Input: British Empire
At the end of the 16th century, England and the Netherlands began to challenge Portugal's monopoly of trade with Asia, forming private joint-stock companies to finance the voyagesthe English, later British, East India Company and the Dutch East India Company, chartered in 1600 and 1602 respectively. The primary aim of these companies was to tap into the lucrative spice trade, an effort focused mainly on two regions; the East Indies archipelago, and an important hub in the trade network, India. There, they competed for trade supremacy with Portugal and with each other. Although England ultimately eclipsed the Netherlands as a colonial power, in the short term the Netherlands' more advanced financial system and the three Anglo-Dutch Wars of the 17th century left it with a stronger position in Asia. Hostilities ceased after the Glorious Revolution of 1688 when the Dutch William of Orange ascended the English throne, bringing peace between the Netherlands and England. A deal between the two nations left the spice trade of the East Indies archipelago to the Netherlands and the textiles industry of India to England, but textiles soon overtook spices in terms of profitability, and by 1720, in terms of sales, the British company had overtaken the Dutch.

When was the Dutch East India Company chartered?
Output: 1602

Input: Comprehensive school
Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".

Which German minister criticized comprehensive schools' ability to help students succeed?
Output: Barbara Sommer

Input: Predation
Aposematism, where organisms are brightly colored as a warning to predators, is the antithesis of camouflage. Some organisms pose a threat to their predatorsfor example they may be poisonous, or able to harm them physically. Aposematic coloring involves bright, easily recognizable and unique colors and patterns. For example, bright coloration in Variable Checkerspot butterflies leads to decreased predation attempts by avian predators. Upon being harmed (e.g., stung) by their prey, the appearance in such an organism will be remembered as something to avoid. While that particular prey organism may be killed, the coloring benefits the prey species as a whole.

Does aposematism benefit only the organism ddirectly, or the entire population as a whole?
Output: species as a whole

Input: Infection
When infection attacks the body, anti-infective drugs can suppress the infection. Several broad types of anti-infective drugs exist, depending on the type of organism targeted; they include antibacterial (antibiotic; including antitubercular), antiviral, antifungal and antiparasitic (including antiprotozoal and antihelminthic) agents. Depending on the severity and the type of infection, the antibiotic may be given by mouth or by injection, or may be applied topically. Severe infections of the brain are usually treated with intravenous antibiotics. Sometimes, multiple antibiotics are used in case there is resistance to one antibiotic. Antibiotics only work for bacteria and do not affect viruses. Antibiotics work by slowing down the multiplication of bacteria or killing the bacteria. The most common classes of antibiotics used in medicine include penicillin, cephalosporins, aminoglycosides, macrolides, quinolones and tetracyclines.[citation needed]

How are severe infections of the brain usually treated?
Output:
with intravenous antibiotics