rajpurkar/squad huggingface dataset:
Title: Swaziland

83% of the total population adheres to Christianity, making it the most common religion in Swaziland. Anglican, Protestant and indigenous African churches, including African Zionist, constitute the majority of the Christians (40%), followed by Roman Catholicism at 20% of the population. On 18 July 2012, Ellinah Wamukoya, was elected Anglican Bishop of Swaziland, becoming the first woman to be a bishop in Africa. 15% of the population follows traditional religions; other non-Christian religions practised in the country include Islam (1%), the Bahá'í Faith (0.5%), and Hinduism (0.2%). There are 14 Jewish families.

Question: What percentage of the Swazi population are Christian?
Answer: 83%

Question: Which religious belief is most prevelant in Swaziland?
Answer: Christianity

Question: What amount of Swazi Christians are Roman Catholic?
Answer: 20%

Question: Who is the Anglican Bishop of Swaziland?
Answer: Ellinah Wamukoya

Question: How many Jewish families are there in Swaziland?
Answer: 14
Title: Swaziland

In 2004, the Swaziland government acknowledged for the first time that it suffered an AIDS crisis, with 38.8% of tested pregnant women infected with HIV (see AIDS in Africa). The then Prime Minister Themba Dlamini declared a humanitarian crisis due to the combined effect of drought, land degradation, increased poverty, and HIV/AIDS. According to the 2011 UNAIDS Report, Swaziland is close to achieving universal access to HIV/AIDS treatment, defined as 80% coverage or greater. Estimates of treatment coverage range from 70% to 80% of those infected. Life expectancy had fallen from 61 years in 2000 to 32 years in 2009. Tuberculosis is also a significant problem, with an 18% mortality rate. Many patients have a multi-drug resistant strain, and 83% are co-infected with HIV.

Question: Of pregnant women, how many are believed to be infected with HIV?
Answer: 38.8%

Question: What does UNAIDS consider universal access to HIV/AIDS treatment?
Answer: 80% coverage or greater

Question: Who was the prime minister of Swaziland in 2004?
Answer: Themba Dlamini

Question: What percentage of HIV/AIDS infected in Swaziland are believed to be treated?
Answer: 70% to 80%

Question: What is the rate of mortality for those with tuberculosis in Swaziland?
Answer: 18%
Title: Swaziland

Education in Swaziland begins with pre-school education for infants, primary, secondary and high school education for general education and training (GET), and universities and colleges at tertiary level. Pre-school education is usually for children 5-year or younger after that the students can enroll in a primary school anywhere in the country. In Swaziland early childhood care and education (ECCE) centres are in the form of preschools or neighbourhood care points (NCPs). In the country 21.6% of preschool age children have access to early childhood education.

Question: What age attends pre-school in Swaziland?
Answer: 5-year or younger

Question: What percentage of children of age for preschool have access to education in Swaziland?
Answer: 21.6%

Question: In reference to education in Swaziland, hat is an NCP otherwise known as?
Answer: neighbourhood care points

Question: What is does ECCE refer to in the Swazi educational system?
Answer: early childhood care and education
Title: Swaziland

The secondary and high school education system in Swaziland is a five-year programme divided into three years junior secondary and two years senior secondary. There is an external public examination (Junior Certificate) at the end of the junior secondary that learners have to pass to progress to the senior secondary level. The Examination Council of Swaziland (ECOS) administers this examination. At the end of the senior secondary level, learners sit for a public examination, the Swaziland General Certificate of Secondary Education (SGCSE) and International General Certificate of Secondary Education (IGCSE) which is accredited by the Cambridge International Examination (CIE). A few schools offer the Advanced Studies (AS) programme in their curriculum.

