romikgosai/squad_modified huggingface dataset:
Given that water contamination is a major means of transmitting diarrheal disease, efforts to provide clean water supply and improved sanitation have the potential to dramatically cut the rate of disease incidence. In fact, it has been proposed that we might expect an 88% reduction in child mortality resulting from diarrheal disease as a result of improved water sanitation and hygiene. Similarly, a meta-analysis of numerous studies on improving water supply and sanitation shows a 22–27% reduction in disease incidence, and a 21–30% reduction in mortality rate associated with diarrheal disease.

Questions and answers:
['
Q: What is a major means of the spread of diarrhea disease?
A: water contamination', '
Q: What has cut the rate of diarrhea disease incidents? 
A: clean water supply and improved sanitation', '
Q: What would be the reduction in deisease incedence if there was better water and sanitation?
A: 22–27% reduction in disease incidence']
Immunization against the pathogens that cause diarrheal disease is a viable prevention strategy, however it does require targeting certain pathogens for vaccination. In the case of Rotavirus, which was responsible for around 6% of diarrheal episodes and 20% of diarrheal disease deaths in the children of developing countries, use of a Rotavirus vaccine in trials in 1985 yielded a slight (2-3%) decrease in total diarrheal disease incidence, while reducing overall mortality by 6-10%. Similarly, a Cholera vaccine showed a strong reduction in morbidity and mortality, though the overall impact of vaccination was minimal as Cholera is not one of the major causative pathogens of diarrheal disease. Since this time, more effective vaccines have been developed that have the potential to save many thousands of lives in developing nations, while reducing the overall cost of treatment, and the costs to society.

Questions and answers:
['
Q: What is the downfall of using immunization against the pathogens that cause disease?
A: it does require targeting certain pathogens for vaccination', '
Q: What is responsible for 6% of dearrheal disease?
A: Rotavirus', '
Q: What percent is the rotavirus responsible for in diarrheal disease deaths?
A: 20%', '
Q: What was the effect of the Rotavirus vaccine?
A: (2-3%) decrease in total diarrheal disease incidence', '
Q: What year was the Rotovirus vaccine used?
A: 1985']
Dietary deficiencies in developing countries can be combated by promoting better eating practices. Supplementation with vitamin A and/or zinc. Zinc supplementation proved successful showing a significant decrease in the incidence of diarrheal disease compared to a control group. The majority of the literature suggests that vitamin A supplementation is advantageous in reducing disease incidence. Development of a supplementation strategy should take into consideration the fact that vitamin A supplementation was less effective in reducing diarrhea incidence when compared to vitamin A and zinc supplementation, and that the latter strategy was estimated to be significantly more cost effective.

Questions and answers:
['
Q: What can be done to combate dietary deficiences?
A: promoting better eating practices', '
Q: What has been used and shown successful in a decrease in incidence of diarrheal disease?
A: Zinc', '
Q: WHat strategy was found out to be more cost effective?
A: zinc supplementation']
In many cases of diarrhea, replacing lost fluid and salts is the only treatment needed. This is usually by mouth – oral rehydration therapy – or, in severe cases, intravenously. Diet restrictions such as the BRAT diet are no longer recommended. Research does not support the limiting of milk to children as doing so has no effect on duration of diarrhea. To the contrary, WHO recommends that children with diarrhea continue to eat as sufficient nutrients are usually still absorbed to support continued growth and weight gain, and that continuing to eat also speeds up recovery of normal intestinal functioning. CDC recommends that children and adults with cholera also continue to eat.

