niryuu/sni-each-converted huggingface dataset:
Passage: The number of species invasions has been on the rise at least since the beginning of the 1900s. Species are increasingly being moved by humans (on purpose and accidentally). In some cases the invaders are causing drastic changes and damage to their new habitats (e.g.: zebra mussels and the emerald ash borer in the Great Lakes region and the lion fish along the North American Atlantic coast). Some evidence suggests that invasive species are competitive in their new habitats because they are subject to less pathogen disturbance. Others report confounding evidence that occasionally suggest that species-rich communities harbor many native and exotic species simultaneously while some say that diverse ecosystems are more resilient and resist invasive plants and animals. An important question is, "do invasive species cause extinctions?" Many studies cite effects of invasive species on natives, but not extinctions. Invasive species seem to increase local (i.e.: alpha diversity) diversity, which decreases turnover of diversity (i.e.: beta diversity). Overall gamma diversity may be lowered because species are going extinct because of other causes, but even some of the most insidious invaders (e.g.: Dutch elm disease, emerald ash borer, chestnut blight in North America) have not caused their host species to become extinct. Extirpation, population decline, and homogenization of regional biodiversity are much more common. Human activities have frequently been the cause of invasive species circumventing their barriers, by introducing them for food and other purposes. Human activities therefore allow species to migrate to new areas (and thus become invasive) occurred on time scales much shorter than historically have been required for a species to extend its range.
Output: What invaders are causing invasive plants in the Great Lakes region?
Passage: The number of species invasions has been on the rise at least since the beginning of the 1900s. Species are increasingly being moved by humans (on purpose and accidentally). In some cases the invaders are causing drastic changes and damage to their new habitats (e.g.: zebra mussels and the emerald ash borer in the Great Lakes region and the lion fish along the North American Atlantic coast). Some evidence suggests that invasive species are competitive in their new habitats because they are subject to less pathogen disturbance. Others report confounding evidence that occasionally suggest that species-rich communities harbor many native and exotic species simultaneously while some say that diverse ecosystems are more resilient and resist invasive plants and animals. An important question is, "do invasive species cause extinctions?" Many studies cite effects of invasive species on natives, but not extinctions. Invasive species seem to increase local (i.e.: alpha diversity) diversity, which decreases turnover of diversity (i.e.: beta diversity). Overall gamma diversity may be lowered because species are going extinct because of other causes, but even some of the most insidious invaders (e.g.: Dutch elm disease, emerald ash borer, chestnut blight in North America) have not caused their host species to become extinct. Extirpation, population decline, and homogenization of regional biodiversity are much more common. Human activities have frequently been the cause of invasive species circumventing their barriers, by introducing them for food and other purposes. Human activities therefore allow species to migrate to new areas (and thus become invasive) occurred on time scales much shorter than historically have been required for a species to extend its range.
Output: What invaders are causing invasive plants to be along the North American Atlantic coast?
Passage: Some symbiotic relationships are obligate, meaning that both symbionts entirely depend on each other for survival. For example, many lichens consist of fungal and photosynthetic symbionts that cannot live on their own. Others are facultative (optional): they can, but do not have to live with the other organism.
Output: What is the type of symbiotic relationship where two organisms can survive without photosynthetic symbionts?
Passage: Some symbiotic relationships are obligate, meaning that both symbionts entirely depend on each other for survival. For example, many lichens consist of fungal and photosynthetic symbionts that cannot live on their own. Others are facultative (optional): they can, but do not have to live with the other organism.
Output: What organism demonstrates only the facultative symbiotic relationship?
Passage: Some symbiotic relationships are obligate, meaning that both symbionts entirely depend on each other for survival. For example, many lichens consist of fungal and photosynthetic symbionts that cannot live on their own. Others are facultative (optional): they can, but do not have to live with the other organism.
Output: What organism demonstrates only the obligate symbiotic relationship?
Passage: Some symbiotic relationships are obligate, meaning that both symbionts entirely depend on each other for survival. For example, many lichens consist of fungal and photosynthetic symbionts that cannot live on their own. Others are facultative (optional): they can, but do not have to live with the other organism.
Output: What is the type of symbiotic relationship where two organisms can survive without fungal symbionts?