Question: How many years does a student spend in secondary and high school in Swaziland?
Answer: five

Question: For how many years is a Swazi student in junior secondary school?
Answer: three

Question: What is the ECOS within the Swazi education system?
Answer: Examination Council of Swaziland

Question: What do students finishing senior secondary school get?
Answer: Swaziland General Certificate of Secondary Education

Question: What institution does the accreditation for the IGCSE in Swaziland?
Answer: Cambridge International Examination
Title: Swaziland

The University of Swaziland, Southern African Nazarene University, Swaziland Christian University are the institutions that offer university education in the country. A campus of Limkokwing University of Creative Technology can be found at Sidvwashini, a suburb of the capital Mbabane. There are some teaching and nursing assistant colleges around the country. Ngwane Teacher's College and William Pitcher College are the country's teaching colleges. The Good Shepherd Hospital in Siteki is home to the College for Nursing Assistants.

Question: The University of Swaziland, Southern Nazarene University, offer higher learning in Swaziland, what is one other University?
Answer: Swaziland Christian University

Question: Where can one find the Limkoking University of Creative Technology?
Answer: Sidvwashini

Question: What is the capital of Swaziland?
Answer: Mbabane

Question: Where in Swaziland is The Good shepherd Hospital?
Answer: Siteki

Question: What nursing school does The Good Shepherd Hospital contain?
Answer: College for Nursing Assistants
Title: Swaziland

The main centre for technical training in Swaziland is the Swaziland College of Technology which is slated to become a full university. It aims to provide and facilitating high quality training and learning in technology and business studies in collaboration with the Commercial, Industrial and Public Sectors. Other technical and vocational institutions are the Gwamile Vocational and Commercial Training Institute located in Matsapha and the Manzini Industrial and Training Centre (MITC) in Manzini. Other vocational institutions include Nhlangano Agricultural Skills Training Center and Siteki Industrial Training Centre.

Question: Which school is the main location for technical education in Swaziland?
Answer: Swaziland College of Technology

Question: What types of education does the Swaziland College of Technology offer?
Answer: technology and business studies

Question: What is the location of the Gwamile Vocational and Commercial Training Institute?
Answer: Matsapha

Question: There is an educational facility in Manzini within Swaziland known by the acronym MITC, what does it stand for?
Answer: Manzini Industrial and Training Centre
Title: Swaziland

In addition to these institutions, Swaziland also has the Swaziland Institute of Management and Public Administration (SIMPA) and Institute of Development Management (IDM). SIMPA is a government owned management and development institute and IDM is a regional organisation in Botswana, Lesotho and Swaziland that provides training, consultancy, and research in management. The Mananga management centre was established as Mananga Agricultural Management Centre in 1972 as an International Management Development Centre catering for middle and senior managers, it is located at Ezulwini.

Question: In terms of education in Swaziland what does the acronym SIMPA represent?
Answer: Swaziland Institute of Management and Public Administration

Question: In Swaziland, what is SIMPA?
Answer: a government owned management and development institute

Question: In which locations is the Institute of Development Management?
Answer: Botswana, Lesotho and Swaziland

Question: What service does the IDM provide?
Answer: training, consultancy, and research in management

Question: In what year was the Mananga Management Centre founded?
Answer: 1972
Title: Swaziland

The Sangoma is a traditional diviner chosen by the ancestors of that particular family. The training of the Sangoma is called "kwetfwasa". At the end of the training, a graduation ceremony takes place where all the local sangoma come together for feasting and dancing. The diviner is consulted for various reasons, such the cause of sickness or even death. His diagnosis is based on "kubhula", a process of communication, through trance, with the natural superpowers. The Inyanga (a medical and pharmaceutical specialist in western terms) possesses the bone throwing skill ("kushaya ematsambo") used to determine the cause of the sickness.

Question: In Swaziland, what is kwetfwasa?
Answer: training of the Sangoma

Question: What is a Sangoma in Swaziland?
Answer: a traditional diviner

Question: Why might one want to discover when consulting a sangoma in Swaziland?
Answer: the cause of sickness or even death

Question: How does a sangoma in Swaziland communicate?
Answer: kubhula

Question: What is kushaya ematsambo used for?
Answer: to determine the cause of the sickness
Title: Swaziland

Swaziland's most well-known cultural event is the annual Umhlanga Reed Dance. In the eight-day ceremony, girls cut reeds and present them to the queen mother and then dance. (There is no formal competition.) It is done in late August or early September. Only childless, unmarried girls can take part. The aims of the ceremony are to preserve girls' chastity, provide tribute labour for the Queen mother, and to encourage solidarity by working together. The royal family appoints a commoner maiden to be "induna" (captain) of the girls and she announces over the radio the dates of the ceremony. She will be an expert dancer and knowledgeable on royal protocol. One of the King's daughters will be her counterpart.

