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5a5947703e1742001a15d046 | Genome | When talking about genome composition, one should distinguish between prokaryotes and eukaryotes as the big differences on contents structure they have. In prokaryotes, most of the genome (85–90%) is non-repetitive DNA, which means coding DNA mainly forms it, while non-coding regions only take a small part. On the contrary, eukaryotes have the feature of exon-intron organization of protein coding genes; the variation of repetitive DNA content in eukaryotes is also extremely high. In mammals and plants, the major part of the genome is composed of repetitive DNA. | What is a major part of contents structure made of in non-coding regions? | {
"text": [],
"answer_start": []
} |
5a5947703e1742001a15d047 | Genome | When talking about genome composition, one should distinguish between prokaryotes and eukaryotes as the big differences on contents structure they have. In prokaryotes, most of the genome (85–90%) is non-repetitive DNA, which means coding DNA mainly forms it, while non-coding regions only take a small part. On the contrary, eukaryotes have the feature of exon-intron organization of protein coding genes; the variation of repetitive DNA content in eukaryotes is also extremely high. In mammals and plants, the major part of the genome is composed of repetitive DNA. | What organization feature do prokaryotes have? | {
"text": [],
"answer_start": []
} |
5a5947703e1742001a15d048 | Genome | When talking about genome composition, one should distinguish between prokaryotes and eukaryotes as the big differences on contents structure they have. In prokaryotes, most of the genome (85–90%) is non-repetitive DNA, which means coding DNA mainly forms it, while non-coding regions only take a small part. On the contrary, eukaryotes have the feature of exon-intron organization of protein coding genes; the variation of repetitive DNA content in eukaryotes is also extremely high. In mammals and plants, the major part of the genome is composed of repetitive DNA. | What area do mammals and plants have differences in? | {
"text": [],
"answer_start": []
} |
5a5949883e1742001a15d04e | Genome | Most biological entities that are more complex than a virus sometimes or always carry additional genetic material besides that which resides in their chromosomes. In some contexts, such as sequencing the genome of a pathogenic microbe, "genome" is meant to include information stored on this auxiliary material, which is carried in plasmids. In such circumstances then, "genome" describes all of the genes and information on non-coding DNA that have the potential to be present. | What do viruses always carry within their structure? | {
"text": [],
"answer_start": []
} |
5a5949883e1742001a15d04f | Genome | Most biological entities that are more complex than a virus sometimes or always carry additional genetic material besides that which resides in their chromosomes. In some contexts, such as sequencing the genome of a pathogenic microbe, "genome" is meant to include information stored on this auxiliary material, which is carried in plasmids. In such circumstances then, "genome" describes all of the genes and information on non-coding DNA that have the potential to be present. | Where is additional genetic material found in a virus? | {
"text": [],
"answer_start": []
} |
5a5949883e1742001a15d050 | Genome | Most biological entities that are more complex than a virus sometimes or always carry additional genetic material besides that which resides in their chromosomes. In some contexts, such as sequencing the genome of a pathogenic microbe, "genome" is meant to include information stored on this auxiliary material, which is carried in plasmids. In such circumstances then, "genome" describes all of the genes and information on non-coding DNA that have the potential to be present. | What is another word used for genome? | {
"text": [],
"answer_start": []
} |
5a5949883e1742001a15d051 | Genome | Most biological entities that are more complex than a virus sometimes or always carry additional genetic material besides that which resides in their chromosomes. In some contexts, such as sequencing the genome of a pathogenic microbe, "genome" is meant to include information stored on this auxiliary material, which is carried in plasmids. In such circumstances then, "genome" describes all of the genes and information on non-coding DNA that have the potential to be present. | What organism has part of its genetic material inside a virus? | {
"text": [],
"answer_start": []
} |
5a5949883e1742001a15d052 | Genome | Most biological entities that are more complex than a virus sometimes or always carry additional genetic material besides that which resides in their chromosomes. In some contexts, such as sequencing the genome of a pathogenic microbe, "genome" is meant to include information stored on this auxiliary material, which is carried in plasmids. In such circumstances then, "genome" describes all of the genes and information on non-coding DNA that have the potential to be present. | What do most viruses more complex than plasmids carry? | {
"text": [],
"answer_start": []
} |
