romikgosai/squad_modified huggingface dataset:
As noted above, there are 55 tinkhundla in Swaziland and each elects one representative to the House of Assembly of Swaziland. Each inkhundla has a development committee (bucopho) elected from the various constituency chiefdoms in its area for a five-year term. Bucopho bring to the inkhundla all matters of interest and concern to their various chiefdoms, and take back to the chiefdoms the decisions of the inkhundla. The chairman of the bucopho is elected at the inkhundla and is called indvuna ye nkhundla.

Questions and answers:
['
Q: How many representatives does each tinkhundla elect to the Swazi House of Assembly?
A: one', '
Q: What is a single term of a Swazi development committee?
A: a five-year term', '
Q: To whom do Bucopho take the decisions and concerns?
A: the chiefdoms', '
Q: What is the chairman of the bucopho also called?
A: indvuna ye nkhundla', '
Q: Where is the Bucopho chairman elected?
A: at the inkhundla']
A small, landlocked kingdom, Swaziland is bordered in the North, West and South by the Republic of South Africa and by Mozambique in the East. Swaziland has a land area of 17,364 km2. Swaziland has four separate geographical regions. These run from North to South and are determined by altitude. Swaziland is located at approximately 26°30'S, 31°30'E. Swaziland has a wide variety of landscapes, from the mountains along the Mozambican border to savannas in the east and rain forest in the northwest. Several rivers flow through the country, such as the Great Usutu River.

Questions and answers:
['
Q: What nation is to the east of Swaziland?
A: Mozambique', '
Q: How large in square kilometers is Swaziland?
A: 17,364 km2', '
Q: What nation is on the north, east, and western borders of Swaziland?
A: Republic of South Africa', '
Q: How many geographical regions are within Swaziland?
A: four', '
Q: In which region is there rain forest in Swaziland?
A: the northwest']
About 75% of the population is employed in subsistence agriculture upon Swazi Nation Land (SNL). In contrast with the commercial farms, Swazi Nation Land suffers from low productivity and investment. This dual nature of the Swazi economy, with high productivity in textile manufacturing and in the industrialised agricultural TDLs on the one hand, and declining productivity subsistence agriculture (on SNL) on the other, may well explain the country's overall low growth, high inequality and unemployment.

Questions and answers:
['
Q: What portion of the Swazi population are subsistence farmers?
A: About 75%', '
Q: Outside of agriculture what provides to the Swazi economy?
A: textile manufacturing', '
Q: In terms of Swaziland, what does SNL refer to?
A: Swazi Nation Land', '
Q: What are the problems with Swazi Nation Land?
A: low productivity and investment']
Economic growth in Swaziland has lagged behind that of its neighbours. Real GDP growth since 2001 has averaged 2.8%, nearly 2 percentage points lower than growth in other Southern African Customs Union (SACU) member countries. Low agricultural productivity in the SNLs, repeated droughts, the devastating effect of HIV/AIDS and an overly large and inefficient government sector are likely contributing factors. Swaziland's public finances deteriorated in the late 1990s following sizeable surpluses a decade earlier. A combination of declining revenues and increased spending led to significant budget deficits.

Questions and answers:
['
Q: What has the Real growth in GDP since 2001 in Swaziland in percentage?
A: 2.8%', '
Q: How much lower is the Swazi Real GDP growth in comparison to other Southern African Customs Union members is Swaziland?
A: nearly 2 percentage points', '
Q: When did the public finances in Swaziland decline?
A: the late 1990s', '
Q: What led to Swazi budget cuts?
A: declining revenues and increased spending']
The considerable spending did not lead to more growth and did not benefit the poor. Much of the increased spending has gone to current expenditures related to wages, transfers, and subsidies. The wage bill today constitutes over 15% of GDP and 55% of total public spending; these are some of the highest levels on the African continent. The recent rapid growth in SACU revenues has, however, reversed the fiscal situation, and a sizeable surplus was recorded since 2006. SACU revenues today account for over 60% of total government revenues. On the positive side, the external debt burden has declined markedly over the last 20 years, and domestic debt is almost negligible; external debt as a percent of GDP was less than 20% in 2006.

