Problem: Extract the answer to the question from the following context. Question: What tool is intended to be used to remove paint from a surface? Context: By 6000 BCE predynastic Egyptians in the southwestern corner of Egypt were herding cattle and constructing large buildings. Subsistence in organized and permanent settlements in predynastic Egypt by the middle of the 6th millennium BCE centered predominantly on cereal and animal agriculture: cattle, goats, pigs and sheep. Metal objects replaced prior ones of stone. Tanning of animal skins, pottery and weaving were commonplace in this era also. There are indications of seasonal or only temporary occupation of the Al Fayyum in the 6th millennium BCE, with food activities centering on fishing, hunting and food-gathering. Stone arrowheads, knives and scrapers from the era are commonly found. Burial items included pottery, jewelry, farming and hunting equipment, and assorted foods including dried meat and fruit. Burial in desert environments appears to enhance Egyptian preservation rites, and dead were buried facing due west.

A: scrapers

Problem: Given the question: Extract the answer to the question from the following context. Question: Why was his health a concern? Context: Nasser had few personal vices other than chain smoking. He maintained 18-hour workdays and rarely took time off for vacations. The combination of smoking and working long hours contributed to his poor health. He was diagnosed with diabetes in the early 1960s and by the time of his death in 1970, he also had arteriosclerosis, heart disease, and high blood pressure. He suffered two major heart attacks (in 1966 and 1969), and was on bed rest for six weeks after the second episode. State media reported that Nasser's absence from the public view at that time was a result of influenza.
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The answer is:
He maintained 18-hour workdays and rarely took time off for vacations

input question: Extract the answer to the question from the following context. Question: Which of the following was NOT painted by Kupka: Amorpha-Fugue a deux, Formes Circulaires, or Amorpha chromatique chaude? Context: The most extreme forms of Cubism were not those practiced by Picasso and Braque, who resisted total abstraction. Other Cubists, by contrast, especially Frantisek Kupka, and those considered Orphists by Apollinaire (Delaunay, Leger, Picabia and Duchamp), accepted abstraction by removing visible subject matter entirely. Kupka's two entries at the 1912 Salon d'Automne, Amorpha-Fugue a deux couleurs and Amorpha chromatique chaude, were highly abstract (or nonrepresentational) and metaphysical in orientation. Both Duchamp in 1912 and Picabia from 1912 to 1914 developed an expressive and allusive abstraction dedicated to complex emotional and sexual themes. Beginning in 1912 Delaunay painted a series of paintings entitled Simultaneous Windows, followed by a series entitled Formes Circulaires, in which he combined planar structures with bright prismatic hues; based on the optical characteristics of juxtaposed colors his departure from reality in the depiction of imagery was quasi-complete. In 191314 Leger produced a series entitled Contrasts of Forms, giving a similar stress to color, line and form. His Cubism, despite its abstract qualities, was associated with themes of mechanization and modern life. Apollinaire supported these early developments of abstract Cubism in Les Peintres cubistes (1913), writing of a new "pure" painting in which the subject was vacated. But in spite of his use of the term Orphism these works were so different that they defy attempts to place them in a single category.???
output answer: Formes Circulaires

Extract the answer to the question from the following context. Question: Which racial group represents the smallest proportion of the students? Context: The Boston Public Schools enrolls 57,000 students attending 145 schools, including the renowned Boston Latin Academy, John D. O'Bryant School of Math & Science, and Boston Latin School. The Boston Latin School, established 1635, is the oldest public high school in the US; Boston also operates the United States' second oldest public high school, and its oldest public elementary school. The system's students are 40% Hispanic or Latino, 35% Black or African American, 13% White, and 9% Asian. There are private, parochial, and charter schools as well, and approximately 3,300 minority students attend participating suburban schools through the Metropolitan Educational Opportunity Council.
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Answer: Asian

Q: Extract the answer to the question from the following context. Question: What's included? Context: Many of the area's prominent museums are located in the historic cultural center neighborhood around Wayne State University and the College for Creative Studies. These museums include the Detroit Institute of Arts, the Detroit Historical Museum, Charles H. Wright Museum of African American History, the Detroit Science Center, as well as the main branch of the Detroit Public Library. Other cultural highlights include Motown Historical Museum, the Ford Piquette Avenue Plant museum (birthplace of the Ford Model T and the world's oldest car factory building open to the public), the Pewabic Pottery studio and school, the Tuskegee Airmen Museum, Fort Wayne, the Dossin Great Lakes Museum, the Museum of Contemporary Art Detroit (MOCAD), the Contemporary Art Institute of Detroit (CAID), and the Belle Isle Conservatory.
A: Motown Historical Museum, the Ford Piquette Avenue Plant museum (birthplace of the Ford Model T and the world's oldest car factory building open to the public), the Pewabic Pottery studio and school, the Tuskegee Airmen Museum, Fort Wayne, the Dossin Great Lakes Museum, the Museum of Contemporary Art Detroit (MOCAD), the Contemporary Art Institute of Detroit (CAID), and the Belle Isle Conservatory

[Q]: Extract the answer to the question from the following context. Question: What hurt and what helped the Dynasty? Context: In some rare cases, such as with Ethiopia and Qing Dynasty China, the local governments were able to use the treaties to at least mitigate the impact of European colonization. This involved learning the intricacies of European diplomatic customs and then using the treaties to prevent a power from overstepping their agreement or by playing different powers against each other.
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[A]:
the local governments were able to use the treaties to at least mitigate the impact of European colonization