input: Please answer the following: I want to test the ability of students to read a passage and answer questions about it. Could you please come up with a good question for the passage "The immediate cause of the war resided in the candidacy of a Leopold of Hohenzollern-Sigmaringen, a Prussian prince, to the throne of Spain. France feared encirclement by an alliance between Prussia and Spain. The Hohenzollern prince's candidacy was withdrawn under French diplomatic pressure, but Otto von Bismarck goaded the French into declaring war by altering a telegram sent by William I. Releasing the Ems Dispatch to the public, Bismarck made it sound as if the king had treated the French envoy in a demeaning fashion, which inflamed public opinion in France."?
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output: William I was the king of which country?

input: Please answer the following: I want to test the ability of students to read a passage and answer questions about it. Could you please come up with a good question for the passage "Modern biblical scholarship treats the account in the synoptic gospels as a literary creation by the author of the Mark Gospel, amended in the Luke and Matthew accounts, intended to heighten the importance of what they saw as a theologically significant event, and not intended to be taken literally. This image of darkness over the land would have been understood by ancient readers, a typical element in the description of the death of kings and other major figures by writers such as Philo, Dio Cassius, Virgil, Plutarch and Josephus. Geza Vermes describes the darkness account as typical of "Jewish eschatological imagery of the day of the Lord", and says that those interpreting it as a datable eclipse are "barking up the wrong tree"."?
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output: What can a student be rewarded with to help financially with college?

input: Please answer the following: I want to test the ability of students to read a passage and answer questions about it. Could you please come up with a good question for the passage "In the early hours of 7 December (Hawaiian time), Japan launched a major surprise carrier-based air strike on Pearl Harbor without explicit warning, which crippled the U.S. Pacific Fleet, leaving eight American battleships out of action, 188 American aircraft destroyed, and 2,403 American citizens dead. At the time of the attack, the U.S. was not officially at war anywhere in the world, which means that the people killed or property destroyed at Pearl Harbor by the Japanese attack had a non-combatant status.[nb 11] The Japanese had gambled that the United States, when faced with such a sudden and massive blow, would agree to a negotiated settlement and allow Japan free rein in Asia. This gamble did not pay off. American losses were less serious than initially thought: The American aircraft carriers, which would prove to be more important than battleships, were at sea, and vital naval infrastructure (fuel oil tanks, shipyard facilities, and a power station), submarine base, and signals intelligence units were unscathed. Japan's fallback strategy, relying on a war of attrition to make the U.S. come to terms, was beyond the IJN's capabilities."?
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output: How fruitful was Japan's attack on Pearl Harbor?

input: Please answer the following: I want to test the ability of students to read a passage and answer questions about it. Could you please come up with a good question for the passage "Another major way to distinguish different memory functions is whether the content to be remembered is in the past, retrospective memory, or in the future, prospective memory. Thus, retrospective memory as a category includes semantic, episodic and autobiographical memory. In contrast, prospective memory is memory for future intentions, or remembering to remember (Winograd, 1988). Prospective memory can be further broken down into event- and time-based prospective remembering. Time-based prospective memories are triggered by a time-cue, such as going to the doctor (action) at 4pm (cue). Event-based prospective memories are intentions triggered by cues, such as remembering to post a letter (action) after seeing a mailbox (cue). Cues do not need to be related to the action (as the mailbox/letter example), and lists, sticky-notes, knotted handkerchiefs, or string around the finger all exemplify cues that people use as strategies to enhance prospective memory."?
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output:
What are things that help remembering things for the future?