Question: What is the most widely known event in Swazi culture?
Answer: Umhlanga Reed Dance.

Question: How long is the Umhlanga Reed Dance?
Answer: eight

Question: During what time of year is the Umhlanga Reed Dance?
Answer: late August or early September

Question: What individuals can take part in the Umhlanga Reed Dance?
Answer: childless, unmarried girls

Question: As it relates to girls, what is the purpose of the Umhlanga Reed Dance?
Answer: to preserve girls' chastity
Title: Swaziland

The Reed Dance today is not an ancient ceremony but a development of the old "umchwasho" custom. In "umchwasho", all young girls were placed in a female age-regiment. If any girl became pregnant outside of marriage, her family paid a fine of one cow to the local chief. After a number of years, when the girls had reached a marriageable age, they would perform labour service for the Queen Mother, ending with dancing and feasting. The country was under the chastity rite of "umchwasho" until 19 August 2005.

Question: Until what date was Swaziland bound by umchwasho?
Answer: 19 August 2005

Question: What occurs during the custom of umchwaso in Swaziland?
Answer: If any girl became pregnant outside of marriage, her family paid a fine

Question: Who became bound by umchwaso in Swaziland?
Answer: all young girls

Question: From where did the Reed Dance originate?
Answer: the old "umchwasho" custom

Question: What would the end of umchwasho be marked with?
Answer: dancing and feasting
Title: Translation

The English word "translation" derives from the Latin translatio (which itself comes from trans- and from fero, the supine form of which is latum—together meaning "a carrying across" or "a bringing across"). The modern Romance languages use equivalents of the English term "translation" that are derived from that same Latin source or from the alternative Latin traducere ("to lead across" or "to bring across"). The Slavic and Germanic languages (except in the case of the Dutch equivalent, "vertaling"—a "re-language-ing") likewise use calques of these Latin sources.

Question: What Latin word does the English word translation come from?
Answer: translatio

Question: What languages use equivalents of the English term "translation" that come from the same Latin source?
Answer: Romance

Question: What does Latin's traducere mean in English?
Answer: "to lead across"

Question: Slavic and Germanic languages also use a similar loanword from what source?
Answer: Latin

Question: What does the Dutch word "vertaling" roughly translate to?
Answer: "re-language-ing"
Title: Translation

Despite occasional theoretical diversity, the actual practice of translation has hardly changed since antiquity. Except for some extreme metaphrasers in the early Christian period and the Middle Ages, and adapters in various periods (especially pre-Classical Rome, and the 18th century), translators have generally shown prudent flexibility in seeking equivalents — "literal" where possible, paraphrastic where necessary — for the original meaning and other crucial "values" (e.g., style, verse form, concordance with musical accompaniment or, in films, with speech articulatory movements) as determined from context.

Question: How much has translation changed since antiquity?
Answer: hardly

Question: What have general been prudent about?
Answer: seeking equivalents

Question: For crucial values, what type of values do translators use where possible?
Answer: literal

Question: What kind of diversity has the practice of translation had?
Answer: theoretical

Question: When were there some extreme metaphrasers?
Answer: early Christian period and the Middle Ages
Title: Translation

In general, translators have sought to preserve the context itself by reproducing the original order of sememes, and hence word order — when necessary, reinterpreting the actual grammatical structure, for example, by shifting from active to passive voice, or vice versa. The grammatical differences between "fixed-word-order" languages (e.g. English, French, German) and "free-word-order" languages (e.g., Greek, Latin, Polish, Russian) have been no impediment in this regard. The particular syntax (sentence-structure) characteristics of a text's source language are adjusted to the syntactic requirements of the target language.