Passage: Some symbiotic relationships are obligate, meaning that both symbionts entirely depend on each other for survival. For example, many lichens consist of fungal and photosynthetic symbionts that cannot live on their own. Others are facultative (optional): they can, but do not have to live with the other organism.
Output: What is the type of symbiotic relationship where many organisms must depend on photosynthetic symbionts?
Passage: The first full-scale working railway steam locomotive was built by Richard Trevithick in the United Kingdom and, on 21 February 1804, the world's first railway journey took place as Trevithick's unnamed steam locomotive hauled a train along the tramway from the Pen-y-darren ironworks, near Merthyr Tydfil to Abercynon in south Wales. The design incorporated a number of important innovations that included using high-pressure steam which reduced the weight of the engine and increased its efficiency. Trevithick visited the Newcastle area later in 1804 and the colliery railways in north-east England became the leading centre for experimentation and development of steam locomotives.
Output: In what country was a full-scale working railway steam centre first invented?
Passage: The first full-scale working railway steam locomotive was built by Richard Trevithick in the United Kingdom and, on 21 February 1804, the world's first railway journey took place as Trevithick's unnamed steam locomotive hauled a train along the tramway from the Pen-y-darren ironworks, near Merthyr Tydfil to Abercynon in south Wales. The design incorporated a number of important innovations that included using high-pressure steam which reduced the weight of the engine and increased its efficiency. Trevithick visited the Newcastle area later in 1804 and the colliery railways in north-east England became the leading centre for experimentation and development of steam locomotives.
Output: On what date did the first railway trip in England occur?
Passage: The first full-scale working railway steam locomotive was built by Richard Trevithick in the United Kingdom and, on 21 February 1804, the world's first railway journey took place as Trevithick's unnamed steam locomotive hauled a train along the tramway from the Pen-y-darren ironworks, near Merthyr Tydfil to Abercynon in south Wales. The design incorporated a number of important innovations that included using high-pressure steam which reduced the weight of the engine and increased its efficiency. Trevithick visited the Newcastle area later in 1804 and the colliery railways in north-east England became the leading centre for experimentation and development of steam locomotives.
Output: Where did the England's first railway journey terminate?
Passage: The first full-scale working railway steam locomotive was built by Richard Trevithick in the United Kingdom and, on 21 February 1804, the world's first railway journey took place as Trevithick's unnamed steam locomotive hauled a train along the tramway from the Pen-y-darren ironworks, near Merthyr Tydfil to Abercynon in south Wales. The design incorporated a number of important innovations that included using high-pressure steam which reduced the weight of the engine and increased its efficiency. Trevithick visited the Newcastle area later in 1804 and the colliery railways in north-east England became the leading centre for experimentation and development of steam locomotives.
Output: In what constituent country of the United Kingdom is Trevithick located?
Passage: The first full-scale working railway steam locomotive was built by Richard Trevithick in the United Kingdom and, on 21 February 1804, the world's first railway journey took place as Trevithick's unnamed steam locomotive hauled a train along the tramway from the Pen-y-darren ironworks, near Merthyr Tydfil to Abercynon in south Wales. The design incorporated a number of important innovations that included using high-pressure steam which reduced the weight of the engine and increased its efficiency. Trevithick visited the Newcastle area later in 1804 and the colliery railways in north-east England became the leading centre for experimentation and development of steam locomotives.
Output: In what geographical portion of England is Abercynon located?
Passage: The university houses the following public broadcasting stations: KJHK, a student-run campus radio station, KUJH-LP, an independent station that primarily broadcasts public affairs programs, and KANU, the NPR-affiliated radio station. Kansas Public Radio station KANU was one of the first public radio stations in the nation. KJHK, the campus radio has roots back to 1952 and is completely run by students.
Output: What are the call letters of the National Public Radio affiliate that broadcasts outside of KU?
Passage: The university houses the following public broadcasting stations: KJHK, a student-run campus radio station, KUJH-LP, an independent station that primarily broadcasts public affairs programs, and KANU, the NPR-affiliated radio station. Kansas Public Radio station KANU was one of the first public radio stations in the nation. KJHK, the campus radio has roots back to 1952 and is completely run by students.
Output: When did KJHK last broadcast?
Passage: The university houses the following public broadcasting stations: KJHK, a student-run campus radio station, KUJH-LP, an independent station that primarily broadcasts public affairs programs, and KANU, the NPR-affiliated radio station. Kansas Public Radio station KANU was one of the first public radio stations in the nation. KJHK, the campus radio has roots back to 1952 and is completely run by students.
