Input: Article: Because of the acceptance of miscegenation, Brazil has avoided the binary polarization of society into black and white. In addition, it abolished slavery without a civil war. The bitter and sometimes violent racial tensions that have divided the US are notably absent in Brazil. According to the 2010 census, 6.7% of Brazilians said they were black, compared with 6.2% in 2000, and 43.1% said they were racially mixed, up from 38.5%. In 2010, Elio Ferreira de Araujo, Brazil's minister for racial equality, attributed the increases to growing pride among his country's black and indigenous communities.

Now answer this question: Who is the Brazilian Prime Minister for racial equality?

Output: Elio Ferreira de Araujo

Input: Article: Although Ottoman madaris had a number of different branches of study, such as calligraphic sciences, oral sciences, and intellectual sciences, they primarily served the function of an Islamic centre for spiritual learning. "The goal of all knowledge and in particular, of the spiritual sciences is knowledge of God." Religion, for the most part, determines the significance and importance of each science. As Inalck mentions: "Those which aid religion are good and sciences like astrology are bad." However, even though mathematics, or studies in logic were part of the madrasa's curriculum, they were all centred around religion. Even mathematics had a religious impulse behind its teachings. "The Ulema of the Ottoman medreses held the view that hostility to logic and mathematics was futile since these accustomed the mind to correct thinking and thus helped to reveal divine truths" key word being "divine". Inalck also mentions that even philosophy was only allowed to be studied so that it helped to confirm the doctrines of Islam." Hence, madaris schools were basically religious centres for religious teachings and learning in the Ottoman world. Although scholars such as Goffman have argued that the Ottomans were highly tolerant and lived in a pluralistic society, it seems that schools that were the main centres for learning were in fact heftily religious and were not religiously pluralistic, but centred around Islam. Similarly, in Europe "Jewish children learned the Hebrew letters and texts of basic prayers at home, and then attended a school organised by the synagogue to study the Torah." Wiesner-Hanks also says that Protestants also wanted to teach "proper religious values." This shows that in the early modern period, Ottomans and Europeans were similar in their ideas about how schools should be managed and what they should be primarily focused on. Thus, Ottoman madaris were very similar to present day schools in the sense that they offered a wide range of studies; however, these studies, in their ultimate objective, aimed to further solidify and consolidate Islamic practices and theories.

Now answer this question: What type of social structure did the Ottoman Empire have?

Output: pluralistic

Input: Article: The Nintendo Entertainment System (also abbreviated as NES) is an 8-bit home video game console that was developed and manufactured by Nintendo. It was initially released in Japan as the Family Computer (Japanese: , Hepburn: Famiri Konpyuta?) (also known by the portmanteau abbreviation Famicom (, Famikon?) and abbreviated as FC) on July 15, 1983, and was later released in North America during 1985, in Europe during 1986, and Australia in 1987. In South Korea, it was known as the Hyundai Comboy ( Hyeondae Keomboi) and was distributed by SK Hynix which then was known as Hyundai Electronics. It was succeeded by the Super Nintendo Entertainment System.

Now answer this question: When was it released in Australia?

Output:
1987