romikgosai/squad_modified_2 huggingface dataset:
The proportion of repetitive DNA is calculated by using length of repetitive DNA divide by genome size. There are two categories of repetitive DNA in genome: tandem repeats and interspersed repeats.

Q1: What are two types of repetitive DNA found in genomes?
A1: tandem repeats and interspersed repeats
Q2: What is found by dividing size of repetitive DNA by length of total genome?
A2: proportion of repetitive DNA
Tandem repeats are usually caused by slippage during replication, unequal crossing-over and gene conversion, satellite DNA and microsatellites are forms of tandem repeats in the genome. Although tandem repeats count for a significant proportion in genome, the largest proportion in mammalian is the other type, interspersed repeats.

Q1: Unequal crossing over can create what type of repetitive DNA?
A1: Tandem repeats
Q2: What are two examples of tandem repeats in DNA?
A2: satellite DNA and microsatellites
Q3: What is the most common type of repetitive DNA in mammals?
A3: interspersed repeats.
Interspersed repeats mainly come from transposable elements (TEs), but they also include some protein coding gene families and pseudogenes. Transposable elements are able to integrate into the genome at another site within the cell. It is believed that TEs are an important driving force on genome evolution of higher eukaryotes. TEs can be classified into two categories, Class 1 (retrotransposons) and Class 2 (DNA transposons).

Q1: What is the main source of interspersed repeats?
A1: Transposable elements
Q2: What do researchers think transposable elements are key factors in when considering higher eukaryotes?
A2: genome evolution
Q3: What are the constituents of Class 1 transposable elements?
A3: retrotransposons
Q4: What are the constituents of Class 2 transposable elements?
A4: DNA transposons
Retrotransposons can be transcribed into RNA, which are then duplicated at another site into the genome. Retrotransposons can be divided into Long terminal repeats (LTRs) and Non-Long Terminal Repeats (Non-LTR).

Q1: What kind of genetic material can be produced from retrotransposons?
A1: RNA
DNA transposons generally move by "cut and paste" in the genome, but duplication has also been observed. Class 2 TEs do not use RNA as intermediate and are popular in bacteria, in metazoan it has also been found.

Q1: What is a term that can describe how DNA transposons move?
A1: cut and paste
Q2: DNA transposons do not use which genetic material used by Class 1 TEs?
A2: RNA
Genomes are more than the sum of an organism's genes and have traits that may be measured and studied without reference to the details of any particular genes and their products. Researchers compare traits such as chromosome number (karyotype), genome size, gene order, codon usage bias, and GC-content to determine what mechanisms could have produced the great variety of genomes that exist today (for recent overviews, see Brown 2002; Saccone and Pesole 2003; Benfey and Protopapas 2004; Gibson and Muse 2004; Reese 2004; Gregory 2005).

Q1: What is another word for the total count of chromosomes?
A1: karyotype
Q2: Aside from karyotype, what are other genomic traits studied by scientists?
A2: genome size, gene order, codon usage bias, and GC-content
Duplications play a major role in shaping the genome. Duplication may range from extension of short tandem repeats, to duplication of a cluster of genes, and all the way to duplication of entire chromosomes or even entire genomes. Such duplications are probably fundamental to the creation of genetic novelty.

Q1: What type of generation of genetic material has a big part in making the genome what it is?
A1: Duplications
Q2: What is a possible product of duplications?
A2: genetic novelty
Horizontal gene transfer is invoked to explain how there is often extreme similarity between small portions of the genomes of two organisms that are otherwise very distantly related. Horizontal gene transfer seems to be common among many microbes. Also, eukaryotic cells seem to have experienced a transfer of some genetic material from their chloroplast and mitochondrial genomes to their nuclear chromosomes.

