[Q]: Extract the answer to the question from the following context. Question: How can work help children? Context: While full-time work hinders schooling, empirical evidence is varied on the relationship between part-time work and school. Sometimes even part-time work may hinder school attendance or performance. On the other hand, many poor children work for resources to attend school. Children who are not doing well at school sometimes seek more satisfactory experience in work. Good relations with a supervisor at work can provide relief from tensions that children feel at school and home. In the modern world, school education has become so central to society that schoolwork has become the dominant work for most children, often replacing participation in productive work. If school curricula or quality do not provide children with appropriate skills for available jobs or if children do nor have the aptitude for schoolwork, school may impede the learning of skills, such as agriculture, which will become necessary for future livelihood.
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[A]: relief from tensions

[Q]: Extract the answer to the question from the following context. Question: Saint Victor is in something with a color that is also present in the? Context: In the following century Ravenna, the capital of the Western Roman Empire, became the center of late Roman mosaic art (see details in Ravenna section). Milan also served as the capital of the western empire in the 4th century. In the St Aquilinus Chapel of the Basilica of San Lorenzo, mosaics executed in the late 4th and early 5th centuries depict Christ with the Apostles and the Abduction of Elijah; these mosaics are outstanding for their bright colors, naturalism and adherence to the classical canons of order and proportion. The surviving apse mosaic of the Basilica of Sant'Ambrogio, which shows Christ enthroned between Saint Gervasius and Saint Protasius and angels before a golden background date back to the 5th and to the 8th century, although it was restored many times later. The baptistery of the basilica, which was demolished in the 15th century, had a vault covered with gold-leaf tesserae, large quantities of which were found when the site was excavated. In the small shrine of San Vittore in ciel d'oro, now a chapel of Sant'Ambrogio, every surface is covered with mosaics from the second half of the 5th century. Saint Victor is depicted in the center of the golden dome, while figures of saints are shown on the walls before a blue background. The low spandrels give space for the symbols of the four Evangelists.
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[A]: Basilica of Sant'Ambrogio

[Q]: Extract the answer to the question from the following context. Question: Which opera originated in Shaoxing, Yueju, Shaoju or Yongju? Context: Zhejiang is the home of Yueju (), one of the most prominent forms of Chinese opera. Yueju originated in Shengzhou and is traditionally performed by actresses only, in both male and female roles. Other important opera traditions include Yongju (of Ningbo), Shaoju (of Shaoxing), Ouju (of Wenzhou), Wuju (of Jinhua), Taizhou Luantan (of Taizhou) and Zhuji Luantan (of Zhuji).
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[A]: Shaoju

[Q]: Extract the answer to the question from the following context. Question: Why do children learn more in a class setting, other than emulation, competition, and debates? Context: In the medieval Islamic world, an elementary school was known as a maktab, which dates back to at least the 10th century. Like madaris (which referred to higher education), a maktab was often attached to an endowed mosque. In the 11th century, the famous Persian Islamic philosopher and teacher Ibn Sina (known as Avicenna in the West), in one of his books, wrote a chapter about the maktab entitled "The Role of the Teacher in the Training and Upbringing of Children," as a guide to teachers working at maktab schools. He wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils, as well as the usefulness of group discussions and debates. Ibn Sina described the curriculum of a maktab school in some detail, describing the curricula for two stages of education in a maktab school.
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[A]:
group discussions