Question: Extract the answer to the question from the following context. Question: What was on the masts of the Azure ships? Context: "Azure, three ships with three masts, rigged and under full sail, the sails, pennants and ensigns Argent, each charged with a cross Gules; on a chief of the second a pale quarterly Azure and Gules, on the 1st and 4th a fleur-de-lis or, on the 2nd and 3rd a leopard or, between two roses Gules seeded Or barbed Vert." The shield had as a crest: "A sphere without a frame, bounded with the Zodiac in bend Or, between two pennants flottant Argent, each charged with a cross Gules, over the sphere the words DEUS INDICAT" (Latin: God Indicates). The supporters were two sea lions (lions with fishes' tails) and the motto was DEO DUCENTE NIL NOCET (Latin: Where God Leads, Nothing Hurts).
Answer: ensigns Argent, each charged with a cross Gules

[Q]: Extract the answer to the question from the following context. Question: what ethnicity is mentioned last? Context: All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.
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[A]: Greek

input: Please answer the following: Extract the answer to the question from the following context. Question: Inflation resulted in what happening to American currency? Context: The value of the U.S. dollar was therefore no longer anchored to gold, and it fell upon the Federal Reserve to maintain the value of the U.S. currency. The Federal Reserve, however, continued to increase the money supply, resulting in stagflation and a rapidly declining value of the U.S. dollar in the 1970s. This was largely due to the prevailing economic view at the time that inflation and real economic growth were linked (the Phillips curve), and so inflation was regarded as relatively benign. Between 1965 and 1981, the U.S. dollar lost two thirds of its value.
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output: lost two thirds of its value

Please answer this: Extract the answer to the question from the following context. Question: There isn't any what of concepts? Context: However, all of these facets of medieval university life are considered by standard scholarship to be independent medieval European developments with no tracable Islamic influence. Generally, some reviewers have pointed out the strong inclination of Makdisi of overstating his case by simply resting on "the accumulation of close parallels", but all the while failing to point to convincing channels of transmission between the Muslim and Christian world. Norman Daniel points out that the Arab equivalent of the Latin disputation, the taliqa, was reserved for the ruler's court, not the madrasa, and that the actual differences between Islamic fiqh and medieval European civil law were profound. The taliqa only reached Islamic Spain, the only likely point of transmission, after the establishment of the first medieval universities. In fact, there is no Latin translation of the taliqa and, most importantly, no evidence of Latin scholars ever showing awareness of Arab influence on the Latin method of disputation, something they would have certainly found noteworthy. Rather, it was the medieval reception of the Greek Organon which set the scholastic sic et non in motion. Daniel concludes that resemblances in method had more to with the two religions having "common problems: to reconcile the conflicting statements of their own authorities, and to safeguard the data of revelation from the impact of Greek philosophy"; thus Christian scholasticism and similar Arab concepts should be viewed in terms of a parallel occurrence, not of the transmission of ideas from one to the other, a view shared by Hugh Kennedy.
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Answer: transmission

Problem: Extract the answer to the question from the following context. Question: What counter-intuitively needs to use crop diversity? Context: Interspecific crop diversity is, in part, responsible for offering variety in what we eat. Intraspecific diversity, the variety of alleles within a single species, also offers us choice in our diets. If a crop fails in a monoculture, we rely on agricultural diversity to replant the land with something new. If a wheat crop is destroyed by a pest we may plant a hardier variety of wheat the next year, relying on intraspecific diversity. We may forgo wheat production in that area and plant a different species altogether, relying on interspecific diversity. Even an agricultural society which primarily grows monocultures, relies on biodiversity at some point.

A: monocultures

input: Please answer the following: Extract the answer to the question from the following context. Question: Why does the presence of light in certain areas of a battlefield present a problem from a military standpoint? Context: From a military standpoint, lighting is a critical part of the battlefield conditions. Shadows are good places to hide, while bright areas are more exposed. It is often beneficial to fight with the Sun or other light source behind you, giving your enemy disturbing visual glare and partially hiding your own movements in backlight. If natural light is not present searchlights and flares can be used. However the use of light may disclose your own hidden position and modern warfare have seen increased use of night vision through the use of infrared cameras and image intensifiers.
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output:
bright areas are more exposed