Input: Read this: The University of Chicago's 196061 Group Theory Year brought together group theorists such as Daniel Gorenstein, John G. Thompson and Walter Feit, laying the foundation of a collaboration that, with input from numerous other mathematicians, classified all finite simple groups in 1982. This project exceeded previous mathematical endeavours by its sheer size, in both length of proof and number of researchers. Research is ongoing to simplify the proof of this classification. These days, group theory is still a highly active mathematical branch, impacting many other fields.a["]
Question: What was classified in 1960?

Output: unanswerable

Input: Read this: The strides that the Johnson presidency made in ensuring equal opportunity in the workforce were further picked up by his successor Nixon. In 1969 the Nixon administration initiated the "Philadelphia Order". It was regarded as the most forceful plan thus far to guarantee fair hiring practices in construction jobs. Philadelphia was selected as the test case because, as Assistant Secretary of Labor Arthur Fletcher explained, "The craft unions and the construction industry are among the most egregious offenders against equal opportunity laws . . . openly hostile toward letting blacks into their closed circle." The order included definite "goals and timetables." As President Nixon asserted, "We would not impose quotas, but would require federal contractors to show 'affirmative action' to meet the goals of increasing minority employment."
Question: Who held the position of Assistant Secretary of Labor?

Output: Arthur Fletcher

Input: Read this: Stanley Schachter formulated his theory on the earlier work of a Spanish physician, Gregorio Maranon, who injected patients with epinephrine and subsequently asked them how they felt. Interestingly, Maranon found that most of these patients felt something but in the absence of an actual emotion-evoking stimulus, the patients were unable to interpret their physiological arousal as an experienced emotion. Schachter did agree that physiological reactions played a big role in emotions. He suggested that physiological reactions contributed to emotional experience by facilitating a focused cognitive appraisal of a given physiologically arousing event and that this appraisal was what defined the subjective emotional experience. Emotions were thus a result of two-stage process: general physiological arousal, and experience of emotion. For example, the physiological arousal, heart pounding, in a response to an evoking stimulus, the sight of a bear in the kitchen. The brain then quickly scans the area, to explain the pounding, and notices the bear. Consequently, the brain interprets the pounding heart as being the result of fearing the bear. With his student, Jerome Singer, Schachter demonstrated that subjects can have different emotional reactions despite being placed into the same physiological state with an injection of epinephrine. Subjects were observed to express either anger or amusement depending on whether another person in the situation (a confederate) displayed that emotion. Hence, the combination of the appraisal of the situation (cognitive) and the participants' reception of adrenaline or a placebo together determined the response. This experiment has been criticized in Jesse Prinz's (2004) Gut Reactions.
Question: Who was a notable student of Stanley Schachter?

Output: Jerome Singer

Input: Read this: Dominic's education at Palencia gave him the knowledge he needed to overcome the Manicheans. With charity, the other concept that most defines the work and spirituality of the order, study became the method most used by the Dominicans in working to defend the Church against the perils that hounded it, and also of enlarging its authority over larger areas of the known world. In Dominic's thinking, it was impossible for men to preach what they did not or could not understand. When the brethren left Prouille, then, to begin their apostolic work, Dominic sent Matthew of Paris to establish a school near the University of Paris. This was the first of many Dominican schools established by the brethren, some near large universities throughout Europe.
Question: What did not help define the work of the Dominican Order?

Output:
unanswerable