Output: What is the name of an dependent radio broadcast run out of KU?
Passage: The university houses the following public broadcasting stations: KJHK, a student-run campus radio station, KUJH-LP, an independent station that primarily broadcasts public affairs programs, and KANU, the NPR-affiliated radio station. Kansas Public Radio station KANU was one of the first public radio stations in the nation. KJHK, the campus radio has roots back to 1952 and is completely run by students.
Output: What kinds of programming don't appear on KUJH-LP?
Passage: The 1961 eruption of Queen Mary's Peak forced the evacuation of the entire population via Cape Town to England. The following year a Royal Society expedition went to the islands to assess the damage, and reported that the settlement of Edinburgh of the Seven Seas had been only marginally affected. Most families returned in 1963.
Output: When was the population of England forced to Cape Town?
Passage: The 1961 eruption of Queen Mary's Peak forced the evacuation of the entire population via Cape Town to England. The following year a Royal Society expedition went to the islands to assess the damage, and reported that the settlement of Edinburgh of the Seven Seas had been only marginally affected. Most families returned in 1963.
Output: Which eruption caused the population of Royal Society to evacuate to England?
Passage: The 1961 eruption of Queen Mary's Peak forced the evacuation of the entire population via Cape Town to England. The following year a Royal Society expedition went to the islands to assess the damage, and reported that the settlement of Edinburgh of the Seven Seas had been only marginally affected. Most families returned in 1963.
Output: What returned to the island by 1961?
Passage: The 1961 eruption of Queen Mary's Peak forced the evacuation of the entire population via Cape Town to England. The following year a Royal Society expedition went to the islands to assess the damage, and reported that the settlement of Edinburgh of the Seven Seas had been only marginally affected. Most families returned in 1963.
Output: By when had most families left the islands?
Passage: The 1961 eruption of Queen Mary's Peak forced the evacuation of the entire population via Cape Town to England. The following year a Royal Society expedition went to the islands to assess the damage, and reported that the settlement of Edinburgh of the Seven Seas had been only marginally affected. Most families returned in 1963.
Output: Which settlement had been devastatingly affected?
Passage: In the original city plan, the interstate buses should also stop at the Central Station. Because of the growth of Brasília (and corresponding growth in the bus fleet), today the interstate buses leave from the older interstate station (called Rodoferroviária), located at the western end of the Eixo Monumental. The Central Bus Station also contains a main metro station. A new bus station was opened in July 2010. It is on Saída Sul (South Exit) near Parkshopping Mall and with its metro station, and it's also an inter-state bus station, used only to leave the Federal District.
Output: In the original plan where should western end buses stop?
Passage: In the original city plan, the interstate buses should also stop at the Central Station. Because of the growth of Brasília (and corresponding growth in the bus fleet), today the interstate buses leave from the older interstate station (called Rodoferroviária), located at the western end of the Eixo Monumental. The Central Bus Station also contains a main metro station. A new bus station was opened in July 2010. It is on Saída Sul (South Exit) near Parkshopping Mall and with its metro station, and it's also an inter-state bus station, used only to leave the Federal District.
Output: Because of the location of the Parkshopping Mall, where do buses leave from today?
Passage: In the original city plan, the interstate buses should also stop at the Central Station. Because of the growth of Brasília (and corresponding growth in the bus fleet), today the interstate buses leave from the older interstate station (called Rodoferroviária), located at the western end of the Eixo Monumental. The Central Bus Station also contains a main metro station. A new bus station was opened in July 2010. It is on Saída Sul (South Exit) near Parkshopping Mall and with its metro station, and it's also an inter-state bus station, used only to leave the Federal District.
Output: When was the Rodoferroviaria opened?
Passage: In the original city plan, the interstate buses should also stop at the Central Station. Because of the growth of Brasília (and corresponding growth in the bus fleet), today the interstate buses leave from the older interstate station (called Rodoferroviária), located at the western end of the Eixo Monumental. The Central Bus Station also contains a main metro station. A new bus station was opened in July 2010. It is on Saída Sul (South Exit) near Parkshopping Mall and with its metro station, and it's also an inter-state bus station, used only to leave the Federal District.
Output: Where is the Central Station located that opened in July 2010?
