Question: Question: "I essence what did the committee ultimately do with many of the religions that developed in Zhejiang?" Context: "The rapid development of religions in Zhejiang has driven the local committee of ethnic and religious affairs to enact measures to rationalise them in 2014, variously named "Three Rectifications and One Demolition" operations or "Special Treatment Work on Illegally Constructed Sites of Religious and Folk Religion Activities" according to the locality. These regulations have led to cases of demolition of churches and folk religion temples, or the removal of crosses from churches' roofs and spires. An exemplary case was that of the Sanjiang Church." Answer:
Answer: removal

[Q]: Question: "What stage of development is after Old Persian in language origins?" Context: "The other directly attested Old Iranian dialects are the two forms of Avestan, which take their name from their use in the Avesta, the liturgical texts of indigenous Iranian religion that now goes by the name of Zoroastrianism but in the Avesta itself is simply known as vohu daena (later: behdin). The language of the Avesta is subdivided into two dialects, conventionally known as "Old (or 'Gathic') Avestan", and "Younger Avestan". These terms, which date to the 19th century, are slightly misleading since 'Younger Avestan' is not only much younger than 'Old Avestan', but also from a different geographic region. The Old Avestan dialect is very archaic, and at roughly the same stage of development as Rigvedic Sanskrit. On the other hand, Younger Avestan is at about the same linguistic stage as Old Persian, but by virtue of its use as a sacred language retained its "old" characteristics long after the Old Iranian languages had yielded to their Middle Iranian stage. Unlike Old Persian, which has Middle Persian as its known successor, Avestan has no clearly identifiable Middle Iranian stage (the effect of Middle Iranian is indistinguishable from effects due to other causes)." Answer:
****
[A]: Middle Persian

input: Please answer the following: Question: "Who visited before the Germans were in charge?" Context: "Under German control, and even before then, Japanese traders and fishermen from time to time visited the Marshall Islands, although contact with the islanders was irregular. After the Meiji Restoration (1868), the Japanese government adopted a policy of turning the Japanese Empire into a great economic and military power in East Asia." Answer:
++++++++++
output: Japanese traders and fishermen

Please answer this: Question: "How does the West view Buddhism?" Context: "Formal membership varies between communities, but basic lay adherence is often defined in terms of a traditional formula in which the practitioner takes refuge in The Three Jewels: the Buddha, the Dharma (the teachings of the Buddha), and the Sangha (the Buddhist community). At the present time, the teachings of all three branches of Buddhism have spread throughout the world, and Buddhist texts are increasingly translated into local languages. While in the West Buddhism is often seen as exotic and progressive, in the East it is regarded as familiar and traditional. Buddhists in Asia are frequently well organized and well funded. In countries such as Cambodia and Bhutan, it is recognized as the state religion and receives government support. Modern influences increasingly lead to new forms of Buddhism that significantly depart from traditional beliefs and practices." Answer:
++++++++
Answer: exotic and progressive

Problem: Question: "Ancient texts on architecture provide both formal prescriptions and what?" Context: "Texts on architecture have been written since ancient time. These texts provided both general advice and specific formal prescriptions or canons. Some examples of canons are found in the writings of the 1st-century BCE Roman Architect Vitruvius. Some of the most important early examples of canonic architecture are religious." Answer:

A: general advice

input: Please answer the following: Question: "When did Eton start their summer school program?" Context: "About 20% of pupils at Eton receive financial support, through a range of bursaries and scholarships. The recent Head Master, Tony Little, said that Eton is developing plans to allow any boy to attend the school whatever his parents' income and, in 2011, said that around 250 boys received "significant" financial help from the school. In early 2014, this figure had risen to 263 pupils receiving the equivalent of around 60% of school fee assistance, whilst a further 63 received their education free of charge. Little said that, in the short term, he wanted to ensure that around 320 pupils per year receive bursaries, and that 70 were educated free of charge, with the intention that the number of pupils receiving financial assistance would continue to increase. These comparatively new developments will run alongside long-established courses that Eton has provided for pupils from state schools, most of them in the summer holidays (July and August). Launched in 1982, the Universities Summer School is an intensive residential course open to boys and girls throughout the UK who attend state schools, are at the end of their first year in the Sixth Form, and are about to begin their final year of schooling. The Brent-Eton Summer School, started in 1994, offers 40-50 young people from the London Borough of Brent, an area of inner-city deprivation, an intensive one-week residential course, free of charge, designed to help bridge the gap between GCSE and A-level. In 2008, Eton helped found the Eton, Slough, Windsor and Hounslow Independent and State School Partnership (ISSP), with six local state schools. The ISSP's aims are "to raise pupil achievement, improve pupil self-esteem, raise pupil aspirations and improve professional practice across the schools". Eton also runs a number of choral and English language courses during the summer months." Answer:
++++++++++
output:
1982