5a594b3b3e1742001a15d058 | Genome | In eukaryotes such as plants, protozoa and animals, however, "genome" carries the typical connotation of only information on chromosomal DNA. So although these organisms contain chloroplasts or mitochondria that have their own DNA, the genetic information contained by DNA within these organelles is not considered part of the genome. In fact, mitochondria are sometimes said to have their own genome often referred to as the "mitochondrial genome". The DNA found within the chloroplast may be referred to as the "plastome". | What are the eukaryotes found in the mitochondria called? | {
"text": [],
"answer_start": []
} |
5a594b3b3e1742001a15d059 | Genome | In eukaryotes such as plants, protozoa and animals, however, "genome" carries the typical connotation of only information on chromosomal DNA. So although these organisms contain chloroplasts or mitochondria that have their own DNA, the genetic information contained by DNA within these organelles is not considered part of the genome. In fact, mitochondria are sometimes said to have their own genome often referred to as the "mitochondrial genome". The DNA found within the chloroplast may be referred to as the "plastome". | What are examples of chloroplasts? | {
"text": [],
"answer_start": []
} |
5a594b3b3e1742001a15d05a | Genome | In eukaryotes such as plants, protozoa and animals, however, "genome" carries the typical connotation of only information on chromosomal DNA. So although these organisms contain chloroplasts or mitochondria that have their own DNA, the genetic information contained by DNA within these organelles is not considered part of the genome. In fact, mitochondria are sometimes said to have their own genome often referred to as the "mitochondrial genome". The DNA found within the chloroplast may be referred to as the "plastome". | What does genome mean when referring to eukaryotes such as mitochondria? | {
"text": [],
"answer_start": []
} |
5a594b3b3e1742001a15d05b | Genome | In eukaryotes such as plants, protozoa and animals, however, "genome" carries the typical connotation of only information on chromosomal DNA. So although these organisms contain chloroplasts or mitochondria that have their own DNA, the genetic information contained by DNA within these organelles is not considered part of the genome. In fact, mitochondria are sometimes said to have their own genome often referred to as the "mitochondrial genome". The DNA found within the chloroplast may be referred to as the "plastome". | What is not considered as part of the plastome? | {
"text": [],
"answer_start": []
} |
5a594b3b3e1742001a15d05c | Genome | In eukaryotes such as plants, protozoa and animals, however, "genome" carries the typical connotation of only information on chromosomal DNA. So although these organisms contain chloroplasts or mitochondria that have their own DNA, the genetic information contained by DNA within these organelles is not considered part of the genome. In fact, mitochondria are sometimes said to have their own genome often referred to as the "mitochondrial genome". The DNA found within the chloroplast may be referred to as the "plastome". | What do chloroplasts have that is referred to as the mitochondrial genome? | {
"text": [],
"answer_start": []
} |
5a594d7b3e1742001a15d062 | Genome | Genome size is the total number of DNA base pairs in one copy of a haploid genome. The genome size is positively correlated with the morphological complexity among prokaryotes and lower eukaryotes; however, after mollusks and all the other higher eukaryotes above, this correlation is no longer effective. This phenomenon also indicates the mighty influence coming from repetitive DNA act on the genomes. | What is the term for the total DNA base pairs in one lower eukaryote? | {
"text": [],
"answer_start": []
} |
5a594d7b3e1742001a15d063 | Genome | Genome size is the total number of DNA base pairs in one copy of a haploid genome. The genome size is positively correlated with the morphological complexity among prokaryotes and lower eukaryotes; however, after mollusks and all the other higher eukaryotes above, this correlation is no longer effective. This phenomenon also indicates the mighty influence coming from repetitive DNA act on the genomes. | What kind of relationship do copies of a haploid genome have with mollusks that isn't effective? | {
"text": [],
"answer_start": []
} |
5a594d7b3e1742001a15d064 | Genome | Genome size is the total number of DNA base pairs in one copy of a haploid genome. The genome size is positively correlated with the morphological complexity among prokaryotes and lower eukaryotes; however, after mollusks and all the other higher eukaryotes above, this correlation is no longer effective. This phenomenon also indicates the mighty influence coming from repetitive DNA act on the genomes. | What has a strong influence on DNA base pairs? | {
"text": [],
"answer_start": []
} |
5a594d7b3e1742001a15d065 | Genome | Genome size is the total number of DNA base pairs in one copy of a haploid genome. The genome size is positively correlated with the morphological complexity among prokaryotes and lower eukaryotes; however, after mollusks and all the other higher eukaryotes above, this correlation is no longer effective. This phenomenon also indicates the mighty influence coming from repetitive DNA act on the genomes. | What does a haploid genome have strong influence on? | {