Passage: In the original city plan, the interstate buses should also stop at the Central Station. Because of the growth of Brasília (and corresponding growth in the bus fleet), today the interstate buses leave from the older interstate station (called Rodoferroviária), located at the western end of the Eixo Monumental. The Central Bus Station also contains a main metro station. A new bus station was opened in July 2010. It is on Saída Sul (South Exit) near Parkshopping Mall and with its metro station, and it's also an inter-state bus station, used only to leave the Federal District.
Output: What is only used to leave the Eixo Monumental?
Passage: The above explanation is merely a simple introduction to vacuum pumping, and is not representative of the entire range of pumps in use. Many variations of the positive displacement pump have been developed, and many other pump designs rely on fundamentally different principles. Momentum transfer pumps, which bear some similarities to dynamic pumps used at higher pressures, can achieve much higher quality vacuums than positive displacement pumps. Entrapment pumps can capture gases in a solid or absorbed state, often with no moving parts, no seals and no vibration. None of these pumps are universal; each type has important performance limitations. They all share a difficulty in pumping low molecular weight gases, especially hydrogen, helium, and neon.
Output: What can positive displacement pumps achieve more than entrapment pumps?
Passage: The above explanation is merely a simple introduction to vacuum pumping, and is not representative of the entire range of pumps in use. Many variations of the positive displacement pump have been developed, and many other pump designs rely on fundamentally different principles. Momentum transfer pumps, which bear some similarities to dynamic pumps used at higher pressures, can achieve much higher quality vacuums than positive displacement pumps. Entrapment pumps can capture gases in a solid or absorbed state, often with no moving parts, no seals and no vibration. None of these pumps are universal; each type has important performance limitations. They all share a difficulty in pumping low molecular weight gases, especially hydrogen, helium, and neon.
Output: What can momentum transfer pumps capture?
Passage: The above explanation is merely a simple introduction to vacuum pumping, and is not representative of the entire range of pumps in use. Many variations of the positive displacement pump have been developed, and many other pump designs rely on fundamentally different principles. Momentum transfer pumps, which bear some similarities to dynamic pumps used at higher pressures, can achieve much higher quality vacuums than positive displacement pumps. Entrapment pumps can capture gases in a solid or absorbed state, often with no moving parts, no seals and no vibration. None of these pumps are universal; each type has important performance limitations. They all share a difficulty in pumping low molecular weight gases, especially hydrogen, helium, and neon.
Output: Dynamic pumps often work without moving parts, seals and what?
Passage: The above explanation is merely a simple introduction to vacuum pumping, and is not representative of the entire range of pumps in use. Many variations of the positive displacement pump have been developed, and many other pump designs rely on fundamentally different principles. Momentum transfer pumps, which bear some similarities to dynamic pumps used at higher pressures, can achieve much higher quality vacuums than positive displacement pumps. Entrapment pumps can capture gases in a solid or absorbed state, often with no moving parts, no seals and no vibration. None of these pumps are universal; each type has important performance limitations. They all share a difficulty in pumping low molecular weight gases, especially hydrogen, helium, and neon.
Output: What are entrapment pumps usually considered above all of the others?
Passage: The above explanation is merely a simple introduction to vacuum pumping, and is not representative of the entire range of pumps in use. Many variations of the positive displacement pump have been developed, and many other pump designs rely on fundamentally different principles. Momentum transfer pumps, which bear some similarities to dynamic pumps used at higher pressures, can achieve much higher quality vacuums than positive displacement pumps. Entrapment pumps can capture gases in a solid or absorbed state, often with no moving parts, no seals and no vibration. None of these pumps are universal; each type has important performance limitations. They all share a difficulty in pumping low molecular weight gases, especially hydrogen, helium, and neon.
Output: What other pump do entrapment pumps have similarities to?
Passage: In fledgling democracies funding can also be provided by foreign aid. International donors provide financing to political parties in developing countries as a means to promote democracy and good governance. Support can be purely financial or otherwise. Frequently it is provided as capacity development activities including the development of party manifestos, party constitutions and campaigning skills. Developing links between ideologically linked parties is another common feature of international support for a party. Sometimes this can be perceived as directly supporting the political aims of a political party, such as the support of the US government to the Georgian party behind the Rose Revolution. Other donors work on a more neutral basis, where multiple donors provide grants in countries accessible by all parties for various aims defined by the recipients. There have been calls by leading development think-tanks, such as the Overseas Development Institute, to increase support to political parties as part of developing the capacity to deal with the demands of interest-driven donors to improve governance.