Q1: What is an explanation for the resemblance between disparate parts of the genome?
A1: Horizontal gene transfer
Q2: In which organisms does horizontal gene transfer appear to occur commonly?
A2: microbes
Q3: Parts of which organelle genomes are thought to have ended up in the nucleus of eukaryotic cells via transfer?
A3: chloroplast and mitochondrial genomes
A comprehensive school is a state school that does not select its intake on the basis of academic achievement or aptitude. This is in contrast to the selective school system, where admission is restricted on the basis of selection criteria. The term is commonly used in relation to England and Wales, where comprehensive schools were introduced on an experimental basis in the 1940s and became more widespread from 1965. About 90% of British secondary school pupils now attend comprehensive schools. They correspond broadly to the public high school in the United States and Canada and to the German Gesamtschule.[citation needed]

Q1: What kind of school does not base its admissions on academic merit?
A1: comprehensive school
Q2: What kind of school system uses academic success to judge admissions?
A2: selective school system
Q3: What countries used comprehensive schools extensively?
A3: England and Wales
Q4: How many secondary school students attend comprehensive schools in England?
A4: 90%
Q5: What is the German analogue of the comprehensive school?
A5: Gesamtschule
Comprehensive schools are primarily about providing an entitlement curriculum to all children, without selection whether due to financial considerations or attainment. A consequence of that is a wider ranging curriculum, including practical subjects such as design and technology and vocational learning, which were less common or non-existent in grammar schools. Providing post-16 education cost-effectively becomes more challenging for smaller comprehensive schools, because of the number of courses needed to cover a broader curriculum with comparatively fewer students. This is why schools have tended to get larger and also why many local authorities have organised secondary education into 11–16 schools, with the post-16 provision provided by Sixth Form colleges and Further Education Colleges. Comprehensive schools do not select their intake on the basis of academic achievement or aptitude, but there are demographic reasons why the attainment profiles of different schools vary considerably. In addition, government initiatives such as the City Technology Colleges and Specialist schools programmes have made the comprehensive ideal less certain.

Q1: What are some areas of learning in comprehensive schools that were not found often in grammar schools?
A1: design and technology and vocational learning
Q2: What two kinds of schools were developed in response to the costs of post-16 comprehensive school education?
A2: Sixth Form colleges and Further Education Colleges
Q3: Which types of school projects have called the model of comprehensive schools into question?
A3: City Technology Colleges and Specialist schools programmes
In these schools children could be selected on the basis of curriculum aptitude related to the school's specialism even though the schools do take quotas from each quartile of the attainment range to ensure they were not selective by attainment. A problem with this is whether the quotas should be taken from a normal distribution or from the specific distribution of attainment in the immediate catchment area. In the selective school system, which survives in several parts of the United Kingdom, admission is dependent on selection criteria, most commonly a cognitive test or tests. Although comprehensive schools were introduced to England and Wales in 1965, there are 164 selective grammar schools that are still in operation.[citation needed] (though this is a small number compared to approximately 3500 state secondary schools in England). Most comprehensives are secondary schools for children between the ages of 11 to 16, but in a few areas there are comprehensive middle schools, and in some places the secondary level is divided into two, for students aged 11 to 14 and those aged 14 to 18, roughly corresponding to the US middle school (or junior high school) and high school, respectively. With the advent of key stages in the National Curriculum some local authorities reverted from the Middle School system to 11–16 and 11–18 schools so that the transition between schools corresponds to the end of one key stage and the start of another.

Q1: How many selective grammar schools are still currently functioning in England and Wales?
A1: 164
Q2: In what year were comprehensive schools first created?
A2: 1965
In principle, comprehensive schools were conceived as "neighbourhood" schools for all students in a specified catchment area. Current education reforms with Academies Programme, Free Schools and University Technical Colleges will no doubt have some impact on the comprehensive ideal but it is too early to say to what degree.

Q1: What is a word that can be used to describe the scope of a comprehensive school's intake?
A1: neighbourhood
Q2: What are some new initiatives that may impact the concept of comprehensive schools?
A2: Academies Programme, Free Schools and University Technical Colleges
Finland has used comprehensive schools since the 1970s, in the sense that everyone is expected to complete the nine grades of peruskoulu, from the age 7 to 16. The division to lower comprehensive school (grades 1–6, ala-aste, alakoulu) and upper comprehensive school (grades 7–9, yläaste, yläkoulu) has been discontinued.