"text": [],
"answer_start": []
} |
5a594d7b3e1742001a15d066 | Genome | Genome size is the total number of DNA base pairs in one copy of a haploid genome. The genome size is positively correlated with the morphological complexity among prokaryotes and lower eukaryotes; however, after mollusks and all the other higher eukaryotes above, this correlation is no longer effective. This phenomenon also indicates the mighty influence coming from repetitive DNA act on the genomes. | How many base pairs are in mollusks? | {
"text": [],
"answer_start": []
} |
5a5952543e1742001a15d06c | Genome | Since genomes are very complex, one research strategy is to reduce the number of genes in a genome to the bare minimum and still have the organism in question survive. There is experimental work being done on minimal genomes for single cell organisms as well as minimal genomes for multi-cellular organisms (see Developmental biology). The work is both in vivo and in silico. | What is a research strategy to understand silico? | {
"text": [],
"answer_start": []
} |
5a5952543e1742001a15d06d | Genome | Since genomes are very complex, one research strategy is to reduce the number of genes in a genome to the bare minimum and still have the organism in question survive. There is experimental work being done on minimal genomes for single cell organisms as well as minimal genomes for multi-cellular organisms (see Developmental biology). The work is both in vivo and in silico. | What is being done on single cell silico? | {
"text": [],
"answer_start": []
} |
5a5952543e1742001a15d06e | Genome | Since genomes are very complex, one research strategy is to reduce the number of genes in a genome to the bare minimum and still have the organism in question survive. There is experimental work being done on minimal genomes for single cell organisms as well as minimal genomes for multi-cellular organisms (see Developmental biology). The work is both in vivo and in silico. | In what two ways are experiments being carried out to understand how genes survive? | {
"text": [],
"answer_start": []
} |
5a5952543e1742001a15d06f | Genome | Since genomes are very complex, one research strategy is to reduce the number of genes in a genome to the bare minimum and still have the organism in question survive. There is experimental work being done on minimal genomes for single cell organisms as well as minimal genomes for multi-cellular organisms (see Developmental biology). The work is both in vivo and in silico. | What do scientists want a silico to do in the experiment? | {
"text": [],
"answer_start": []
} |
5a5952543e1742001a15d070 | Genome | Since genomes are very complex, one research strategy is to reduce the number of genes in a genome to the bare minimum and still have the organism in question survive. There is experimental work being done on minimal genomes for single cell organisms as well as minimal genomes for multi-cellular organisms (see Developmental biology). The work is both in vivo and in silico. | What are scientists studying to understand how they survive a reduction in silico? | {
"text": [],
"answer_start": []
} |
5a5955093e1742001a15d076 | Genome | The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by genome size. Protein-coding genes and RNA-coding genes are generally non-repetitive DNA. A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes. | How is protein coding calculated? | {
"text": [],
"answer_start": []
} |
5a5955093e1742001a15d077 | Genome | The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by genome size. Protein-coding genes and RNA-coding genes are generally non-repetitive DNA. A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes. | What are two examples of higher eukaryotes? | {
"text": [],
"answer_start": []
} |
5a5955093e1742001a15d078 | Genome | The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by genome size. Protein-coding genes and RNA-coding genes are generally non-repetitive DNA. A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes. | What does having more protein coding genes not mean? | {
"text": [],
"answer_start": []
} |
5a5955093e1742001a15d079 | Genome | The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by genome size. Protein-coding genes and RNA-coding genes are generally non-repetitive DNA. A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes. | What decreases if RNA coding genes are increased? | {
"text": [],
"answer_start": []
} |
5a5955093e1742001a15d07a | Genome | The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by genome size. Protein-coding genes and RNA-coding genes are generally non-repetitive DNA. A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes. | What is the number of protein-coding genes divided by to get the proportion of non-repetitive DNA? | {
"text": [],
"answer_start": []
} |