Output: What funding does the Overseas Development Institute like to offer to support democracies?
Passage: In fledgling democracies funding can also be provided by foreign aid. International donors provide financing to political parties in developing countries as a means to promote democracy and good governance. Support can be purely financial or otherwise. Frequently it is provided as capacity development activities including the development of party manifestos, party constitutions and campaigning skills. Developing links between ideologically linked parties is another common feature of international support for a party. Sometimes this can be perceived as directly supporting the political aims of a political party, such as the support of the US government to the Georgian party behind the Rose Revolution. Other donors work on a more neutral basis, where multiple donors provide grants in countries accessible by all parties for various aims defined by the recipients. There have been calls by leading development think-tanks, such as the Overseas Development Institute, to increase support to political parties as part of developing the capacity to deal with the demands of interest-driven donors to improve governance.
Output: What was used during the Rose Revolution to make it successful?
Passage: In fledgling democracies funding can also be provided by foreign aid. International donors provide financing to political parties in developing countries as a means to promote democracy and good governance. Support can be purely financial or otherwise. Frequently it is provided as capacity development activities including the development of party manifestos, party constitutions and campaigning skills. Developing links between ideologically linked parties is another common feature of international support for a party. Sometimes this can be perceived as directly supporting the political aims of a political party, such as the support of the US government to the Georgian party behind the Rose Revolution. Other donors work on a more neutral basis, where multiple donors provide grants in countries accessible by all parties for various aims defined by the recipients. There have been calls by leading development think-tanks, such as the Overseas Development Institute, to increase support to political parties as part of developing the capacity to deal with the demands of interest-driven donors to improve governance.
Output: What does the Georgian party want to increase?
Passage: In fledgling democracies funding can also be provided by foreign aid. International donors provide financing to political parties in developing countries as a means to promote democracy and good governance. Support can be purely financial or otherwise. Frequently it is provided as capacity development activities including the development of party manifestos, party constitutions and campaigning skills. Developing links between ideologically linked parties is another common feature of international support for a party. Sometimes this can be perceived as directly supporting the political aims of a political party, such as the support of the US government to the Georgian party behind the Rose Revolution. Other donors work on a more neutral basis, where multiple donors provide grants in countries accessible by all parties for various aims defined by the recipients. There have been calls by leading development think-tanks, such as the Overseas Development Institute, to increase support to political parties as part of developing the capacity to deal with the demands of interest-driven donors to improve governance.
Output: Why does the Georgian party want to increase support to political parties?
Passage: In fledgling democracies funding can also be provided by foreign aid. International donors provide financing to political parties in developing countries as a means to promote democracy and good governance. Support can be purely financial or otherwise. Frequently it is provided as capacity development activities including the development of party manifestos, party constitutions and campaigning skills. Developing links between ideologically linked parties is another common feature of international support for a party. Sometimes this can be perceived as directly supporting the political aims of a political party, such as the support of the US government to the Georgian party behind the Rose Revolution. Other donors work on a more neutral basis, where multiple donors provide grants in countries accessible by all parties for various aims defined by the recipients. There have been calls by leading development think-tanks, such as the Overseas Development Institute, to increase support to political parties as part of developing the capacity to deal with the demands of interest-driven donors to improve governance.
Output: What did the Georgian party want to promote by financing political parties in developing countries?
Passage: The verbs of most aspect pairs differ in one of two ways: by prefix or by suffix. In prefix pairs, the perfective verb has an added prefix—for example, the imperfective psát (to write, to be writing) compared with the perfective napsat (to write down, to finish writing). The most common prefixes are na-, o-, po-, s-, u-, vy-, z- and za-. In suffix pairs, a different infinitive ending is added to the perfective stem; for example, the perfective verbs koupit (to buy) and prodat (to sell) have the imperfective forms kupovat and prodávat. Imperfective verbs may undergo further morphology to make other imperfective verbs (iterative and frequentative forms), denoting repeated or regular action. The verb jít (to go) has the iterative form chodit (to go repeatedly) and the frequentative form chodívat (to go regularly).