Questions and answers:
['
Q: What is the basic treatment many cases of diarrhea need?
A: replacing lost fluid and salts is the only treatment needed', '
Q: How is this treatment given?
A: This is usually by mouth – oral rehydration therapy – or, in severe cases, intravenously', '
Q: What type of diet is no longer recommended?
A: BRAT diet', '
Q: What does WHO recommend to do?
A: children with diarrhea continue to eat as sufficient nutrients are usually still absorbed to support continued growth and weight gain']
Oral rehydration solution (ORS) (a slightly sweetened and salty water) can be used to prevent dehydration. Standard home solutions such as salted rice water, salted yogurt drinks, vegetable and chicken soups with salt can be given. Home solutions such as water in which cereal has been cooked, unsalted soup, green coconut water, weak tea (unsweetened), and unsweetened fresh fruit juices can have from half a teaspoon to full teaspoon of salt (from one-and-a-half to three grams) added per liter. Clean plain water can also be one of several fluids given. There are commercial solutions such as Pedialyte, and relief agencies such as UNICEF widely distribute packets of salts and sugar. A WHO publication for physicians recommends a homemade ORS consisting of one liter water with one teaspoon salt (3 grams) and two tablespoons sugar (18 grams) added (approximately the "taste of tears"). Rehydration Project recommends adding the same amount of sugar but only one-half a teaspoon of salt, stating that this more dilute approach is less risky with very little loss of effectiveness. Both agree that drinks with too much sugar or salt can make dehydration worse.

Questions and answers:
['
Q: What can be used to prevent dehydration?
A: Oral rehydration solution (ORS)', '
Q: What are some good standard home solutions?
A: salted rice water, salted yogurt drinks, vegetable and chicken soups with salt', '
Q: What is a commercial solution that can also be used?
A: Pedialyte', "
Q: What is the WHO's recipe for ORS?
A: one liter water with one teaspoon salt (3 grams) and two tablespoons sugar (18 grams) added"]
Drinks especially high in simple sugars, such as soft drinks and fruit juices, are not recommended in children under 5 years of age as they may increase dehydration. A too rich solution in the gut draws water from the rest of the body, just as if the person were to drink sea water. Plain water may be used if more specific and effective ORT preparations are unavailable or are not palatable. Additionally, a mix of both plain water and drinks perhaps too rich in sugar and salt can alternatively be given to the same person, with the goal of providing a medium amount of sodium overall. A nasogastric tube can be used in young children to administer fluids if warranted.

Questions and answers:
['
Q: What are not recommended for younger kids because it can casue more dehydration?
A: Drinks especially high in simple sugars, such as soft drinks and fruit juices', '
Q: Why are sodas and high sugar fruit juices not recommended?
A: A too rich solution in the gut draws water from the rest of the body, just as if the person were to drink sea water', '
Q: What can be used to give fluids when they can not drink?
A: A nasogastric tube']
WHO recommends a child with diarrhea continue to be fed. Continued feeding speeds the recovery of normal intestinal function. In contrast, children whose food is restricted have diarrhea of longer duration and recover intestinal function more slowly. A child should also continue to be breastfed. The WHO states "Food should never be withheld and the child's usual foods should not be diluted. Breastfeeding should always be continued." And in the specific example of cholera, CDC also makes the same recommendation. In young children who are not breast-fed and live in the developed world, a lactose-free diet may be useful to speed recovery.

Questions and answers:
['
Q: What does WHO recommend?
A: a child with diarrhea continue to be fed', '
Q: What does continuing to eat do for your illness?
A: Continued feeding speeds the recovery of normal intestinal function', '
Q: What happens when a childs food is restricted?
A: children whose food is restricted have diarrhea of longer duration and recover intestinal function more slowly']
While antibiotics are beneficial in certain types of acute diarrhea, they are usually not used except in specific situations. There are concerns that antibiotics may increase the risk of hemolytic uremic syndrome in people infected with Escherichia coli O157:H7. In resource-poor countries, treatment with antibiotics may be beneficial. However, some bacteria are developing antibiotic resistance, particularly Shigella. Antibiotics can also cause diarrhea, and antibiotic-associated diarrhea is the most common adverse effect of treatment with general antibiotics.

