Problem: Given the question: I want to test the ability of students to read a passage and answer questions about it. Could you please come up with a good question for the passage "In 1975, a group of Chicago Cubs fans based in Washington, D.C. formed the Emil Verban Society. The society is a select club of high profile Cub fans, currently headed by Illinois Senator Dick Durbin which is named for Emil Verban, who in three seasons with the Cubs in the 1940s batted .280 with 39 runs batted in and one home run. Verban was picked as the epitome of a Cub player, explains columnist George Will, because "He exemplified mediocrity under pressure, he was competent but obscure and typifying of the work ethics." Verban initially believed he was being ridiculed, but his ill feeling disappeared several years later when he was flown to Washington to meet President Ronald Reagan, also a society member, at the White House. Hillary Clinton, Jim Belushi, Joe Mantegna, Rahm Emanuel, Dick Cheney and many others have been included among its membership."?
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The answer is:
How did Verban act towards the fan club

input question: I want to test the ability of students to read a passage and answer questions about it. Could you please come up with a good question for the passage "Iron is usually found as iron ore on Earth, except for one deposit of native iron in Greenland, which was used by the Inuit people. Native copper, however, was found worldwide, along with silver, gold and platinum, which were also used to make tools, jewelry, and other objects since Neolithic times. Copper was the hardest of these metals, and the most widely distributed. It became one of the most important metals to the ancients. Eventually, humans learned to smelt metals such as copper and tin from ore, and, around 2500 BC, began alloying the two metals to form bronze, which is much harder than its ingredients. Tin was rare, however, being found mostly in Great Britain. In the Middle East, people began alloying copper with zinc to form brass. Ancient civilizations took into account the mixture and the various properties it produced, such as hardness, toughness and melting point, under various conditions of temperature and work hardening, developing much of the information contained in modern alloy phase diagrams. Arrowheads from the Chinese Qin dynasty (around 200 BC) were often constructed with a hard bronze-head, but a softer bronze-tang, combining the alloys to prevent both dulling and breaking during use."????
output answer: What is the word used to describe a metal that is found not as an ore?

I want to test the ability of students to read a passage and answer questions about it. Could you please come up with a good question for the passage "The Byzantine Empire ruled the northern shores of the Sahara from the 5th to the 7th centuries. After the Muslim conquest of Arabia (Arabian peninsula) the Muslim conquest of North Africa began in the mid-7th to early 8th centuries, Islamic influence expanded rapidly on the Sahara. By the end of 641 all of Egypt was in Muslim hands. The trade across the desert intensified. A significant slave trade crossed the desert. It has been estimated that from the 10th to 19th centuries some 6,000 to 7,000 slaves were transported north each year."?
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Answer: What was part of the nation's holdings?

Q: I want to test the ability of students to read a passage and answer questions about it. Could you please come up with a good question for the passage "Anglo-Saxons arrived as Roman power waned in the 5th century AD. Initially, their arrival seems to have been at the invitation of the Britons as mercenaries to repulse incursions by the Hiberni and Picts. In time, Anglo-Saxon demands on the British became so great that they came to culturally dominate the bulk of southern Great Britain, though recent genetic evidence suggests Britons still formed the bulk of the population. This dominance creating what is now England and leaving culturally British enclaves only in the north of what is now England, in Cornwall and what is now known as Wales. Ireland had been unaffected by the Romans except, significantly, having been Christianised, traditionally by the Romano-Briton, Saint Patrick. As Europe, including Britain, descended into turmoil following the collapse of Roman civilisation, an era known as the Dark Ages, Ireland entered a golden age and responded with missions (first to Great Britain and then to the continent), the founding of monasteries and universities. These were later joined by Anglo-Saxon missions of a similar nature."?
A: How was Ireland affected while the rest of Europe descended into the Dark Ages?

Question: I want to test the ability of students to read a passage and answer questions about it. Could you please come up with a good question for the passage "From 1962 until his retirement in 1968, he was a professor at the University of Freiburg, West Germany, where he began work on his next book, Law, Legislation and Liberty. Hayek regarded his years at Freiburg as "very fruitful". Following his retirement, Hayek spent a year as a visiting professor of philosophy at the University of California, Los Angeles, where he continued work on Law, Legislation and Liberty, teaching a graduate seminar by the same name and another on the philosophy of social science. Primary drafts of the book were completed by 1970, but Hayek chose to rework his drafts and finally brought the book to publication in three volumes in 1973, 1976 and 1979."?
Answer: What clue words would indicate that Hayek previously wrote a different book?

Please answer this: I want to test the ability of students to read a passage and answer questions about it. Could you please come up with a good question for the passage "However, all of these facets of medieval university life are considered by standard scholarship to be independent medieval European developments with no tracable Islamic influence. Generally, some reviewers have pointed out the strong inclination of Makdisi of overstating his case by simply resting on "the accumulation of close parallels", but all the while failing to point to convincing channels of transmission between the Muslim and Christian world. Norman Daniel points out that the Arab equivalent of the Latin disputation, the taliqa, was reserved for the ruler's court, not the madrasa, and that the actual differences between Islamic fiqh and medieval European civil law were profound. The taliqa only reached Islamic Spain, the only likely point of transmission, after the establishment of the first medieval universities. In fact, there is no Latin translation of the taliqa and, most importantly, no evidence of Latin scholars ever showing awareness of Arab influence on the Latin method of disputation, something they would have certainly found noteworthy. Rather, it was the medieval reception of the Greek Organon which set the scholastic sic et non in motion. Daniel concludes that resemblances in method had more to with the two religions having "common problems: to reconcile the conflicting statements of their own authorities, and to safeguard the data of revelation from the impact of Greek philosophy"; thus Christian scholasticism and similar Arab concepts should be viewed in terms of a parallel occurrence, not of the transmission of ideas from one to the other, a view shared by Hugh Kennedy."?
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Answer:
What did not influence Islamic teachings?