Q1: In what decade did Finland begin employing comprehensive schools?
A1: 1970s
Q2: What age ranges does Finnish comprehensive school cover?
A2: 7 to 16
Germany has a comprehensive school known as the Gesamtschule. While some German schools such as the Gymnasium and the Realschule have rather strict entrance requirements, the Gesamtschule does not have such requirements. They offer college preparatory classes for the students who are doing well, general education classes for average students, and remedial courses for those who aren't doing that well. In most cases students attending a Gesamtschule may graduate with the Hauptschulabschluss, the Realschulabschluss or the Abitur depending on how well they did in school.

Q1: What type of school is the Gesamtschule?
A1: comprehensive
Q2: What kinds of courses are offered to students who are not experiencing academic success?
A2: remedial
Q3: What are the different kinds of certificates that Gesamtschule students can earn?
A3: the Hauptschulabschluss, the Realschulabschluss or the Abitur
The percentage of students attending a Gesamtschule varies by Bundesland. In the State of Brandenburg more than 50% of all students attended a Gesamtschule in 2007, while in the State of Bavaria less than 1% did.

Q1: What percentage of Brandenburg students went to a Gesamtschule in 2007?
A1: 50%
Q2: What percentage of Bavarian students went to a Gesamtschule in 2007?
A2: less than 1%
Starting in 2010/2011, Hauptschulen were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school in the German States of Berlin and Hamburg, called Stadtteilschule in Hamburg and Sekundarschule in Berlin (see: Education in Berlin, Education in Hamburg).

Q1: What was the combination of Hauptschulen with Realschulen and Gesamtschulen called in Hamburg?
A1: Stadtteilschule
Q2: What was the combination of Hauptschulen with Realschulen and Gesamtschulen called in Berlin?
A2: Sekundarschule
Q3: In what school year were Hauptschulen first combined with Realschulen and Gesamtschulen?
A3: 2010/2011
The "Mittelschule" is a school in some States of Germany that offers regular classes and remedial classes but no college preparatory classes. In some States of Germany, the Hauptschule does not exist, and any student who has not been accepted by another school has to attend the Mittelschule. Students may be awarded the Hauptschulabschluss or the Mittlere Reife but not the Abitur.

Q1: What kind of classes are not offered in Mittelschule?
A1: college preparatory classes
Q2: What certificate is not available to Mittelschule students?
A2: Abitur
Q3: What kind of school is not available in some parts of Germany?
A3: Hauptschule
Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".

Q1: What type of misconduct have comprehensive schools been alleged of engaging in?
A1: grade inflation
Q2: Which German minister criticized comprehensive schools' ability to help students succeed?
A2: Barbara Sommer
Q3: Which German politician defended comprehensive schools?
A3: Sigrid Beer
Q4: Which party does Barbara Sommer belong to?
A4: Christian Democratic Union
Q5: Which party does Sigrid Beer belong to?
A5: Alliance '90/The Greens
Gesamtschulen might put bright working class students at risk according to several studies. It could be shown that an achievement gap opens between working class students attending a comprehensive and their middle class peers. Also working class students attending a Gymnasium or a Realschule outperform students from similar backgrounds attending a comprehensive. However it is not students attending a comprehensive, but students attending a Hauptschule, who perform the poorest.

Q1: Who could be made vulnerable by the Gasemtschulen?
A1: bright working class students
Q2: From what group does an achievement gap separate working class students at comprehensive schools?
A2: middle class peers
Q3: At which school do students achieve the least success?
A3: Hauptschule
According to a study done by Helmut Fend (who had always been a fierce proponent of comprehensive schools) revealed that comprehensive schools do not help working class students. He compared alumni of the tripartite system to alumni of comprehensive schools. While working class alumni of comprehensive schools were awarded better school diplomas at age 35, they held similar occupational positions as working class alumni of the tripartite system and were as unlikely to graduate from college.

Q1: Who conducted a study on comprehensive schools?
A1: Helmut Fend
Q2: To which system did Fend compare comprehensive school alumni?
A2: tripartite system
Gibraltar opened its first comprehensive school in 1972. Between the ages of 12 and 16 two comprehensive schools cater for girls and boys separately. Students may also continue into the sixth form to complete their A-levels.