5a59573e3e1742001a15d080 | Genome | It had been found that the proportion of non-repetitive DNA can vary a lot between species. Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as C. elegans and fruit fly, still possess more non-repetitive DNA than repetitive DNA. Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. In some plants and amphibians, the proportion of non-repetitive DNA is no more than 20%, becoming a minority component. | What is the percentage of non-repetitive DNA in E. coli? | {
"text": [],
"answer_start": []
} |
5a59573e3e1742001a15d081 | Genome | It had been found that the proportion of non-repetitive DNA can vary a lot between species. Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as C. elegans and fruit fly, still possess more non-repetitive DNA than repetitive DNA. Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. In some plants and amphibians, the proportion of non-repetitive DNA is no more than 20%, becoming a minority component. | What one kind of DNA do fruit flies only have? | {
"text": [],
"answer_start": []
} |
5a59573e3e1742001a15d082 | Genome | It had been found that the proportion of non-repetitive DNA can vary a lot between species. Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as C. elegans and fruit fly, still possess more non-repetitive DNA than repetitive DNA. Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. In some plants and amphibians, the proportion of non-repetitive DNA is no more than 20%, becoming a minority component. | What does E. coli tend to have more of than non-repetitive DNA? | {
"text": [],
"answer_start": []
} |
5a59573e3e1742001a15d083 | Genome | It had been found that the proportion of non-repetitive DNA can vary a lot between species. Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as C. elegans and fruit fly, still possess more non-repetitive DNA than repetitive DNA. Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. In some plants and amphibians, the proportion of non-repetitive DNA is no more than 20%, becoming a minority component. | What is a minority component in E. coli? | {
"text": [],
"answer_start": []
} |
5a59573e3e1742001a15d084 | Genome | It had been found that the proportion of non-repetitive DNA can vary a lot between species. Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as C. elegans and fruit fly, still possess more non-repetitive DNA than repetitive DNA. Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. In some plants and amphibians, the proportion of non-repetitive DNA is no more than 20%, becoming a minority component. | What do some plants and amphibians only have? | {
"text": [],
"answer_start": []
} |
5a5958a83e1742001a15d08a | Genome | 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. | What are two examples of genome size? | {
"text": [],
"answer_start": []
} |
5a5958a83e1742001a15d08b | Genome | 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. | What do you use to calculate genome size? | {
"text": [],
"answer_start": []
} |
5a5958a83e1742001a15d08c | Genome | 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. | How do you calculate tandem repeats? | {
"text": [],
"answer_start": []
} |
5a5958a83e1742001a15d08d | Genome | 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. | What are interspersed repeats divided by to get the proportion of repetitive DNA? | {
"text": [],
"answer_start": []
} |
5a5958a83e1742001a15d08e | Genome | 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. | What do you get when dividing tandem repeats by interspersed repeats? | {
"text": [],
"answer_start": []
} |
5a595ba13e1742001a15d094 | Genome | 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. | In what group are tandem repeats in the largest number? | {
"text": [],
"answer_start": []
} |
5a595ba13e1742001a15d095 | Genome | 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. | What causes interspersed repeats? | {
"text": [],
"answer_start": []
} |
5a595ba13e1742001a15d096 | Genome | 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. | What are two examples of interspersed repeats? | {
"text": [],
"answer_start": []
} |
5a595ba13e1742001a15d097 | Genome | 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. | How much satellite DNA is found in the genome? | {
"text": [],
"answer_start": []
} |
5a595ba13e1742001a15d098 | Genome | 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. | What is gene conversion caused by? | {
"text": [],
"answer_start": []
} |
5a595cd03e1742001a15d09e | Genome | 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). | How are pseudogenes classified? | {
"text": [],
"answer_start": []
} |
5a595cd03e1742001a15d09f | Genome | 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). | What two categories are pseudogenes classified into? | {
"text": [],
"answer_start": []
} |
5a595cd03e1742001a15d0a0 | Genome | 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). | Where do cells mainly come from? | {
"text": [],
"answer_start": []
} |
5a595cd03e1742001a15d0a1 | Genome | 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). | What do cells also include? | {
"text": [],
"answer_start": []
} |
5a595cd03e1742001a15d0a2 | Genome | 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). | What are pseudogenes able to do within the cell? | {
"text": [],
"answer_start": []
} |
5a595ee03e1742001a15d0a8 | Genome | 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). | What can long terminal repeats produce? | {