Questions and answers:
['
Q: Are antibiotics used in diarrhea instances?
A: they are usually not used except in specific situations', '
Q: What are the concerns with anitbiotics?
A: may increase the risk of hemolytic uremic syndrome in people infected with Escherichia coli O157:H7', '
Q: What are bacteria doing that makes them not work as well?
A: some bacteria are developing antibiotic resistance']
Madrasa (Arabic: مدرسة‎, madrasah, pl. مدارس, madāris, Turkish: Medrese) is the Arabic word for any type of educational institution, whether secular or religious (of any religion). The word is variously transliterated madrasah, madarasaa, medresa, madrassa, madraza, medrese, etc. In the West, the word usually refers to a specific type of religious school or college for the study of the Islamic religion, though this may not be the only subject studied. Not all students in madaris are Muslims; there is also a modern curriculum.

Questions and answers:
['
Q: What are the origins of the word madrasa?
A: Arabic', '
Q: What type of educational institution does the term madrasa refer?
A: any type', '
Q: In Western culture, the term madrasa widely refers to the practices of what religion?
A: Islamic', '
Q: How many students enrolled in madaris are Muslim?
A: Not all']
The word madrasah derives from the triconsonantal Semitic root د-ر-س D-R-S 'to learn, study', through the wazn (form/stem) مفعل(ة)‎; mafʻal(ah), meaning "a place where something is done". Therefore, madrasah literally means "a place where learning and studying take place". The word is also present as a loanword with the same innocuous meaning in many Arabic-influenced languages, such as: Urdu, Bengali, Hindi, Persian, Turkish, Azeri, Kurdish, Indonesian, Malay and Bosnian / Croatian. In the Arabic language, the word مدرسة madrasah simply means the same as school does in the English language, whether that is private, public or parochial school, as well as for any primary or secondary school whether Muslim, non-Muslim, or secular. Unlike the use of the word school in British English, the word madrasah more closely resembles the term school in American English, in that it can refer to a university-level or post-graduate school as well as to a primary or secondary school. For example, in the Ottoman Empire during the Early Modern Period, madaris had lower schools and specialised schools where the students became known as danişmends. The usual Arabic word for a university, however, is جامعة (jāmiʻah). The Hebrew cognate midrasha also connotes the meaning of a place of learning; the related term midrash literally refers to study or learning, but has acquired mystical and religious connotations.

Questions and answers:
['
Q: What are the root origins of the word madrasah?
A: triconsonantal Semitic', '
Q: What is the literal translation of madrasah?
A: a place where learning and studying take place', '
Q: In Arabic, what does madarasah mean?
A: same as school does in the English language', '
Q: During the Ottoman Empire, what types of schools were typical?
A: lower schools and specialised', '
Q: What were the students in madaris called?
A: danişmends']
However, in English, the term madrasah usually refers to the specifically Islamic institutions. A typical Islamic school usually offers two courses of study: a ḥifẓ course teaching memorization of the Qur'an (the person who commits the entire Qurʼan to memory is called a ḥāfiẓ); and an ʻālim course leading the candidate to become an accepted scholar in the community. A regular curriculum includes courses in Arabic, tafsir (Qur'anic interpretation), sharīʻah (Islamic law), hadiths (recorded sayings and deeds of Muhammad), mantiq (logic), and Muslim history. In the Ottoman Empire, during the Early Modern Period, the study of hadiths was introduced by Süleyman I. Depending on the educational demands, some madaris also offer additional advanced courses in Arabic literature, English and other foreign languages, as well as science and world history. Ottoman madaris along with religious teachings also taught "styles of writing, grammary, syntax, poetry, composition, natural sciences, political sciences, and etiquette."

Questions and answers:
['
Q: What is the English connotative understanding of the word madrash? 
A: Islamic institutions', "
Q: What is taught through a hifz class or set of classes?
A: memorization of the Qur'an", '
Q: What is shariah?
A: Islamic law', '
Q: What is the discipline taught in mantiq courses?
A: logic', '
Q: What set of courses does someone need to take for preparation to be considered as a scholar?
A: ʻālim']
People of all ages attend, and many often move on to becoming imams.[citation needed] The certificate of an ʻālim, for example, requires approximately twelve years of study.[citation needed] A good number of the ḥuffāẓ (plural of ḥāfiẓ) are the product of the madaris. The madaris also resemble colleges, where people take evening classes and reside in dormitories. An important function of the madaris is to admit orphans and poor children in order to provide them with education and training. Madaris may enroll female students; however, they study separately from the men.[citation needed]

