Input: Read this: Electroluminescence as a phenomenon was discovered in 1907 by the British experimenter H. J. Round of Marconi Labs, using a crystal of silicon carbide and a cat's-whisker detector. Soviet inventor Oleg Losev reported creation of the first LED in 1927. His research was distributed in Soviet, German and British scientific journals, but no practical use was made of the discovery for several decades. Kurt Lehovec, Carl Accardo and Edward Jamgochian, explained these first light-emitting diodes in 1951 using an apparatus employing SiC crystals with a current source of battery or pulse generator and with a comparison to a variant, pure, crystal in 1953.
Question: Who is the Soviet man that created the first LED?

Output: Oleg Losev

QUES: VRS services have become well developed nationally in Sweden since 1997 and also in the United States since the first decade of the 2000s. With the exception of Sweden, VRS has been provided in Europe for only a few years since the mid-2000s, and as of 2010 has not been made available in many European Union countries, with most European countries still lacking the legislation or the financing for large-scale VRS services, and to provide the necessary telecommunication equipment to deaf users. Germany and the Nordic countries are among the other leaders in Europe, while the United States is another world leader in the provisioning of VRS services.

What is one of the reasons why VRS services are not in most European countries?
What is the answer?
ANS: financing

QUES: It is estimated that there are around 100 elephants left in Eritrea, the most northerly of East Africa's elephants. The endangered African wild dog (Lycaon pictus) was previously found in Eritrea, but is now deemed extirpated from the entire country. In Gash Barka, deadly snakes like saw-scaled viper are common. Puff adder and red spitting cobra are widespread and can be found even in the highlands.In the coastal areas marine species that are common include dolphin, dugong, whale shark, turtles, marlin/swordfish, and manta ray.
Where are the most southerly of East Africa's elephants to be found?

ANS: unanswerable

In its metaphysics, Nyaya school is closer to the Vaisesika school than others. It holds that human suffering results from mistakes/defects produced by activity under wrong knowledge (notions and ignorance). Moksha (liberation), it states, is gained through right knowledge. This premise led Nyaya to concern itself with epistemology, that is the reliable means to gain correct knowledge and to remove wrong notions. False knowledge is not merely ignorance to Naiyayikas, it includes delusion. Correct knowledge is discovering and overcoming one's delusions, and understanding true nature of soul, self and reality. The Nyaya Sutras begin:
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): What philosophy produces human suffering?
Ah, so.. unanswerable

Question: Most languages today, even in countries that have no direct link to Greco-Roman culture, use some variant of the name "Neptune" for the planet. However, in Chinese, Japanese, and Korean, the planet's name was translated as "sea king star" (), because Neptune was the god of the sea. In Mongolian, Neptune is called Dalain Van ( ), reflecting its namesake god's role as the ruler of the sea. In modern Greek the planet is called Poseidon (, Poseidonas), the Greek counterpart of Neptune. In Hebrew, "Rahab" (), from a Biblical sea monster mentioned in the Book of Psalms, was selected in a vote managed by the Academy of the Hebrew Language in 2009 as the official name for the planet, even though the existing Latin term "Neptun" () is commonly used. In Maori, the planet is called Tangaroa, named after the Maori god of the sea. In Nahuatl, the planet is called Tlaloccitlalli, named after the rain god Tlaloc.
Try to answer this question if possible: Whaqt book of the Bible does the name Neptune come from?
Answer: unanswerable

QUES: Nevertheless, Makdisi has asserted that the European university borrowed many of its features from the Islamic madrasa, including the concepts of a degree and doctorate. Makdisi and Hugh Goddard have also highlighted other terms and concepts now used in modern universities which most likely have Islamic origins, including "the fact that we still talk of professors holding the 'Chair' of their subject" being based on the "traditional Islamic pattern of teaching where the professor sits on a chair and the students sit around him", the term 'academic circles' being derived from the way in which Islamic students "sat in a circle around their professor", and terms such as "having 'fellows', 'reading' a subject, and obtaining 'degrees', can all be traced back" to the Islamic concepts of ashab ('companions, as of Muhammad'), qira'ah ('reading aloud the Qur'an') and ijazah ('licence [to teach]') respectively. Makdisi has listed eighteen such parallels in terminology which can be traced back to their roots in Islamic education. Some of the practices now common in modern universities which Makdisi and Goddard trace back to an Islamic root include "practices such as delivering inaugural lectures, wearing academic robes, obtaining doctorates by defending a thesis, and even the idea of academic freedom are also modelled on Islamic custom." The Islamic scholarly system of fatwa and ijma, meaning opinion and consensus respectively, formed the basis of the "scholarly system the West has practised in university scholarship from the Middle Ages down to the present day." According to Makdisi and Goddard, "the idea of academic freedom" in universities was also "modelled on Islamic custom" as practised in the medieval Madrasa system from the 9th century. Islamic influence was "certainly discernible in the foundation of the first deliberately planned university" in Europe, the University of Naples Federico II founded by Frederick II, Holy Roman Emperor in 1224.
What Eurpoean university practices are considered to be not adapted from madaris?

ANS:
unanswerable