Output: What are the most common suffixes?
Passage: The verbs of most aspect pairs differ in one of two ways: by prefix or by suffix. In prefix pairs, the perfective verb has an added prefix—for example, the imperfective psát (to write, to be writing) compared with the perfective napsat (to write down, to finish writing). The most common prefixes are na-, o-, po-, s-, u-, vy-, z- and za-. In suffix pairs, a different infinitive ending is added to the perfective stem; for example, the perfective verbs koupit (to buy) and prodat (to sell) have the imperfective forms kupovat and prodávat. Imperfective verbs may undergo further morphology to make other imperfective verbs (iterative and frequentative forms), denoting repeated or regular action. The verb jít (to go) has the iterative form chodit (to go repeatedly) and the frequentative form chodívat (to go regularly).
Output: What is added to the perfective stem in a prefix pair?
Passage: The verbs of most aspect pairs differ in one of two ways: by prefix or by suffix. In prefix pairs, the perfective verb has an added prefix—for example, the imperfective psát (to write, to be writing) compared with the perfective napsat (to write down, to finish writing). The most common prefixes are na-, o-, po-, s-, u-, vy-, z- and za-. In suffix pairs, a different infinitive ending is added to the perfective stem; for example, the perfective verbs koupit (to buy) and prodat (to sell) have the imperfective forms kupovat and prodávat. Imperfective verbs may undergo further morphology to make other imperfective verbs (iterative and frequentative forms), denoting repeated or regular action. The verb jít (to go) has the iterative form chodit (to go repeatedly) and the frequentative form chodívat (to go regularly).
Output: What might prefixes have happen to make other imperfective verbs?
Passage: The verbs of most aspect pairs differ in one of two ways: by prefix or by suffix. In prefix pairs, the perfective verb has an added prefix—for example, the imperfective psát (to write, to be writing) compared with the perfective napsat (to write down, to finish writing). The most common prefixes are na-, o-, po-, s-, u-, vy-, z- and za-. In suffix pairs, a different infinitive ending is added to the perfective stem; for example, the perfective verbs koupit (to buy) and prodat (to sell) have the imperfective forms kupovat and prodávat. Imperfective verbs may undergo further morphology to make other imperfective verbs (iterative and frequentative forms), denoting repeated or regular action. The verb jít (to go) has the iterative form chodit (to go repeatedly) and the frequentative form chodívat (to go regularly).
Output: What kind of action can morphed prefixes be a sign of?
Passage: The verbs of most aspect pairs differ in one of two ways: by prefix or by suffix. In prefix pairs, the perfective verb has an added prefix—for example, the imperfective psát (to write, to be writing) compared with the perfective napsat (to write down, to finish writing). The most common prefixes are na-, o-, po-, s-, u-, vy-, z- and za-. In suffix pairs, a different infinitive ending is added to the perfective stem; for example, the perfective verbs koupit (to buy) and prodat (to sell) have the imperfective forms kupovat and prodávat. Imperfective verbs may undergo further morphology to make other imperfective verbs (iterative and frequentative forms), denoting repeated or regular action. The verb jít (to go) has the iterative form chodit (to go repeatedly) and the frequentative form chodívat (to go regularly).
Output: In what two ways are perfective stems different?
Passage: Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
Output: What is the study of how humans do not learn?
Passage: Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
Output:  What term is not used interchangeably with the term education psychology?
Passage: Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
Output: What are not identified as educational psychologist?
Passage: Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
Output:  What does educational psychology not study?
Passage: Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
Output: What is not a sub-population?
Passage: The population of England rose rapidly during the 19th and 20th centuries whereas the populations of Scotland and Wales have shown little increase during the 20th century, with the population of Scotland remaining unchanged since 1951. Ireland for most of its history comprised a population proportionate to its land area (about one third of the total population). However, since the Great Irish Famine, the population of Ireland has fallen to less than one tenth of the population of the British Isles. The famine, which caused a century-long population decline, drastically reduced the Irish population and permanently altered the demographic make-up of the British Isles. On a global scale, this disaster led to the creation of an Irish diaspora that numbers fifteen times the current population of the island.
Output: The population in England declined fast during which centuries?