Q1: When was the first comprehensive school opened in Gibraltar?
A1: 1972
Q2: Where can students go after finishing comprehensive school in Gibraltar?
A2: sixth form
Q3: What examinations do students prepare for in the sixth form?
A3: A-levels
Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.'

Q1: When did Ireland first open comprehensive schools?
A1: 1966
Q2: Who was responsible for creating comprehensive schools in Ireland?
A2: Patrick Hillery
Q3: What was the only state-run educational system in Ireland prior to comprehensive schools?
A3: vocational school system
Q4: What type of school has surpassed comprehensive schools in Ireland?
A4: community school
In Ireland comprehensive schools were an earlier model of state schools, introduced in the late 1960s and largely replaced by the secular community model of the 1970s. The comprehensive model generally incorporated older schools that were under Roman Catholic or Protestant ownership, and the various denominations still manage the school as patrons or trustees. The state owns the school property, which is vested in the trustees in perpetuity. The model was adopted to make state schools more acceptable to a largely conservative society of the time.

Q1: In what decade were community schools conceived?
A1: 1970s
Q2: Who owns the land on which Irish comprehensive schools are found?
A2: The state
The introduction of the community school model in the 1970s controversially removed the denominational basis of the schools, but religious interests were invited to be represented on the Boards of Management. Community schools are divided into two models, the community school vested in the Minister for Education and the community college vested in the local Education and Training Board. Community colleges tended to be amalgamations of unviable local schools under the umbrella of a new community school model, but community schools have tended to be entirely new foundations.

Q1: What did the community school system remove from the comprehensive school model?
A1: the denominational basis of the schools
Q2: What is a term for a grouping of local schools that cannot exist independently?
A2: Community colleges
The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.

Q1: In what year was the Walworth School established?
A1: 1946
Q2: Who established the Walworth School?
A2: London County Council
Q3: What comprehensive school was established in Anglesey?
A3: Holyhead County School
Q4: When was Holyhead County School established?
A4: 1949
Q5: Which comprehensive school openend in coventry?
A5: Woodlands Boys School
The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by Anthony Crosland, Secretary of State for Education in the 1964–1970 Labour government. The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. Secondary technical schools were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed]

Q1: Who was responsible for the proliferation of comprehensive schools in 1965?
A1: Anthony Crosland
Q2: what was Anthony Crosland's role in government?
A2: Secretary of State for Education
Q3: Which type of school was not in widespread usage?
A3: Secondary technical schools
In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary.

Q1: Who was made Secretary of State for Education in 1970?
A1: Margaret Thatcher
Q2: What kind of school did Thatcher end the compulsion for existing schools to convert to?
A2: comprehensive
Q3: What party was in power when Margaret Thatcher was made Secretary of State for Education?
A3: Conservative
By 1975 the majority of local authorities in England and Wales had abandoned the 11-plus examination and moved to a comprehensive system. Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large neighbourhood comprehensives, whilst a number of new schools were built to accommodate a growing school population. By the mid-1970s the system had been almost fully implemented, with virtually no secondary modern schools remaining. Many grammar schools were either closed or changed to comprehensive status. Some local authorities, including Sandwell and Dudley in the West Midlands, changed all of its state secondary schools to comprehensive schools during the 1970s.

Q1: By what year did the 11-plus exam mainly fall out of use?
A1: 1975
Q2: What did secondary modern and grammar schools combine to become?
A2: neighbourhood comprehensives
Q3: Grammar schools that did not close were converted to what?
A3: comprehensive schools
Q4: What are two locations in which all secondary schools were converted to comprehensives in the '70s?
A4: Sandwell and Dudley
In 1976 the future Labour prime minister James Callaghan launched what became known as the 'great debate' on the education system. He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system. Comprehensive school remains the most common type of state secondary school in England, and the only type in Wales. They account for around 90% of pupils, or 64% if one does not count schools with low-level selection. This figure varies by region.

Q1: Who initiated the scrutiny of the educational system in 1976?
A1: James Callaghan
Q2: What is the only kind of school operating in Wales?
A2: Comprehensive school
Q3: Which political party was James Callaghan a member of?
A3: Labour