In this task, you are given a question and a context passage. You have to answer the question based on the given passage.
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Question: Where would Drakes ships ambush the Portuguese?, Context: Englishman Sir Francis Drake probably located the island on the final leg of his circumnavigation of the world (15771580). Further visits by other English explorers followed, and, once Saint Helena's location was more widely known, English ships of war began to lie in wait in the area to attack Portuguese India carracks on their way home. In developing their Far East trade, the Dutch also began to frequent the island. The Portuguese and Spanish soon gave up regularly calling at the island, partly because they used ports along the West African coast, but also because of attacks on their shipping, the desecration of their chapel and religious icons, destruction of their livestock and destruction of plantations by Dutch and English sailors.

Answer: Saint Helena

Question: Why did universities begin participating less in scientific research?, Context: Scientific academies and societies grew out of the Scientific Revolution as the creators of scientific knowledge in contrast to the scholasticism of the university. During the Enlightenment, some societies created or retained links to universities. However, contemporary sources distinguished universities from scientific societies by claiming that the university's utility was in the transmission of knowledge, while societies functioned to create knowledge. As the role of universities in institutionalized science began to diminish, learned societies became the cornerstone of organized science. Official scientific societies were chartered by the state in order to provide technical expertise. Most societies were granted permission to oversee their own publications, control the election of new members, and the administration of the society. After 1700, a tremendous number of official academies and societies were founded in Europe, and by 1789 there were over seventy official scientific societies. In reference to this growth, Bernard de Fontenelle coined the term "the Age of Academies" to describe the 18th century.

Answer: sources distinguished universities from scientific societies by claiming that the university's utility was in the transmission of knowledge

Question: What early comic creator analyzed the comics he made?, Context: European comics studies began with Topffer's theories of his own work in the 1840s, which emphasized panel transitions and the visualverbal combination. No further progress was made until the 1970s. Pierre Fresnault-Deruelle then took a semiotics approach to the study of comics, analyzing textimage relations, page-level image relations, and image discontinuities, or what Scott McCloud later dubbed "closure". In 1987, Henri Vanlier introduced the term multicadre, or "multiframe", to refer to the comics a page as a semantic unit. By the 1990s, theorists such as Benoit Peeters and Thierry Groensteen turned attention to artists' poietic creative choices. Thierry Smolderen and Harry Morgan have held relativistic views of the definition of comics, a medium that has taken various, equally valid forms over its history. Morgan sees comics as a subset of "les litteratures dessinees" (or "drawn literatures"). French theory has come to give special attention to the page, in distinction from American theories such as McCloud's which focus on panel-to-panel transitions. Since the mid-2000s, Neil Cohn has begun analyzing how comics are understood using tools from cognitive science, extending beyond theory by using actual psychological and neuroscience experiments. This work has argued that sequential images and page layouts both use separate rule-bound "grammars" to be understood that extend beyond panel-to-panel transitions and categorical distinctions of types of layouts, and that the brain's comprehension of comics is similar to comprehending other domains, such as language and music.

Answer:
Topffer