Passage: The population of England rose rapidly during the 19th and 20th centuries whereas the populations of Scotland and Wales have shown little increase during the 20th century, with the population of Scotland remaining unchanged since 1951. Ireland for most of its history comprised a population proportionate to its land area (about one third of the total population). However, since the Great Irish Famine, the population of Ireland has fallen to less than one tenth of the population of the British Isles. The famine, which caused a century-long population decline, drastically reduced the Irish population and permanently altered the demographic make-up of the British Isles. On a global scale, this disaster led to the creation of an Irish diaspora that numbers fifteen times the current population of the island.
Output: During the 17th and 18th centuries, what happened to the population in England?
Passage: The population of England rose rapidly during the 19th and 20th centuries whereas the populations of Scotland and Wales have shown little increase during the 20th century, with the population of Scotland remaining unchanged since 1951. Ireland for most of its history comprised a population proportionate to its land area (about one third of the total population). However, since the Great Irish Famine, the population of Ireland has fallen to less than one tenth of the population of the British Isles. The famine, which caused a century-long population decline, drastically reduced the Irish population and permanently altered the demographic make-up of the British Isles. On a global scale, this disaster led to the creation of an Irish diaspora that numbers fifteen times the current population of the island.
Output: The population in Scotland and what other country have increased rapidly?
Passage: The population of England rose rapidly during the 19th and 20th centuries whereas the populations of Scotland and Wales have shown little increase during the 20th century, with the population of Scotland remaining unchanged since 1951. Ireland for most of its history comprised a population proportionate to its land area (about one third of the total population). However, since the Great Irish Famine, the population of Ireland has fallen to less than one tenth of the population of the British Isles. The famine, which caused a century-long population decline, drastically reduced the Irish population and permanently altered the demographic make-up of the British Isles. On a global scale, this disaster led to the creation of an Irish diaspora that numbers fifteen times the current population of the island.
Output: The population of Scotland has experienced a significant change in every year since when?
Passage: The population of England rose rapidly during the 19th and 20th centuries whereas the populations of Scotland and Wales have shown little increase during the 20th century, with the population of Scotland remaining unchanged since 1951. Ireland for most of its history comprised a population proportionate to its land area (about one third of the total population). However, since the Great Irish Famine, the population of Ireland has fallen to less than one tenth of the population of the British Isles. The famine, which caused a century-long population decline, drastically reduced the Irish population and permanently altered the demographic make-up of the British Isles. On a global scale, this disaster led to the creation of an Irish diaspora that numbers fifteen times the current population of the island.
Output: The Great British Famine caused the population of Ireland to fall below one tenth of the population of?
Passage: Funding for private schools is generally provided through student tuition, endowments, scholarship/voucher funds, and donations and grants from religious organizations or private individuals. Government funding for religious schools is either subject to restrictions or possibly forbidden, according to the courts' interpretation of the Establishment Clause of the First Amendment or individual state Blaine Amendments. Non-religious private schools theoretically could qualify for such funding without hassle, preferring the advantages of independent control of their student admissions and course content instead of the public funding they could get with charter status.
Output: What body would determine that funding for course content is forbidden?
Passage: Funding for private schools is generally provided through student tuition, endowments, scholarship/voucher funds, and donations and grants from religious organizations or private individuals. Government funding for religious schools is either subject to restrictions or possibly forbidden, according to the courts' interpretation of the Establishment Clause of the First Amendment or individual state Blaine Amendments. Non-religious private schools theoretically could qualify for such funding without hassle, preferring the advantages of independent control of their student admissions and course content instead of the public funding they could get with charter status.
Output: What is course content funding subject to?
Passage: Funding for private schools is generally provided through student tuition, endowments, scholarship/voucher funds, and donations and grants from religious organizations or private individuals. Government funding for religious schools is either subject to restrictions or possibly forbidden, according to the courts' interpretation of the Establishment Clause of the First Amendment or individual state Blaine Amendments. Non-religious private schools theoretically could qualify for such funding without hassle, preferring the advantages of independent control of their student admissions and course content instead of the public funding they could get with charter status.
Output: Why would course content funding be restricted by the courts?
Passage: Funding for private schools is generally provided through student tuition, endowments, scholarship/voucher funds, and donations and grants from religious organizations or private individuals. Government funding for religious schools is either subject to restrictions or possibly forbidden, according to the courts' interpretation of the Establishment Clause of the First Amendment or individual state Blaine Amendments. Non-religious private schools theoretically could qualify for such funding without hassle, preferring the advantages of independent control of their student admissions and course content instead of the public funding they could get with charter status.
