Input: Read this: During April 2009, U.S. Federal Reserve vice-chair Janet Yellen discussed these paradoxes: "Once this massive credit crunch hit, it didn't take long before we were in a recession. The recession, in turn, deepened the credit crunch as demand and employment fell, and credit losses of financial institutions surged. Indeed, we have been in the grips of precisely this adverse feedback loop for more than a year. A process of balance sheet deleveraging has spread to nearly every corner of the economy. Consumers are pulling back on purchases, especially on durable goods, to build their savings. Businesses are cancelling planned investments and laying off workers to preserve cash. And, financial institutions are shrinking assets to bolster capital and improve their chances of weathering the current storm. Once again, Minsky understood this dynamic. He spoke of the paradox of deleveraging, in which precautions that may be smart for individuals and firmsand indeed essential to return the economy to a normal statenevertheless magnify the distress of the economy as a whole."
Question: What occurred in nearly every corner of the economy after the financial crisis of 2007?

Output: balance sheet deleveraging

QUES: In time, some ideas from these experiments and paradigm challenges may be adopted as the norm in education, just as Friedrich Frobel's approach to early childhood education in 19th-century Germany has been incorporated into contemporary kindergarten classrooms. Other influential writers and thinkers have included the Swiss humanitarian Johann Heinrich Pestalozzi; the American transcendentalists Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; the founders of progressive education, John Dewey and Francis Parker; and educational pioneers such as Maria Montessori and Rudolf Steiner, and more recently John Caldwell Holt, Paul Goodman, Frederick Mayer, George Dennison and Ivan Illich.

What happened in Germany in the 18th century?
What is the answer?
ANS: unanswerable

QUES: Everton were relegated to the Second Division two years later during internal turmoil at the club. However, the club was promoted at the first attempt scoring a record number of goals in the second division. On return to the top flight in 193132, Everton wasted no time in reaffirming their status and won a fourth League title at the first opportunity. Everton also won their second FA Cup in 1933 with a 30 win against Manchester City in the final. The era ended in 193839 with a fifth League title.
What was the score of the final game that resulted in Everton winning its fifth league title?

ANS: unanswerable

In 1903, Brigham Young Academy was dissolved, and was replaced by two institutions: Brigham Young High School, and Brigham Young University. (The BY High School class of 1907 was ultimately responsible for the famous giant "Y" that is to this day embedded on a mountain near campus.) The Board elected George H. Brimhall as the new President of BYU. He had not received a high school education until he was forty. Nevertheless, he was an excellent orator and organizer. Under his tenure in 1904 the new Brigham Young University bought 17 acres (69,000 m2) of land from Provo called "Temple Hill". After some controversy among locals over BYU's purchase of this property, construction began in 1909 on the first building on the current campus, the Karl G. Maeser Memorial. Brimhall also presided over the University during a brief crisis involving the theory of evolution. The religious nature of the school seemed at the time to collide with this scientific theory. Joseph F. Smith, LDS Church president, settled the question for a time by asking that evolution not be taught at the school. A few have described the school at this time as nothing more than a "religious seminary". However, many of its graduates at this time would go on to great success and become well renowned in their fields.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): Who we responsible for the giant "Y" that is embedded on a mountain near the campus?
Ah, so.. BY High School class of 1907

Question: In the late 1960s, the term heavy metal was used interchangeably with hard rock, but gradually began to be used to describe music played with even more volume and intensity. While hard rock maintained a bluesy rock and roll identity, including some swing in the back beat and riffs that tended to outline chord progressions in their hooks, heavy metal's riffs often functioned as stand-alone melodies and had no swing in them. Heavy metal took on "darker" characteristics after Black Sabbath's breakthrough at the beginning of the 1970s. In the 1980s it developed a number of subgenres, often termed extreme metal, some of which were influenced by hardcore punk, and which further differentiated the two styles. Despite this differentiation, hard rock and heavy metal have existed side by side, with bands frequently standing on the boundary of, or crossing between, the genres.
Try to answer this question if possible: Which two genres have never considered to have very much in common?
Answer: unanswerable

Context and question: If the data to be compressed is analog (such as a voltage that varies with time), quantization is employed to digitize it into numbers (normally integers). This is referred to as analog-to-digital (A/D) conversion. If the integers generated by quantization are 8 bits each, then the entire range of the analog signal is divided into 256 intervals and all the signal values within an interval are quantized to the same number. If 16-bit integers are generated, then the range of the analog signal is divided into 65,536 intervals.
How many intervals is the range of the conversion divided into if 16-bit integers are generated?
Answer:
unanswerable