input: Please answer the following: Given the following passage "The capital of Danish Estonia (Danish: Hertugdmmet Estland) was Reval (Tallinn), founded at the place of Lyndanisse after the invasion of 1219. The Danes built the fortress of Castrum Danorum at Toompea Hill. Estonians still call their capital "Tallinn", which according to legend derives from Taani linna (meaning Danish town or castle). Reval was granted Lubeck city rights (1248) and joined the Hanseatic League. Even today, Danish influence can be seen in heraldic symbols. The Danish cross is on the city of Tallinn's coat of arms, and Estonia's coat of arms displays three lions similar to those found on the Danish coat of arms.", answer the following question. Note that the answer is present within the text. Question: How did the city flourish?
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output: Reval was granted Lubeck city rights (1248)
Please answer this: Given the following passage "The Romans had a greater appreciation for the color green; it was the color of Venus, the goddess of gardens, vegetables and vineyards.The Romans made a fine green earth pigment, which was widely used in the wall paintings of Pompeii, Herculaneum, Lyon, Vaison-la-Romaine, and other Roman cities. They also used the pigment verdigris, made by soaking copper plates in fermenting wine. By the Second Century AD, the Romans were using green in paintings, mosaics and glass, and there were ten different words in Latin for varieties of green.", answer the following question. Note that the answer is present within the text. Question: What were the components of the color?
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Answer: copper plates in fermenting wine
Problem: Given the following passage "During the Miocene continents continued to drift toward their present positions. Of the modern geologic features, only the land bridge between South America and North America was absent, the subduction zone along the Pacific Ocean margin of South America caused the rise of the Andes and the southward extension of the Meso-American peninsula. India continued to collide with Asia. The Tethys Seaway continued to shrink and then disappeared as Africa collided with Eurasia in the Turkish-Arabian region between 19 and 12 Ma (ICS 2004). Subsequent uplift of mountains in the western Mediterranean region and a global fall in sea levels combined to cause a temporary drying up of the Mediterranean Sea resulting in the Messinian salinity crisis near the end of the Miocene.", answer the following question. Note that the answer is present within the text. Question: Both the Tethys Sea and __ shrank.

A: Mediterranean Sea
Problem: Given the question: Given the following passage "When comparing different documents, or "witnesses", of a single, original text, the observed differences are called variant readings, or simply variants or readings. It is not always apparent which single variant represents the author's original work. The process of textual criticism seeks to explain how each variant may have entered the text, either by accident (duplication or omission) or intention (harmonization or censorship), as scribes or supervisors transmitted the original author's text by copying it. The textual critic's task, therefore, is to sort through the variants, eliminating those most likely to be un-original, hence establishing a "critical text", or critical edition, that is intended to best approximate the original. At the same time, the critical text should document variant readings, so the relation of extant witnesses to the reconstructed original is apparent to a reader of the critical edition. In establishing the critical text, the textual critic considers both "external" evidence (the age, provenance, and affiliation of each witness) and "internal" or "physical" considerations (what the author and scribes, or printers, were likely to have done).", answer the following question. Note that the answer is present within the text. Question: Text can either be included by intention or what?
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The answer is:
by accident
input question: Given the following passage "Equivalently, the smallness of the Planck constant reflects the fact that everyday objects and systems are made of a large number of particles. For example, green light with a wavelength of 555 nanometres (the approximate wavelength to which human eyes are most sensitive) has a frequency of 7014540000000000000♠️540 THz (7014540000000000000♠️5401012 Hz). Each photon has an energy E = hf = 6981358000000000000♠️3.581019 J. That is a very small amount of energy in terms of everyday experience, but everyday experience is not concerned with individual photons any more than with individual atoms or molecules. An amount of light compatible with everyday experience is the energy of one mole of photons; its energy can be computed by multiplying the photon energy by the Avogadro constant, NA 7023602200000000000♠️6.0221023 mol1. The result is that green light of wavelength 555 nm has an energy of 7005216000000000000♠️216 kJ/mol, a typical energy of everyday life.", answer the following question. Note that the answer is present within the text. Question: What is the energy of everyday experience????
output answer: one mole of photons
input question: Given the following passage "In the medieval Islamic world, an elementary school was known as a maktab, which dates back to at least the 10th century. Like madaris (which referred to higher education), a maktab was often attached to an endowed mosque. In the 11th century, the famous Persian Islamic philosopher and teacher Ibn Sina (known as Avicenna in the West), in one of his books, wrote a chapter about the maktab entitled "The Role of the Teacher in the Training and Upbringing of Children," as a guide to teachers working at maktab schools. He wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils, as well as the usefulness of group discussions and debates. Ibn Sina described the curriculum of a maktab school in some detail, describing the curricula for two stages of education in a maktab school.", answer the following question. Note that the answer is present within the text. Question: Why do children learn more in a class setting, other than emulation, competition, and debates????
output answer:
group discussions