In this task, you are given a question and a context passage. You have to answer the question based on the given passage.

Q: what is the memory viewing a bunch of at the end?, Context: A computer's memory can be viewed as a list of cells into which numbers can be placed or read. Each cell has a numbered "address" and can store a single number. The computer can be instructed to "put the number 123 into the cell numbered 1357" or to "add the number that is in cell 1357 to the number that is in cell 2468 and put the answer into cell 1595." The information stored in memory may represent practically anything. Letters, numbers, even computer instructions can be placed into memory with equal ease. Since the CPU does not differentiate between different types of information, it is the software's responsibility to give significance to what the memory sees as nothing but a series of numbers.

A: numbers
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Q: What is the top level of schooling that is affected by the Gates Foundation's reforms?, Context: The K-12 and higher education reform programs of the Gates Foundation have been criticized by some education professionals, parents, and researchers because they have driven the conversation on education reform to such an extent that they may marginalize researchers who do not support Gates' predetermined policy preferences. Several Gates-backed policies such as small schools, charter schools, and increasing class sizes have been expensive and disruptive, but some studies indicate they have not improved educational outcomes and may have caused harm. Peer reviewed scientific studies at Stanford find that Charter Schools do not systematically improve student performance

A: higher education
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Q: Where did the residents of England go after the expulsion?, Context: With the onset of the Crusades in 1095, and the expulsions from England (1290), France (1394), and parts of Germany (15th century), Jewish migration pushed eastward into Poland (10th century), Lithuania (10th century), and Russia (12th century). Over this period of several hundred years, some have suggested, Jewish economic activity was focused on trade, business management, and financial services, due to several presumed factors: Christian European prohibitions restricting certain activities by Jews, preventing certain financial activities (such as "usurious" loans) between Christians, high rates of literacy, near universal male education, and ability of merchants to rely upon and trust family members living in different regions and countries.

A:
Russia
****