Questions and answers:
['
Q: What age groups are usually enrolled in madaris?
A: all ages', '
Q: How long does someone have to be enrolled in alim courses to earn a certificate or graduate?
A: approximately twelve years', '
Q: In what ways are madaris similar to western colleges?
A: people take evening classes and reside in dormitories', '
Q: Why do madaris extend enrollment to children of less fortunate circumstances?
A: provide them with education and training', '
Q: What is the format for co-education for women in madaris?
A: they study separately from the men']
The term "Islamic education" means education in the light of Islam itself, which is rooted in the teachings of the Quran - holy book of Muslims. Islamic education and Muslim education are not the same. Because Islamic education has epistemological integration which is founded on Tawhid - Oneness or monotheism. For details Read "A Qur’anic Methodology for Integrating Knowledge and Education: Implications for Malaysia’s Islamic Education Strategy" written Tareq M Zayed  and "Knowledge of Shariah and Knowledge to Manage ‘Self’ and ‘System’: Integration of Islamic Epistemology with the Knowledge and Education" authored by Tareq M Zayed

Questions and answers:
['
Q: What is the meaning of Islamic education?
A: education in the light of Islam itself', '
Q: What book is the basis for education in Islamic traditions?
A: Quran', '
Q: What types of education greatly differs from Islamic education?
A: Muslim education', '
Q: What is Islamic religion traditionally considered as far as theology is concerned?
A: monotheism']
The first institute of madrasa education was at the estate of Hazrat Zaid bin Arkam near a hill called Safa, where Hazrat Muhammad was the teacher and the students were some of his followers.[citation needed] After Hijrah (migration) the madrasa of "Suffa" was established in Madina on the east side of the Al-Masjid an-Nabawi mosque. Hazrat 'Ubada bin Samit was appointed there by Hazrat Muhammad as teacher and among the students.[citation needed] In the curriculum of the madrasa, there were teachings of The Qur'an,The Hadith, fara'iz, tajweed, genealogy, treatises of first aid, etc. There were also trainings of horse-riding, art of war, handwriting and calligraphy, athletics and martial arts. The first part of madrasa based education is estimated from the first day of "nabuwwat" to the first portion of the "Umaiya" caliphate.[citation needed]

Questions and answers:
['
Q: Where was the first madrasa located?
A: the estate of Hazrat Zaid bin Arkam', '
Q: Who was the teacher at the first madrasa?
A: Hazrat Muhammad', "
Q: Who was named as a teacher at the second madrasa, housed in a mosque?
A: Hazrat 'Ubada bin Samit", '
Q: What handwriting art form was taught in the early madaris?
A: calligraphy', '
Q: What type of physical fitness activities were taught in the early madaris?
A: athletics and martial arts']
During the rule of the Fatimid and Mamluk dynasties and their successor states in the medieval Middle East, many of the ruling elite founded madaris through a religious endowment known as the waqf. Not only was the madrasa a potent symbol of status but it was an effective means of transmitting wealth and status to their descendants. Especially during the Mamlūk period, when only former slaves could assume power, the sons of the ruling Mamlūk elite were unable to inherit. Guaranteed positions within the new madaris thus allowed them to maintain status. Madaris built in this period include the Mosque-Madrasah of Sultan Ḥasan in Cairo.