Question: What have translators tried to preserve?
Answer: context itself

Question: How do translators preserve context?
Answer: reproducing the original order of sememes

Question: What is it sometimes necessary to reinterpret when translating?
Answer: grammatical structure

Question: What is the active voice sometimes shifted to when needed?
Answer: passive

Question: What are the syntax characteristics of a text's source language adjusted to for a target language?
Answer: syntactic requirements
Title: Translation

Generally, the greater the contact and exchange that have existed between two languages, or between those languages and a third one, the greater is the ratio of metaphrase to paraphrase that may be used in translating among them. However, due to shifts in ecological niches of words, a common etymology is sometimes misleading as a guide to current meaning in one or the other language. For example, the English actual should not be confused with the cognate French actuel ("present", "current"), the Polish aktualny ("present", "current," "topical," "timely," "feasible"), the Swedish aktuell ("topical", "presently of importance"), the Russian актуальный ("urgent", "topical") or the Dutch actueel.

Question: A greater ratio of metaphrase to paraphrase can be used translating when there as been greater what between languages?
Answer: contact and exchange

Question: What is a common etymology sometimes misleading as?
Answer: guide to current meaning

Question: What does the French "actuel" mean in English?
Answer: present

Question: How would you convey that something is "presently of importance" in Swedish?
Answer: aktuell

Question: To indicate something is feasible in Polish, what word could be used?
Answer: aktualny
Title: Translation

The translator's role as a bridge for "carrying across" values between cultures has been discussed at least since Terence, the 2nd-century-BCE Roman adapter of Greek comedies. The translator's role is, however, by no means a passive, mechanical one, and so has also been compared to that of an artist. The main ground seems to be the concept of parallel creation found in critics such as Cicero. Dryden observed that "Translation is a type of drawing after life..." Comparison of the translator with a musician or actor goes back at least to Samuel Johnson’s remark about Alexander Pope playing Homer on a flageolet, while Homer himself used a bassoon.

Question: How long has a translator's part in bridging values between cultures been discussed?
Answer: at least since Terence

Question: What did Terence adapt from the Greek's?
Answer: comedies

Question: A translator's role is less like a robot and more like a what?
Answer: artist

Question: Where was the concept of parallel creation found?
Answer: Cicero

Question: Who remarked about Alexander Pope playing Homer on a flageolet?
Answer: Samuel Johnson
Title: Translation

Though earlier approaches to translation are less commonly used today, they retain importance when dealing with their products, as when historians view ancient or medieval records to piece together events which took place in non-Western or pre-Western environments. Also, though heavily influenced by Western traditions and practiced by translators taught in Western-style educational systems, Chinese and related translation traditions retain some theories and philosophies unique to the Chinese tradition.

Question: When it comes to translation, what is less commonly used today?
Answer: earlier approaches

Question: When do earlier approaches to translation still have relevance for historians?
Answer: when historians view ancient or medieval records

Question: What do historians try to piece together from pre-Western environments?
Answer: events

Question: What do Chinese and related translations retain unique to their tradition?
Answer: theories and philosophies
Title: Translation

Translation of material into Arabic expanded after the creation of Arabic script in the 5th century, and gained great importance with the rise of Islam and Islamic empires. Arab translation initially focused primarily on politics, rendering Persian, Greek, even Chinese and Indic diplomatic materials into Arabic. It later focused on translating classical Greek and Persian works, as well as some Chinese and Indian texts, into Arabic for scholarly study at major Islamic learning centers, such as the Al-Karaouine (Fes, Morocco), Al-Azhar (Cairo, Egypt), and the Al-Nizamiyya of Baghdad. In terms of theory, Arabic translation drew heavily on earlier Near Eastern traditions as well as more contemporary Greek and Persian traditions.

Question: When did translation of material into Arabic begin to increase?
Answer: 5th century

Question: What allowed the expansion of Arabic translations during the 5th century?
Answer: creation of Arabic script

Question: What material was initial Arab translations primarily focused on?
Answer: politics

Question: What cultures' classical works were later translated into Arabic?
Answer: Greek and Persian

Question: What type of translation drew heavily on earlier Near Eastern traditions?
Answer: Arabic
Title: Translation

Arabic translation efforts and techniques are important to Western translation traditions due to centuries of close contacts and exchanges. Especially after the Renaissance, Europeans began more intensive study of Arabic and Persian translations of classical works as well as scientific and philosophical works of Arab and oriental origins. Arabic and, to a lesser degree, Persian became important sources of material and perhaps of techniques for revitalized Western traditions, which in time would overtake the Islamic and oriental traditions.

