Input: Read this: Large numbers of Bolivian highland peasants retained indigenous language, culture, customs, and communal organization throughout the Spanish conquest and the post-independence period. They mobilized to resist various attempts at the dissolution of communal landholdings and used legal recognition of "empowered caciques" to further communal organization. Indigenous revolts took place frequently until 1953. While the National Revolutionary Movement government begun in 1952 discouraged self-identification as indigenous (reclassifying rural people as campesinos, or peasants), renewed ethnic and class militancy re-emerged in the Katarista movement beginning in the 1970s. Lowland indigenous peoples, mostly in the east, entered national politics through the 1990 March for Territory and Dignity organized by the CIDOB confederation. That march successfully pressured the national government to sign the ILO Convention 169 and to begin the still-ongoing process of recognizing and titling indigenous territories. The 1994 Law of Popular Participation granted "grassroots territorial organizations" that are recognized by the state certain rights to govern local areas.
Question: What re-emerged during the Katarista movement in the 1970s?

Output: ethnic and class militancy

QUES: The printed circuit board industry defines heavy copper as layers exceeding three ounces of copper, or approximately 0.0042 inches (4.2 mils, 105 m) thick. PCB designers and fabricators often use heavy copper when design and manufacturing circuit boards in order to increase current-carrying capacity as well as resistance to thermal strains. Heavy copper plated vias transfer heat to external heat sinks. IPC 2152 is a standard for determining current-carrying capacity of printed circuit board traces.

About how thick would a PCB layer be if it contained three oz. of copper?
What is the answer?
ANS: 0.0042 inches

QUES: Hellenistic military equipment was generally characterized by an increase in size. Hellenistic-era warships grew from the trireme to include more banks of oars and larger numbers of rowers and soldiers as in the Quadrireme and Quinquereme. The Ptolemaic Tessarakonteres was the largest ship constructed in Antiquity. New siege engines were developed during this period. An unknown engineer developed the torsion-spring catapult (ca. 360) and Dionysios of Alexandria designed a repeating ballista, the Polybolos. Preserved examples of ball projectiles range from 4.4 kg to 78 kg (or over 170 lbs). Demetrius Poliorcetes was notorious for the large siege engines employed in his campaigns, especially during the 12-month siege of Rhodes when he had Epimachos of Athens build a massive 160 ton siege tower named Helepolis, filled with artillery.
What type of weapon is the Polybolos?

ANS: ballista

Since the founding of Freemasonry, many Bishops of the Church of England have been Freemasons, such as Archbishop Geoffrey Fisher. In the past, few members of the Church of England would have seen any incongruity in concurrently adhering to Anglican Christianity and practicing Freemasonry. In recent decades, however, reservations about Freemasonry have increased within Anglicanism, perhaps due to the increasing prominence of the evangelical wing of the church. The former Archbishop of Canterbury, Dr Rowan Williams, appeared to harbour some reservations about Masonic ritual, whilst being anxious to avoid causing offence to Freemasons inside and outside the Church of England. In 2003 he felt it necessary to apologise to British Freemasons after he said that their beliefs were incompatible with Christianity and that he had barred the appointment of Freemasons to senior posts in his diocese when he was Bishop of Monmouth.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): What English Archbishop was a member of the Freemasons?
Ah, so.. Geoffrey Fisher

Question: In 2006, Jian Li, a Chinese undergraduate at Yale University, filed a civil rights complaint with the Office for Civil Rights against Princeton University, claiming that his race played a role in their decision to reject his application for admission and seeking the suspension of federal financial assistance to the university until it "discontinues discrimination against Asian Americans in all forms" by eliminating race and legacy preferences. Princeton Dean of Admissions Janet Rapelye responded to the claims in the November 30, 2006, issue of the Daily Princetonian by stating that "the numbers don't indicate [discrimination]." She said that Li was not admitted because "many others had far better qualifications." Li's extracurricular activities were described as "not all that outstanding". Li countered in an email, saying that his placement on the waitlist undermines Rapelye's claim. "Princeton had initially waitlisted my application," Li said. "So if it were not for a yield which was higher than expected, the admissions office very well may have admitted a candidate whose "outside activities were not all that outstanding".
Try to answer this question if possible: Who wasn't the Dean of Admissions at Princeton University at the time of the complaint?
Answer: unanswerable

Question: As an academic field, philosophy of education is "the philosophical study of education and its problems (...) its central subject matter is education, and its methods are those of philosophy". "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline." As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between education theory and practice.
Try to answer this question if possible: What does not define philosophy education?
Answer:
unanswerable