1,000 copies.

Q1: What is one university that was formed in the early 18th century of the empire?
A1: Istanbul Technical University
Q2: What type of school was established in the empire in 1734?
A2: an artillery school
Q3: In 1754 what man convinced the Grand Vizier to allow the use of the printing press?
A3: Ibrahim Muteferrika
Q4: Who was the Ottoaman Grand Vizier in 1726?
A4: Nevşehirli Damat İbrahim Pasha
Q5: In what year did an Ottoman press produce its first book?
A5: 1729
The_Bronx (Geography and places)

Educational attainment: In 2000, according to the U.S. Census, out of the nearly 800,000 people in the Bronx who were then at least 25 years old, 62.3% had graduated from high school and 14.6% held a bachelor's or higher college degree. These percentages were lower than those for New York's other boroughs, which ranged from 68.8% (Brooklyn) to 82.6% (Staten Island) for high school graduates over 24, and from 21.8% (Brooklyn) to 49.4% (Manhattan) for college graduates. (The respective state and national percentages were [NY] 79.1% & 27.4% and [US] 80.4% & 24.4%.)

Q1: What percent of the Bronx population has a high school diploma, as of 2000?
A1: 62.3%
Q2: What percent of the Bronx population has a university degree, as of 2000?
A2: 14.6%
Q3: What percent of the Brooklyn population has a high school diploma, as of 2000?
A3: 68.8%
Q4: What percent of the Staten Island population has a high school diploma, as of 2000?
A4: 82.6%
Q5: What percent of the Manhattan population has a university degree, as of 2000?
A5: 49.4%