Question: Why are Arabic translation efforts important to Western translation traditions?
Answer: centuries of close contacts and exchanges

Question: When did Europeans begin more intense studying of Arabic translations of classical works?
Answer: after the Renaissance

Question: What did Arabic, and to a less extent Persian, become to Europeans?
Answer: important sources of material

Question: What helped revitalize Western translation traditions from Arabic?
Answer: techniques

Question: What would Western traditions eventually do?
Answer: overtake the Islamic and oriental traditions
Title: Translation

The movement to translate English and European texts transformed the Arabic and Ottoman Turkish languages, and new words, simplified syntax, and directness came to be valued over the previous convolutions. Educated Arabs and Turks in the new professions and the modernized civil service expressed skepticism, writes Christopher de Bellaigue, "with a freedom that is rarely witnessed today.... No longer was legitimate knowledge defined by texts in the religious schools, interpreted for the most part with stultifying literalness. It had come to include virtually any intellectual production anywhere in the world." One of the neologisms that, in a way, came to characterize the infusion of new ideas via translation was "darwiniya", or "Darwinism".

Question: What transformed Arabic languages?
Answer: movement to translate English and European texts

Question: What came to be valued over previous convolutions?
Answer: new words, simplified syntax, and directness

Question: Who expressed skepticism regarding the transformation of Arabic?
Answer: Educated Arabs and Turks

Question: What was legitimate knowledge no longer defined by?
Answer: texts in the religious schools

Question: What was a neologism expressing the introduction of new ideas via translation?
Answer: Darwinism
Title: Translation

After World War I, when Britain and France divided up the Middle East's countries, apart from Turkey, between them, pursuant to the Sykes-Picot agreement—in violation of solemn wartime promises of postwar Arab autonomy—there came an immediate reaction: the Muslim Brotherhood emerged in Egypt, the House of Saud took over the Hijaz, and regimes led by army officers came to power in Iran and Turkey. "[B]oth illiberal currents of the modern Middle East," writes de Bellaigne, "Islamism and militarism, received a major impetus from Western empire-builders." As often happens in countries undergoing social crisis, the aspirations of the Muslim world's translators and modernizers, such as Muhammad Abduh, largely had to yield to retrograde currents.

Question: What two countries divvied up the Middle East's countries after WWI?
Answer: Britain and France

Question: What was the dividing up of the Middle Eastern countries in violation of?
Answer: solemn wartime promises of postwar Arab autonomy

Question: A reaction to Britain and France's actions was the emergence of what group in Egypt?
Answer: Muslim Brotherhood

Question: de Bellaigne attributed the growth of Islamism and militarism to what Western catalyst?
Answer: empire-builders

Question: What did the aspirations of the Muslim world's translators find themselves yielding to?
Answer: retrograde currents
Title: Translation

Many non-transparent-translation theories draw on concepts from German Romanticism, the most obvious influence being the German theologian and philosopher Friedrich Schleiermacher. In his seminal lecture "On the Different Methods of Translation" (1813) he distinguished between translation methods that move "the writer toward [the reader]", i.e., transparency, and those that move the "reader toward [the author]", i.e., an extreme fidelity to the foreignness of the source text. Schleiermacher favored the latter approach; he was motivated, however, not so much by a desire to embrace the foreign, as by a nationalist desire to oppose France's cultural domination and to promote German literature.

Question: Where do many non-transparent translation theories delve for concepts?
Answer: German Romanticism

Question: What nationality was Friedrich Schleiermacher?
Answer: German

Question: When did Schleiermacher publish his lecture "On the Different Methods of Translation"?
Answer: 1813

Question: Moving the writer toward the reader would be an example of what type of translation method?
Answer: transparency

Question: What method of translation did Schleiermacher favor?
Answer: extreme fidelity to the foreignness of the source text