Output: What can be interpreted by individuals to determine if funding for course content is forbidden?
Passage: Funding for private schools is generally provided through student tuition, endowments, scholarship/voucher funds, and donations and grants from religious organizations or private individuals. Government funding for religious schools is either subject to restrictions or possibly forbidden, according to the courts' interpretation of the Establishment Clause of the First Amendment or individual state Blaine Amendments. Non-religious private schools theoretically could qualify for such funding without hassle, preferring the advantages of independent control of their student admissions and course content instead of the public funding they could get with charter status.
Output: How is course content provided to a private school?
Passage: One of the foundation's goals is to lower poverty by increasing the number of college graduates in the United States, and the organization has funded "Reimagining Aid Design and Delivery" grants to think tanks and advocacy organizations to produce white papers on ideas for changing the current system of federal financial aid for college students, with a goal of increasing graduation rates. One of the ways the foundation has sought to increase the number of college graduates is to get them through college faster, but that idea has received some pushback from organizations of universities and colleges.
Output: What has the United States tried to do to increase the number of college graduates?
Passage: One of the foundation's goals is to lower poverty by increasing the number of college graduates in the United States, and the organization has funded "Reimagining Aid Design and Delivery" grants to think tanks and advocacy organizations to produce white papers on ideas for changing the current system of federal financial aid for college students, with a goal of increasing graduation rates. One of the ways the foundation has sought to increase the number of college graduates is to get them through college faster, but that idea has received some pushback from organizations of universities and colleges.
Output: What is the goal of think tanks to lower poverty in the United States?
Passage: One of the foundation's goals is to lower poverty by increasing the number of college graduates in the United States, and the organization has funded "Reimagining Aid Design and Delivery" grants to think tanks and advocacy organizations to produce white papers on ideas for changing the current system of federal financial aid for college students, with a goal of increasing graduation rates. One of the ways the foundation has sought to increase the number of college graduates is to get them through college faster, but that idea has received some pushback from organizations of universities and colleges.
Output: What groups will produce grants for changing the financial aid system?
Passage: One of the foundation's goals is to lower poverty by increasing the number of college graduates in the United States, and the organization has funded "Reimagining Aid Design and Delivery" grants to think tanks and advocacy organizations to produce white papers on ideas for changing the current system of federal financial aid for college students, with a goal of increasing graduation rates. One of the ways the foundation has sought to increase the number of college graduates is to get them through college faster, but that idea has received some pushback from organizations of universities and colleges.
Output: What did the foundation fund to change the poverty rate?
Passage: One of the foundation's goals is to lower poverty by increasing the number of college graduates in the United States, and the organization has funded "Reimagining Aid Design and Delivery" grants to think tanks and advocacy organizations to produce white papers on ideas for changing the current system of federal financial aid for college students, with a goal of increasing graduation rates. One of the ways the foundation has sought to increase the number of college graduates is to get them through college faster, but that idea has received some pushback from organizations of universities and colleges.
Output: What does the foundation want to lower by changing financial aid?
Passage: UNFPA has been falsely accused by anti-family planning groups of providing support for government programs which have promoted forced-abortions and coercive sterilizations. Controversies regarding these claims have resulted in a sometimes shaky relationship between the organization and three presidential administrations, that of Ronald Reagan, George H. W. Bush and George W. Bush, withholding funding from the UNFPA.  
Output: Who was UNFPA accurately accused by?
Passage: UNFPA has been falsely accused by anti-family planning groups of providing support for government programs which have promoted forced-abortions and coercive sterilizations. Controversies regarding these claims have resulted in a sometimes shaky relationship between the organization and three presidential administrations, that of Ronald Reagan, George H. W. Bush and George W. Bush, withholding funding from the UNFPA.  
Output: Controversy regarding these accusations has caused harmony with how many presidential administrations?
Passage: UNFPA has been falsely accused by anti-family planning groups of providing support for government programs which have promoted forced-abortions and coercive sterilizations. Controversies regarding these claims have resulted in a sometimes shaky relationship between the organization and three presidential administrations, that of Ronald Reagan, George H. W. Bush and George W. Bush, withholding funding from the UNFPA.  
Output: What groups have dismissed these accusations against UNFPA?