"text": [],
"answer_start": []
} |
5a595ee03e1742001a15d0a9 | Genome | 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). | What happens when long terminal repeats are transcribed into RNA? | {
"text": [],
"answer_start": []
} |
5a595ee03e1742001a15d0aa | Genome | 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). | What is one thing RNA can be divided into? | {
"text": [],
"answer_start": []
} |
5a595ee03e1742001a15d0ab | Genome | 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). | What can the genome also be divided into? | {
"text": [],
"answer_start": []
} |
5a595ee03e1742001a15d0ac | Genome | 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). | Where are Long terminal repeats duplicated? | {
"text": [],
"answer_start": []
} |
5a5961193e1742001a15d0b2 | Genome | 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. | What term describes how duplication happens in the genome? | {
"text": [],
"answer_start": []
} |
5a5961193e1742001a15d0b3 | Genome | 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. | What do genome not use as intermediate? | {
"text": [],
"answer_start": []
} |
5a5961193e1742001a15d0b4 | Genome | 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. | What helps metozoan move? | {
"text": [],
"answer_start": []
} |
5a5961193e1742001a15d0b5 | Genome | 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. | In what organism is duplication popular? | {
"text": [],
"answer_start": []
} |
5a5961193e1742001a15d0b6 | Genome | 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. | What does cut and paste help metazoan do? | {
"text": [],
"answer_start": []
} |
5a5962da3e1742001a15d0bc | Genome | 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). | What were other traits besides karyotype studied by Brown in 2002? | {
"text": [],
"answer_start": []
} |
5a5962da3e1742001a15d0bd | Genome | 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). | What is another word for gene order? | {
"text": [],
"answer_start": []
} |
5a5962da3e1742001a15d0be | Genome | 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). | What does GC-content have that can be measured? | {
"text": [],
"answer_start": []
} |
5a5962da3e1742001a15d0bf | Genome | 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). | Why do researchers calculate the sum of an organisms genes? | {
"text": [],
"answer_start": []
} |
5a5962da3e1742001a15d0c0 | Genome | 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). | What are two things that Reese studied about karyotype in 2004? | {
"text": [],
"answer_start": []
} |
5a5964413e1742001a15d0c6 | Genome | 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. | What role does genetic novelty play in the genome? | {
"text": [],
"answer_start": []
} |
5a5964413e1742001a15d0c7 | Genome | 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. | What is the first range of genetic novelty? | {
"text": [],
"answer_start": []
} |
5a5964413e1742001a15d0c8 | Genome | 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. | What are gene clusters a large part of? | {
"text": [],
"answer_start": []
} |
5a5964413e1742001a15d0c9 | Genome | 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. | How far can genetic novelty go? | {
"text": [],
"answer_start": []
} |
5a5964413e1742001a15d0ca | Genome | 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. | What is the first example of genetic novelty? | {
"text": [],
"answer_start": []
} |
5a596a473e1742001a15d0d0 | Genome | 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. | What helps explain why different parts of chloroplasts are similar? | {
"text": [],
"answer_start": []
} |
5a596a473e1742001a15d0d1 | Genome | 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. | In what organism are eukaryotic cells common? | {
"text": [],
"answer_start": []
} |
5a596a473e1742001a15d0d2 | Genome | 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. | What does horizontal gene transfer explain about nuclear chromosomes? | {
"text": [],
"answer_start": []
} |
5a596a473e1742001a15d0d3 | Genome | 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. | Where do microbes transfer material from their chloroplast and mitochondrial genomes? | {
"text": [],
"answer_start": []
} |
5a596a473e1742001a15d0d4 | Genome | 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. | What do microbes transfer to chloroplasts? | {
"text": [],
"answer_start": []
} |
5ad5f6585b96ef001a10af32 | Comprehensive_school | 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] | What kind of school bases its admissions on academic merit? | {
"text": [],
"answer_start": []
} |
5ad5f6585b96ef001a10af33 | Comprehensive_school | 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] | What kind of school system uses academic failure to judge admissions? | {
"text": [],
"answer_start": []
} |
5ad5f6585b96ef001a10af34 | Comprehensive_school | 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] | What countries unused comprehensive schools extensively? | {
"text": [],
"answer_start": []
} |
5ad5f6585b96ef001a10af35 | Comprehensive_school | 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] | How many secondary school students attend comprehensive schools in Scotland? | {
