Q: Extract the answer to the question from the following context. Question: The past is set but what can we do with the future? Context: The problem of the direction of time arises directly from two contradictory facts. Firstly, the fundamental physical laws are time-reversal invariant; if a cinematographic film were taken of any process describable by means of the aforementioned laws and then played backwards, it would still portray a physically possible process. Secondly, our experience of time, at the macroscopic level, is not time-reversal invariant. Glasses can fall and break, but shards of glass cannot reassemble and fly up onto tables. We have memories of the past, and none of the future. We feel we can't change the past but can influence the future.
A: influence

Question: Extract the answer to the question from the following context. Question: What conflict did Britain encounter in Africa? Context: In Britain's "imperial century", victory over Napoleon left Britain without any serious international rival, other than Russia in central Asia. Unchallenged at sea, Britain adopted the role of global policeman, a state of affairs later known as the Pax Britannica, and a foreign policy of "splendid isolation". Alongside the formal control it exerted over its own colonies, Britain's dominant position in world trade meant that it effectively controlled the economies of many nominally independent countries, such as China, Argentina and Siam, which has been generally characterized as "informal empire". Of note during this time was the Anglo-Zulu War, which was fought in 1879 between the British Empire and the Zulu Empire.
Answer: Anglo-Zulu War

[Q]: Extract the answer to the question from the following context. Question: Who has the unfortunate fate of having parents that are collectively abusive and ambivalent? Context: Absent mothers and abusive fathers are another theme in the novel. Scout and Jem's mother died before Scout could remember her, Mayella's mother is dead, and Mrs. Radley is silent about Boo's confinement to the house. Apart from Atticus, the fathers described are abusers. Bob Ewell, it is hinted, molested his daughter, and Mr. Radley imprisons his son in his house until Boo is remembered only as a phantom. Bob Ewell and Mr. Radley represent a form of masculinity that Atticus does not, and the novel suggests that such men as well as the traditionally feminine hypocrites at the Missionary Society can lead society astray. Atticus stands apart as a unique model of masculinity; as one scholar explains: "It is the job of real men who embody the traditional masculine qualities of heroic individualism, bravery, and an unshrinking knowledge of and dedication to social justice and morality, to set the society straight."
****
[A]: Boo

input: Please answer the following: Extract the answer to the question from the following context. Question: What was a shortcoming of the navy? Context: By mid-1950, North Korean forces numbered between 150,000 and 200,000 troops, organized into 10 infantry divisions, one tank division, and one air force division, with 210 fighter planes and 280 tanks, who captured scheduled objectives and territory, among them Kaesong, Chuncheon, Uijeongbu, and Ongjin. Their forces included 274 T-34-85 tanks, 200 artillery pieces, 110 attack bombers, some 150 Yak fighter planes, 78 Yak trainers, and 35 reconnaissance aircraft. In addition to the invasion force, the North KPA had 114 fighters, 78 bombers, 105 T-34-85 tanks, and some 30,000 soldiers stationed in reserve in North Korea. Although each navy consisted of only several small warships, the North and South Korean navies fought in the war as sea-borne artillery for their in-country armies.
++++++++++
output: only several small warships

Please answer this: Extract the answer to the question from the following context. Question: What consideration are taken concerning long vowels? Context: Vowel length is not always considered a distinctive feature in Dutch phonology, because it normally co-occurs with changes in vowel quality. One feature or the other may be considered redundant, and some phonemic analyses prefer to treat it as an opposition of tenseness. However, even if not considered part of the phonemic opposition, the long/tense vowels are still realised as phonetically longer than their short counterparts. The changes in vowel quality are also not always the same in all dialects, and in some there may be little difference at all, with length remaining the primary distinguishing feature. And while it is true that older words always pair vowel length with a change in vowel quality, new loanwords have reintroduced phonemic oppositions of length. Compare zonne(n) [zn] ("suns") versus zone [zn] ("zone") versus zonen [zon(n)] ("sons"), or kroes [krus] ("mug") versus cruise [krus] ("cruise").
++++++++
Answer: phonetically longer than their short counterparts

Question: Extract the answer to the question from the following context. Question: Where was Hebrew used for studying Biblical texts in their original language before Yale? Context: Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.
Answer:
other schools