Questions and answers:
['
Q: Which class of people founded the madaris during the medieval period?
A: ruling elite', '
Q: How were the madaris funded during the medieval period?
A: through a religious endowment', '
Q: What class of people inherited status during the Mamluk Period?
A: former slaves', '
Q: What allowed the ruling elite to maintain power during the Mamluk period?
A: Guaranteed positions within the new madaris', '
Q: In what city was the Mosque-Madrasah of Sultan Hasan?
A: Cairo']
At the beginning of the Caliphate or Islamic Empire, the reliance on courts initially confined sponsorship and scholarly activities to major centres. Within several centuries, the development of Muslim educational institutions such as the madrasah and masjid eventually introduced such activities to provincial towns and dispersed them across the Islamic legal schools and Sufi orders. In addition to religious subjects, they also taught the "rational sciences," as varied as mathematics, astronomy, astrology, geography, alchemy, philosophy, magic, and occultism, depending on the curriculum of the specific institution in question. The madaris, however, were not centres of advanced scientific study; scientific advances in Islam were usually carried out by scholars working under the patronage of royal courts. During this time,[when?] the Caliphate experienced a growth in literacy, having the highest literacy rate of the Middle Ages, comparable to classical Athens' literacy in antiquity but on a much larger scale. The emergence of the maktab and madrasa institutions played a fundamental role in the relatively high literacy rates of the medieval Islamic world.

Questions and answers:
['
Q: Who traditionally paid for scholars to study natural sciences?
A: royal courts', '
Q: What group of people had the highest literacy rates during the Middle Ages?
A: Caliphate', '
Q: What schools had the biggest impact on the rising literacy rates in the Caliphate?
A: maktab and madrasa institutions', '
Q: How long did it take for madaris to spread to smaller cities and towns?
A: several centuries']
In the medieval Islamic world, an elementary school was known as a maktab, which dates back to at least the 10th century. Like madaris (which referred to higher education), a maktab was often attached to an endowed mosque. In the 11th century, the famous Persian Islamic philosopher and teacher Ibn Sīnā (known as Avicenna in the West), in one of his books, wrote a chapter about the maktab entitled "The Role of the Teacher in the Training and Upbringing of Children," as a guide to teachers working at maktab schools. He wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils, as well as the usefulness of group discussions and debates. Ibn Sīnā described the curriculum of a maktab school in some detail, describing the curricula for two stages of education in a maktab school.

Questions and answers:
['
Q: When were the first recorded Islamic elementary schools?
A: 10th century', '
Q: What term refers to Islamic elementary schools?
A: maktab', '
Q: Who wrote a training guide for Islamic maktab teachers?
A: Ibn Sīnā', '
Q: What did Ibn Sina prefer over private tutors?
A: classes', '
Q: How many component of education did Ibn Sina describe in their teachings?
A: two']
Ibn Sīnā refers to the secondary education stage of maktab schooling as a period of specialisation when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be allowed to choose and specialise in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account.

Questions and answers:
['
Q: What type of skills did Ibn Sina state children should learn in secondary education?
A: manual skills', '
Q: According to Ibn Sina, at what age should children choose a direction for their education?
A: 14', '
Q: According to Ibn Sina, what is needed to support transition at the secondary stage of education?
A: flexibility', '
Q: What should secondary training provide a student in the secondary stage of school? 
A: future career']
During its formative period, the term madrasah referred to a higher education institution, whose curriculum initially included only the "religious sciences", whilst philosophy and the secular sciences were often excluded. The curriculum slowly began to diversify, with many later madaris teaching both the religious and the "secular sciences", such as logic, mathematics and philosophy. Some madaris further extended their curriculum to history, politics, ethics, music, metaphysics, medicine, astronomy and chemistry. The curriculum of a madrasah was usually set by its founder, but most generally taught both the religious sciences and the physical sciences. Madaris were established throughout the Islamic world, examples being the 9th century University of al-Qarawiyyin, the 10th century al-Azhar University (the most famous), the 11th century Niẓāmīyah, as well as 75 madaris in Cairo, 51 in Damascus and up to 44 in Aleppo between 1155 and 1260. Many more were also established in the Andalusian cities of Córdoba, Seville, Toledo, Granada (Madrasah of Granada), Murcia, Almería, Valencia and Cádiz during the Caliphate of Córdoba.

Questions and answers:
['
Q: What discipline was studied in traditional madrasah?
A: religious sciences', '
Q: What was traditionally left out of the madrasah curriculum?
A: philosophy and the secular sciences', '
Q: Who decided the content that would be delivered in a particular madrasah?
A: its founder', '
Q: What is the most widely known madrasah?
A: al-Azhar University', '
Q: How many madaris have been founded in Cairo?
A: 75']