Question: Saint Barthelemy was for many years a French commune forming part of Guadeloupe, which is an overseas region and department of France. Through a referendum in 2003, island residents sought separation from the administrative jurisdiction of Guadeloupe, and it was finally accomplished in 2007. The island of Saint Barthelemy became an Overseas Collectivity (COM). A governing territorial council was elected for its administration, which has provided the island with a certain degree of autonomy. The Hotel de Ville, which was the town hall, is now the Hotel de la Collectivite. A senator represents the island in Paris. St. Barthelemy has retained its free port status.
Try to answer this question if possible: St. Barts was formerly a part of what French commune?
Answer: Guadeloupe
Question: The Guam Department of Education serves the entire island of Guam. In 2000, 32,000 students attended Guam's public schools. Guam Public Schools have struggled with problems such as high dropout rates and poor test scores. Guam's educational system has always faced unique challenges as a small community located 6,000 miles (9,700 km) from the U.S. mainland with a very diverse student body including many students who come from backgrounds without traditional American education. An economic downturn in Guam since the mid-1990s has compounded the problems in schools.
Try to answer this question if possible: How many students as of 2000 were attending public schools in Guam?
Answer: 32,000
Question: Cotton lisle is a finely-spun, tightly twisted type of cotton that is noted for being strong and durable. Lisle is composed of two strands that have each been twisted an extra twist per inch than ordinary yarns and combined to create a single thread. The yarn is spun so that it is compact and solid. This cotton is used mainly for underwear, stockings, and gloves. Colors applied to this yarn are noted for being more brilliant than colors applied to softer yarn. This type of thread was first made in the city of Lisle, France (now Lille), hence its name.
Try to answer this question if possible: What does extra twisting of gloves produce?
Answer: unanswerable
Question: The degree to which adolescents are perceived as autonomous beings varies widely by culture, as do the behaviors that represent this emerging autonomy. Psychologists have identified three main types of autonomy: emotional independence, behavioral autonomy, and cognitive autonomy. Emotional autonomy is defined in terms of an adolescent's relationships with others, and often includes the development of more mature emotional connections with adults and peers. Behavioral autonomy encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern. Cultural differences are especially visible in this category because it concerns issues of dating, social time with peers, and time-management decisions. Cognitive autonomy describes the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation. Converging influences from adolescent cognitive development, expanding social relationships, an increasingly adultlike appearance, and the acceptance of more rights and responsibilities enhance feelings of autonomy for adolescents. Proper development of autonomy has been tied to good mental health, high self-esteem, self-motivated tendencies, positive self-concepts, and self-initiating and regulating behaviors. Furthermore, it has been found that adolescents' mental health is best when their feelings about autonomy match closely with those of their parents.
Try to answer this question if possible: How is cognitive autonomy defined?
Answer:
the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation