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 "Treaties are not necessarily permanently binding upon the signatory parties. As obligations in international law are traditionally viewed as arising only from the consent of states, many treaties expressly allow a state to withdraw as long as it follows certain procedures of notification. For example, the Single Convention on Narcotic Drugs provides that the treaty will terminate if, as a result of denunciations, the number of parties falls below 40. Many treaties expressly forbid withdrawal. Article 56 of the Vienna Convention on the Law of Treaties provides that where a treaty is silent over whether or not it can be denounced there is a rebuttable presumption that it cannot be unilaterally denounced unless:"?
A: Where is there evidence that something is missing and leaves you wondering what the answer is?
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 1966, Shmuel Yosef Agnon shared the Nobel Prize in Literature with German Jewish author Nelly Sachs. Leading Israeli poets have been Yehuda Amichai, Nathan Alterman and Rachel Bluwstein. Internationally famous contemporary Israeli novelists include Amos Oz, Etgar Keret and David Grossman. The Israeli-Arab satirist Sayed Kashua (who writes in Hebrew) is also internationally known.[citation needed] Israel has also been the home of two leading Palestinian poets and writers: Emile Habibi, whose novel The Secret Life of Saeed the Pessoptimist, and other writings, won him the Israel prize for Arabic literature; and Mahmoud Darwish, considered by many to be "the Palestinian national poet." Darwish was born and raised in northern Israel, but lived his adult life abroad after joining the Palestine Liberation Organization.[citation needed]"?
Answer: Which two Palestinian poets called Israel home?
[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 "The highest temperature recorded within city limits was 104 F (40 C), on June 2, 1985, and June 24, 1944, and the lowest was 7 F (14 C) on February 14, 1899, although at the airport, where official records are kept, the historical range is 105 F (41 C) on August 1, 1999 down to 6 F (14 C) on January 21, 1985. Hurricanes are a major threat to the area during the summer and early fall, with several severe hurricanes hitting the area most notably Hurricane Hugo on September 21, 1989 (a category 4 storm). Dewpoint in the summer ranges from 67.8 to 71.4 F (20 to 22 C)."?
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[A]: What is the last Celsius temperature listed in the text
input: Please answer the following: 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 "Some scholars[who?] suggest any labour by children aged 18 years or less is wrong since this encourages illiteracy, inhumane work and lower investment in human capital. Child labour, claim these activists, also leads to poor labour standards for adults, depresses the wages of adults in developing countries as well as the developed countries, and dooms the third world economies to low-skill jobs only capable of producing poor quality cheap exports. More children that work in poor countries, the fewer and worse-paid are the jobs for adults in these countries. In other words, there are moral and economic reasons that justify a blanket ban on labour from children aged 18 years or less, everywhere in the world."?
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output: Suggesting that young people work is often seen as what?
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 "The highest position in Islam, caliphate, was claimed by the sultans starting since Murad I, which was established as Ottoman Caliphate. The Ottoman sultan, padisah or "lord of kings", served as the Empire's sole regent and was considered to be the embodiment of its government, though he did not always exercise complete control. The Imperial Harem was one of the most important powers of the Ottoman court. It was ruled by the Valide Sultan. On occasion, the Valide Sultan would become involved in state politics. For a time, the women of the Harem effectively controlled the state in what was termed the "Sultanate of Women". New sultans were always chosen from the sons of the previous sultan. The strong educational system of the palace school was geared towards eliminating the unfit potential heirs, and establishing support among the ruling elite for a successor. The palace schools, which would also educate the future administrators of the state, were not a single track. First, the Madrasa (Ottoman Turkish: Medrese) was designated for the Muslims, and educated scholars and state officials according to Islamic tradition. The financial burden of the Medrese was supported by vakifs, allowing children of poor families to move to higher social levels and income. The second track was a free boarding school for the Christians, the Enderun, which recruited 3,000 students annually from Christian boys between eight and twenty years old from one in forty families among the communities settled in Rumelia or the Balkans, a process known as Devshirme (Devsirme)."?
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Answer: How did the Valide Sultan rule?
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 "As culture flourished, so did decentralization. Whereas the first phase of shoen development in the early Heian period had seen the opening of new lands and the granting of the use of lands to aristocrats and religious institutions, the second phase saw the growth of patrimonial "house governments," as in the old clan system. (In fact, the form of the old clan system had remained largely intact within the great old centralized government.) New institutions were now needed in the face of social, economic, and political changes. The Taiho Code lapsed, its institutions relegated to ceremonial functions. Family administrations now became public institutions. As the most powerful family, the Fujiwara governed Japan and determined the general affairs of state, such as succession to the throne. Family and state affairs were thoroughly intermixed, a pattern followed among other families, monasteries, and even the imperial family. Land management became the primary occupation of the aristocracy, not so much because direct control by the imperial family or central government had declined but more from strong family solidarity and a lack of a sense of Japan as a single nation."?
Answer:
How were family administrations and public institutions related?