"text": [],
"answer_start": []
} |
5ad5f6585b96ef001a10af36 | Comprehensive_school | 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] | What is the Austrian analogue of the comprehensive school? | {
"text": [],
"answer_start": []
} |
5ad5f73f5b96ef001a10af3c | Comprehensive_school | 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. | What are some areas of learning in comprehensive schools that were found often in grammar schools? | {
"text": [],
"answer_start": []
} |
5ad5f73f5b96ef001a10af3d | Comprehensive_school | 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. | What are some areas of learning in comprehensive schools that were not found often in high schools? | {
"text": [],
"answer_start": []
} |
5ad5f73f5b96ef001a10af3e | Comprehensive_school | 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. | What two kinds of schools were developed in response to the costs of post-18 comprehensive school education? | {
"text": [],
"answer_start": []
} |
5ad5f73f5b96ef001a10af3f | Comprehensive_school | 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. | What three kinds of schools were developed in response to the costs of post-16 comprehensive school education? | {
"text": [],
"answer_start": []
} |
5ad5f73f5b96ef001a10af40 | Comprehensive_school | 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. | Which types of school projects haven't called the model of comprehensive schools into question? | {
"text": [],
"answer_start": []
} |
5ad5f7a45b96ef001a10af46 | Comprehensive_school | 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. | How many selective high schools are still currently functioning in England and Wales? | {
"text": [],
"answer_start": []
} |
5ad5f7a45b96ef001a10af47 | Comprehensive_school | 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. | How many selective grammar schools are still currently functioning in Scotland and Wales? | {
"text": [],
"answer_start": []
} |
5ad5f7a45b96ef001a10af48 | Comprehensive_school | 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. | How many selective grammar schools are no longer functioning in England and Wales? | {
"text": [],
"answer_start": []
} |
5ad5f7a45b96ef001a10af49 | Comprehensive_school | 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. | In what year weren't comprehensive schools first created? | {
"text": [],
"answer_start": []
} |
5ad5f7a45b96ef001a10af4a | Comprehensive_school | 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. | In what year were comprehensive schools first closed? | {
"text": [],
"answer_start": []
} |
5ad5f8455b96ef001a10af50 | Comprehensive_school | 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. | What is a word that can't be used to describe the scope of a comprehensive school's intake? | {
"text": [],
"answer_start": []
} |
5ad5f8455b96ef001a10af51 | Comprehensive_school | 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. | What is a word that can be used to describe the scope of an uncomprehensive school's intake? | {
"text": [],
"answer_start": []
} |
5ad5f8455b96ef001a10af52 | Comprehensive_school | 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. | What is a word that can be used to describe the scope of a comprehensive school's discharge? | {
"text": [],
"answer_start": []
} |
5ad5f8455b96ef001a10af53 | Comprehensive_school | 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. | What are some old initiatives that may impact the concept of comprehensive schools? | {
"text": [],
"answer_start": []
} |
5ad5f8455b96ef001a10af54 | Comprehensive_school | 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. | What are some new initiatives that may impact the concept of uncomprehensive schools? | {
"text": [],
"answer_start": []
} |
5ad5f8a25b96ef001a10af5a | Comprehensive_school | 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. | In what decade didn't Finland begin employing comprehensive schools? | {
"text": [],
"answer_start": []
} |
5ad5f8a25b96ef001a10af5b | Comprehensive_school | 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. | In what decade did Sweden begin employing comprehensive schools? | {
"text": [],
"answer_start": []
} |
5ad5f8a25b96ef001a10af5c | Comprehensive_school | 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. | In what decade did Finland stop employing comprehensive schools? | {
"text": [],
"answer_start": []
} |
5ad5f8a25b96ef001a10af5d | Comprehensive_school | 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. | What age ranges does Swedish comprehensive school cover? | {
"text": [],
"answer_start": []
} |
5ad5f8a25b96ef001a10af5e | Comprehensive_school | 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. | What age ranges does Finnish uncomprehensive school cover? | {
"text": [],
"answer_start": []
} |
5ad5f90b5b96ef001a10af64 | Comprehensive_school | 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. | What type of school isn't the Gesamtschule? | {
"text": [],
"answer_start": []
} |
5ad5f90b5b96ef001a10af65 | Comprehensive_school | 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. | What type of hospital is the Gesamtschule? | {
"text": [],
"answer_start": []
} |