Article: Notwithstanding these technical and commercial successes on the Macintosh platform, their systems remained fairly expensive, making them less competitive in light of the falling costs of components that made IBM PC compatibles cheaper and accelerated their adoption. In 1989, Jean-Louis Gassee had steadfastly refused to lower the profit margins on Mac computers, then there was a component shortage that rocked the exponentially-expanding PC industry that year, forcing Apple USA head Allan Loren to cut prices which dropped Apple's margins. Microsoft Windows 3.0 was released in May 1990, the first iteration of Windows which had a feature set and performance comparable to the significantly costlier Macintosh. Furthermore, Apple had created too many similar models that confused potential buyers; at one point the product lineup was subdivided into Classic, LC, II, Quadra, Performa, and Centris models, with essentially the same computer being sold under a number of different names.

Question: What problem rocked the PC industry in 1989?
Ans: a component shortage

Article: In later editions of the book, Darwin traced evolutionary ideas as far back as Aristotle; the text he cites is a summary by Aristotle of the ideas of the earlier Greek philosopher Empedocles. Early Christian Church Fathers and Medieval European scholars interpreted the Genesis creation narrative allegorically rather than as a literal historical account; organisms were described by their mythological and heraldic significance as well as by their physical form. Nature was widely believed to be unstable and capricious, with monstrous births from union between species, and spontaneous generation of life.

Question: To what ancient philosopher did Darwin trace some of his evolutionary ideas?
Ans: Aristotle

Article: The degree to which adolescents are perceived as autonomous beings varies widely by culture, as do the behaviors that represent this emerging autonomy. Psychologists have identified three main types of autonomy: emotional independence, behavioral autonomy, and cognitive autonomy. Emotional autonomy is defined in terms of an adolescent's relationships with others, and often includes the development of more mature emotional connections with adults and peers. Behavioral autonomy encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern. Cultural differences are especially visible in this category because it concerns issues of dating, social time with peers, and time-management decisions. Cognitive autonomy describes the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation. Converging influences from adolescent cognitive development, expanding social relationships, an increasingly adultlike appearance, and the acceptance of more rights and responsibilities enhance feelings of autonomy for adolescents. Proper development of autonomy has been tied to good mental health, high self-esteem, self-motivated tendencies, positive self-concepts, and self-initiating and regulating behaviors. Furthermore, it has been found that adolescents' mental health is best when their feelings about autonomy match closely with those of their parents.

Question: Is an adolescent's mental health at its best when their feelings of autonomy match closely with their parents or when they are at odds?
Ans: match closely

Article: Jewish law does not prohibit keeping dogs and other pets. Jewish law requires Jews to feed dogs (and other animals that they own) before themselves, and make arrangements for feeding them before obtaining them. In Christianity, dogs represent faithfulness.

Question: If a Jewish person owns a dog, he must do what to do the dog before he does it to himself?
Ans:
feed