Input: Northwestern University
Northwestern's School of Communication has been especially fruitful in the number of actors, actresses, playwrights, and film and television writers and directors it has produced. Alumni who have made their mark on film and television include Ann-Margret, Warren Beatty, Jodie Markell, Paul Lynde, David Schwimmer, Anne Dudek, Zach Braff, Zooey Deschanel, Marg Helgenberger, Julia Louis-Dreyfus, Jerry Orbach, Jennifer Jones, Megan Mullally, John Cameron Mitchell, Dermot Mulroney, Charlton Heston, Richard Kind, Ana Gasteyer, Brad Hall, Shelley Long, William Daniels, Cloris Leachman, Bonnie Bartlett, Paula Prentiss, Richard Benjamin, Laura Innes, Charles Busch, Stephanie March, Tony Roberts, Jeri Ryan, Kimberly Williams-Paisley, McLean Stevenson, Tony Randall, Charlotte Rae, Paul Lynde, Patricia Neal, Nancy Dussault, Robert Reed, Mara Brock Akil, Greg Berlanti, Bill Nuss, Dusty Kay, Dan Shor, Seth Meyers, Frank DeCaro, Zach Gilford, Nicole Sullivan, Stephen Colbert, Sandra Seacat and Garry Marshall. Directors who were graduated from Northwestern include Gerald Freedman, Stuart Hagmann, Marshall W. Mason, and Mary Zimmerman. Lee Phillip Bell hosted a talk show in Chicago from 1952 to 1986 and co-created the Daytime Emmy Award-winning soap operas The Young and the Restless in 1973 and The Bold and the Beautiful in 1987. Alumni such as Sheldon Harnick, Stephanie D'Abruzzo, Heather Headley, Kristen Schaal, Lily Rabe, and Walter Kerr have distinguished themselves on Broadway, as has designer Bob Mackie. Amsterdam-based comedy theater Boom Chicago was founded by Northwestern alumni, and the school has become a training ground for future The Second City, I.O., ComedySportz, Mad TV and Saturday Night Live talent. Tam Spiva wrote scripts for The Brady Bunch and Gentle Ben. In New York, Los Angeles, and Chicago, the number of Northwestern alumni involved in theater, film, and television is so large that a perception has formed that there's such a thing as a "Northwestern mafia."

Who founded the Amsterdam based comedy theater Boom Chicago?
Output: Northwestern alumni

Input: Renewable energy commercialization
United Nations' Secretary-General Ban Ki-moon has said that "renewable energy has the ability to lift the poorest nations to new levels of prosperity". In October 2011, he "announced the creation of a high-level group to drum up support for energy access, energy efficiency and greater use of renewable energy. The group is to be co-chaired by Kandeh Yumkella, the chair of UN Energy and director general of the UN Industrial Development Organisation, and Charles Holliday, chairman of Bank of America".

Who is United Nations' Secretary-General?
Output: Ban Ki-moon

Input: Madrasa
Although Ottoman madaris had a number of different branches of study, such as calligraphic sciences, oral sciences, and intellectual sciences, they primarily served the function of an Islamic centre for spiritual learning. "The goal of all knowledge and in particular, of the spiritual sciences is knowledge of God." Religion, for the most part, determines the significance and importance of each science. As Inalck mentions: "Those which aid religion are good and sciences like astrology are bad." However, even though mathematics, or studies in logic were part of the madrasa's curriculum, they were all centred around religion. Even mathematics had a religious impulse behind its teachings. "The Ulema of the Ottoman medreses held the view that hostility to logic and mathematics was futile since these accustomed the mind to correct thinking and thus helped to reveal divine truths" key word being "divine". Inalck also mentions that even philosophy was only allowed to be studied so that it helped to confirm the doctrines of Islam." Hence, madaris schools were basically religious centres for religious teachings and learning in the Ottoman world. Although scholars such as Goffman have argued that the Ottomans were highly tolerant and lived in a pluralistic society, it seems that schools that were the main centres for learning were in fact heftily religious and were not religiously pluralistic, but centred around Islam. Similarly, in Europe "Jewish children learned the Hebrew letters and texts of basic prayers at home, and then attended a school organised by the synagogue to study the Torah." Wiesner-Hanks also says that Protestants also wanted to teach "proper religious values." This shows that in the early modern period, Ottomans and Europeans were similar in their ideas about how schools should be managed and what they should be primarily focused on. Thus, Ottoman madaris were very similar to present day schools in the sense that they offered a wide range of studies; however, these studies, in their ultimate objective, aimed to further solidify and consolidate Islamic practices and theories.

What religion was at the center of education in the Ottoman Empire?
Output: Islam

Input: Multiracial American
Americans with Sub-Saharan African ancestry for historical reasons: slavery, partus sequitur ventrem, one-eighth law, the one-drop rule of 20th-century legislation, have frequently been classified as black (historically) or African American, even if they have significant European American or Native American ancestry. As slavery became a racial caste, those who were enslaved and others of any African ancestry were classified by what is termed "hypodescent" according to the lower status ethnic group. Many of majority European ancestry and appearance "married white" and assimilated into white society for its social and economic advantages, such as generations of families identified as Melungeons, now generally classified as white but demonstrated genetically to be of European and sub-Saharan African ancestry.

Americans with African ancestry have always been classified as what race?
Output:
black (historically) or African American