Input: Article: In Russia, the government began to actively encourage the proliferation of arts and sciences in the mid-18th century. This era produced the first Russian university, library, theatre, public museum, and independent press. Like other enlightened despots, Catherine the Great played a key role in fostering the arts, sciences, and education. She used her own interpretation of Enlightenment ideals, assisted by notable international experts such as Voltaire (by correspondence) and, in residence, world class scientists such as Leonhard Euler and Peter Simon Pallas. The national Enlightenment differed from its Western European counterpart in that it promoted further modernization of all aspects of Russian life and was concerned with attacking the institution of serfdom in Russia. The Russian enlightenment centered on the individual instead of societal enlightenment and encouraged the living of an enlightened life.

Now answer this question: From whom did Catherine the Great receive assistance in her Enlightenment ideals via correspondence?

Output: Voltaire

Input: Article: After the end of the late Middle Ages period, the Renaissance would spread unevenly over continental Europe from the southern European region. The intellectual transformation of the Renaissance is viewed as a bridge between the Middle Ages and the Modern era. Europeans would later begin an era of world discovery. Combined with the influx of classical ideas was the invention of printing which facilitated dissemination of the printed word and democratized learning. These two things would lead to the Protestant Reformation. Europeans also discovered new trading routes, as was the case with Columbus’s travel to the Americas in 1492, and Vasco da Gama’s circumnavigation of Africa and India in 1498. Their discoveries strengthened the economy and power of European nations.

Now answer this question: What was discovered as the result of both Columbus' and da Gama's voyages?

Output: new trading routes

Input: Article: A new approach to avoiding overhead wires is taken by the "second generation" tram/streetcar system in Bordeaux, France (entry into service of the first line in December 2003; original system discontinued in 1958) with its APS (alimentation par sol – ground current feed). This involves a third rail which is flush with the surface like the tops of the running rails. The circuit is divided into segments with each segment energized in turn by sensors from the car as it passes over it, the remainder of the third rail remaining "dead". Since each energized segment is completely covered by the lengthy articulated cars, and goes dead before being "uncovered" by the passage of the vehicle, there is no danger to pedestrians. This system has also been adopted in some sections of the new tram systems in Reims, France (opened 2011) and Angers, France (also opened 2011). Proposals are in place for a number of other new services including Dubai, UAE; Barcelona, Spain; Florence, Italy; Marseille, France; Gold Coast, Australia; Washington, D.C., U.S.A.; Brasília, Brazil and Tours, France.

Now answer this question: How is the circuit of the third rail divided?

Output:
energized segment