Questions and answers:
['
Q: What amount of total public spending in Swaziland is going to wages?
A: 55%', '
Q: What amount of government revenue in Swaziland is from the SACU?
A: 60% of total government revenues', '
Q: What has happened to debt external onus  in Swaziland in the past two decades?
A: declined markedly', '
Q: What percentage of the GDP was represented by outside debt in Swaziland in 2006?
A: less than 20%']
The Swazi economy is very closely linked to the economy of South Africa, from which it receives over 90% of its imports and to which it sends about 70% of its exports. Swaziland's other key trading partners are the United States and the EU, from whom the country has received trade preferences for apparel exports (under the African Growth and Opportunity Act – AGOA – to the US) and for sugar (to the EU). Under these agreements, both apparel and sugar exports did well, with rapid growth and a strong inflow of foreign direct investment. Textile exports grew by over 200% between 2000 and 2005 and sugar exports increasing by more than 50% over the same period.

Questions and answers:
['
Q: Which nations economy is Swaziland most linked with?
A: South Africa', '
Q: What quantity of imports does Swaziland get from South Africa?
A: over 90%', '
Q: What percentage of exported goods from Swaziland end up in South Africa?
A: 70%', '
Q: What happened to Swazi exports of textiles from 2000 to 2005?
A: exports grew by over 200%', '
Q: Between 2000 and 2005 what percentage did Swazi sugar exports increase by?
A: more than 50%']
Swaziland's currency is pegged to the South African Rand, subsuming Swaziland's monetary policy to South Africa. Customs duties from the Southern African Customs Union, which may equal as much as 70% of government revenue this year, and worker remittances from South Africa substantially supplement domestically earned income. Swaziland is not poor enough to merit an IMF program; however, the country is struggling to reduce the size of the civil service and control costs at public enterprises. The government is trying to improve the atmosphere for foreign direct investment.

Questions and answers:
['
Q: What currency is Swaziland bound to?
A: South African Rand', '
Q: Which nation does Swazi defer to when it comes to monetary policy?
A: South Africa', '
Q: Duties from customs represent what amount of Swaziland government revenue?
A: as much as 70%', '
Q: From where does Swaziland get customs revenue?
A: Southern African Customs Union']
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.

Questions and answers:
['
Q: What percentage of the Swazi population are Christian?
A: 83%', '
Q: Which religious belief is most prevelant in Swaziland?
A: Christianity', '
Q: What amount of Swazi Christians are Roman Catholic?
A: 20%', '
Q: Who is the Anglican Bishop of Swaziland?
A: Ellinah Wamukoya', '
Q: How many Jewish families are there in Swaziland?
A: 14']
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.

Questions and answers:
['
Q: Of pregnant women, how many are believed to be infected with HIV?
A: 38.8%', '
Q: What does UNAIDS consider universal access to HIV/AIDS treatment?
A: 80% coverage or greater', '
Q: Who was the prime minister of Swaziland in 2004?
A: Themba Dlamini', '
Q: What percentage of HIV/AIDS infected in Swaziland are believed to be treated?
A: 70% to 80%', '
Q: What is the rate of mortality for those with tuberculosis in Swaziland?
A: 18%']
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.

Questions and answers:
['
Q: What age attends pre-school in Swaziland?
A: 5-year or younger', '
Q: What percentage of children of age for preschool have access to education in Swaziland?
A: 21.6%', '
Q: In reference to education in Swaziland, hat is an NCP otherwise known as?
A: neighbourhood care points', '
Q: What is does ECCE refer to in the Swazi educational system?
A: early childhood care and education']
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.

Questions and answers:
['
Q: How many years does a student spend in secondary and high school in Swaziland?
A: five', '
Q: For how many years is a Swazi student in junior secondary school?
A: three', '
Q: What is the ECOS within the Swazi education system?
A: Examination Council of Swaziland', '
Q: What do students finishing senior secondary school get?
A: Swaziland General Certificate of Secondary Education', '
Q: What institution does the accreditation for the IGCSE in Swaziland?
A: Cambridge International Examination']
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.

Questions and answers:
['
Q: The University of Swaziland, Southern Nazarene University, offer higher learning in Swaziland, what is one other University?
A: Swaziland Christian University', '
Q: Where can one find the Limkoking University of Creative Technology?
A: Sidvwashini', '
Q: What is the capital of Swaziland?
A: Mbabane', '
Q: Where in Swaziland is The Good shepherd Hospital?
A: Siteki', '
Q: What nursing school does The Good Shepherd Hospital contain?
A: College for Nursing Assistants']
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.

