Input: Article: The Carnival of Vilanova i la Geltru has documented history from 1790 and is one of the richest in the variety of its acts and rituals. It adopts an ancient style in which satire, the grotesque body (particularly cross-dressing and displays of exaggerated bellies, noses and phalli) and above all, active participation are valued over glamorous, media-friendly spectacles that Vilanovins mock as "thighs and feathers". It is best known for Les Comparses (held on Sunday), a tumultuous dance in which 12,000 or more dancers organized into rival groups throw 75 tons of hard candies at one other. The women protect their faces with Mantons de Manila (Manila shawls) but eye-patches and slings for broken arms are common the following week. Vilanovins organize an elaborate ritual for the arrival of King Carnival called l'Arrivo that changes every year. It includes a raucous procession of floats and dancers lampooning current events or public figures and a bitingly satiric sermon (el sermo) delivered by the King himself. On Dijous Gras, Vilanovin children are excused from school to participate in the Merengada, a day-long scene of eating and fighting with sticky, sweet meringue.

Now answer this question: What city's carnival has documented history from 1790?

Output: Vilanova i la Geltru

Input: Article: Canada's constitution, being a 'mixed' or hybrid constitution (a constitution that is partly formally codified and partly uncodified) originally did not make any reference whatsoever to a prime minister, with her or his specific duties and method of appointment instead dictated by "convention". In the Constitution Act, 1982, passing reference to a "Prime Minister of Canada" is added, though only regarding the composition of conferences of federal and provincial first ministers.

Now answer this question: The Constitution Act mentions the prime minister in the context of which kinds of other ministers?

Output: federal and provincial first ministers

Input: Article: Comprehensive schools are primarily about providing an entitlement curriculum to all children, without selection whether due to financial considerations or attainment. A consequence of that is a wider ranging curriculum, including practical subjects such as design and technology and vocational learning, which were less common or non-existent in grammar schools. Providing post-16 education cost-effectively becomes more challenging for smaller comprehensive schools, because of the number of courses needed to cover a broader curriculum with comparatively fewer students. This is why schools have tended to get larger and also why many local authorities have organised secondary education into 1116 schools, with the post-16 provision provided by Sixth Form colleges and Further Education Colleges. Comprehensive schools do not select their intake on the basis of academic achievement or aptitude, but there are demographic reasons why the attainment profiles of different schools vary considerably. In addition, government initiatives such as the City Technology Colleges and Specialist schools programmes have made the comprehensive ideal less certain.

Now answer this question: What two kinds of schools were developed in response to the costs of post-16 comprehensive school education?

Output:
Sixth Form colleges and Further Education Colleges