Problem: Age of Enlightenment:

In the Scottish Enlightenment, Scotland's major cities created an intellectual infrastructure of mutually supporting institutions such as universities, reading societies, libraries, periodicals, museums and masonic lodges. The Scottish network was "predominantly liberal Calvinist, Newtonian, and 'design' oriented in character which played a major role in the further development of the transatlantic Enlightenment". In France, Voltaire said "we look to Scotland for all our ideas of civilization." The focus of the Scottish Enlightenment ranged from intellectual and economic matters to the specifically scientific as in the work of William Cullen, physician and chemist; James Anderson, an agronomist; Joseph Black, physicist and chemist; and James Hutton, the first modern geologist.

William Cullen and Joseph Black shared what two occupations?
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A: physicist and chemist


Problem: In 2003, additional UN sanctions were placed on Liberian timber exports, which had risen from US$5 million in 1997 to over US$100 million in 2002 and were believed to be funding rebels in Sierra Leone. These sanctions were lifted in 2006. Due in large part to foreign aid and investment inflow following the end of the war, Liberia maintains a large account deficit, which peaked at nearly 60% in 2008. Liberia gained observer status with the World Trade Organization in 2010 and is in the process of acquiring full member status.
Why were sanctions place on Liberian timber exports?
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Answer: were believed to be funding rebels in Sierra Leone.


Q: What is a question about this article? If the question is unanswerable, say "unanswerable".
The study of the Quran and the Hadith thrived in such a scholarly atmosphere. Philosophy, Fiqh and theology (kalaam) were further developed, most noticeably by Avicenna and his opponents. Al-Razi and Al-Farabi had provided methodology and knowledge in medicine and philosophy. Avicenna had access to the great libraries of Balkh, Khwarezm, Gorgan, Rey, Isfahan and Hamadan. Various texts (such as the 'Ahd with Bahmanyar) show that he debated philosophical points with the greatest scholars of the time. Aruzi Samarqandi describes how before Avicenna left Khwarezm he had met Al-Biruni (a famous scientist and astronomer), Abu Nasr Iraqi (a renowned mathematician), Abu Sahl Masihi (a respected philosopher) and Abu al-Khayr Khammar (a great physician).
Who was the famous astronomer that Avicenna met after leaving Khwarezm?
A: unanswerable


Context and question: In 1956, the British and French prime ministers, Sir Anthony Eden and Guy Mollet, discussed the possibility of France joining the Commonwealth. The proposal was never accepted and the following year France signed the Treaty of Rome, which established the European Economic Community, the precursor to the European Union. In November 1956, Britain and France invaded Egypt in an ultimately unsuccessful attempt to capture the Suez Canal. Lord Mountbatten claimed the Queen was opposed to the invasion, though Eden denied it. Eden resigned two months later.
To what was the European Economic Community the precurser?
Answer: European Union


Question: The Russian army withdrew and retreated past Moscow. Napoleon entered the city, assuming its fall would end the war and Alexander would negotiate peace. However, on orders of the city's governor Feodor Rostopchin, rather than capitulation, Moscow was burned. After five weeks, Napoleon and his army left. In early November Napoleon got concerned about loss of control back in France after the Malet coup of 1812. His army walked through snow up to their knees and nearly 10,000 men and horses froze to death on the night of 8/9 November alone. After Battle of Berezina Napoleon succeeded to escape but had to abandon much of the remaining artillery and baggage train. On 5 December, shortly before arriving in Vilnius, Napoleon left the army in a sledge.
Is there an answer to this question: What 1812 event turned Napoleon's attention back to France?

Answer: the Malet coup


QUES: Adolescents can conceptualize multiple "possible selves" that they could become and long-term possibilities and consequences of their choices. Exploring these possibilities may result in abrupt changes in self-presentation as the adolescent chooses or rejects qualities and behaviors, trying to guide the actual self toward the ideal self (who the adolescent wishes to be) and away from the feared self (who the adolescent does not want to be). For many, these distinctions are uncomfortable, but they also appear to motivate achievement through behavior consistent with the ideal and distinct from the feared possible selves.

How can the feared self be described in terms of the adolescent?
What is the answer?
ANS:
who the adolescent does not want to be