Questions and answers:
['
Q: Which school is the main location for technical education in Swaziland?
A: Swaziland College of Technology', '
Q: What types of education does the Swaziland College of Technology offer?
A: technology and business studies', '
Q: What is the location of the Gwamile Vocational and Commercial Training Institute?
A: Matsapha', '
Q: There is an educational facility in Manzini within Swaziland known by the acronym MITC, what does it stand for?
A: Manzini Industrial and Training Centre']
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.

Questions and answers:
['
Q: In terms of education in Swaziland what does the acronym SIMPA represent?
A: Swaziland Institute of Management and Public Administration', '
Q: In Swaziland, what is SIMPA?
A: a government owned management and development institute', '
Q: In which locations is the Institute of Development Management?
A: Botswana, Lesotho and Swaziland', '
Q: What service does the IDM provide?
A: training, consultancy, and research in management', '
Q: In what year was the Mananga Management Centre founded?
A: 1972']
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.

Questions and answers:
['
Q: In Swaziland, what is kwetfwasa?
A: training of the Sangoma', '
Q: What is a Sangoma in Swaziland?
A: a traditional diviner', '
Q: Why might one want to discover when consulting a sangoma in Swaziland?
A: the cause of sickness or even death', '
Q: How does a sangoma in Swaziland communicate?
A: kubhula', '
Q: What is kushaya ematsambo used for?
A: to determine the cause of the sickness']
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.

Questions and answers:
['
Q: What is the most widely known event in Swazi culture?
A: Umhlanga Reed Dance.', '
Q: How long is the Umhlanga Reed Dance?
A: eight', '
Q: During what time of year is the Umhlanga Reed Dance?
A: late August or early September', '
Q: What individuals can take part in the Umhlanga Reed Dance?
A: childless, unmarried girls', "
Q: As it relates to girls, what is the purpose of the Umhlanga Reed Dance?
A: to preserve girls' chastity"]
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.

Questions and answers:
['
Q: Until what date was Swaziland bound by umchwasho?
A: 19 August 2005', '
Q: What occurs during the custom of umchwaso in Swaziland?
A: If any girl became pregnant outside of marriage, her family paid a fine', '
Q: Who became bound by umchwaso in Swaziland?
A: all young girls', '
Q: From where did the Reed Dance originate?
A: the old "umchwasho" custom', '
Q: What would the end of umchwasho be marked with?
A: dancing and feasting']
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.

Questions and answers:
['
Q: What Latin word does the English word translation come from?
A: translatio', '
Q: What languages use equivalents of the English term "translation" that come from the same Latin source?
A: Romance', '
Q: What does Latin\'s traducere mean in English?
A: "to lead across"', '
Q: Slavic and Germanic languages also use a similar loanword from what source?
A: Latin', '
Q: What does the Dutch word "vertaling" roughly translate to?
A: "re-language-ing"']
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.

Questions and answers:
['
Q: How much has translation changed since antiquity?
A: hardly', '
Q: What have general been prudent about?
A: seeking equivalents', '
Q: For crucial values, what type of values do translators use where possible?
A: literal', '
Q: What kind of diversity has the practice of translation had?
A: theoretical', '
Q: When were there some extreme metaphrasers?
A: early Christian period and the Middle Ages']
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.

Questions and answers:
['
Q: What have translators tried to preserve?
A: context itself', '
Q: How do translators preserve context?
A: reproducing the original order of sememes', '
Q: What is it sometimes necessary to reinterpret when translating?
A: grammatical structure', '
Q: What is the active voice sometimes shifted to when needed?
A: passive', "
Q: What are the syntax characteristics of a text's source language adjusted to for a target language?
A: syntactic requirements"]
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.

Questions and answers:
['
Q: A greater ratio of metaphrase to paraphrase can be used translating when there as been greater what between languages?
A: contact and exchange', '
Q: What is a common etymology sometimes misleading as?
A: guide to current meaning', '
Q: What does the French "actuel" mean in English?
A: present', '
Q: How would you convey that something is "presently of importance" in Swedish?
A: aktuell', '
Q: To indicate something is feasible in Polish, what word could be used?
A: aktualny']
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.

Questions and answers:
["
Q: How long has a translator's part in bridging values between cultures been discussed?
A: at least since Terence", "
Q: What did Terence adapt from the Greek's?
A: comedies", "
Q: A translator's role is less like a robot and more like a what?
A: artist", '
Q: Where was the concept of parallel creation found?
A: Cicero', '
Q: Who remarked about Alexander Pope playing Homer on a flageolet?
A: Samuel Johnson']