Input: Read this: Napoleon's educational reforms laid the foundation of a modern system of education in France and throughout much of Europe. Napoleon synthesized the best academic elements from the Ancien Régime, The Enlightenment, and the Revolution, with the aim of establishing a stable, well-educated and prosperous society. He made French the only official language. He left some primary education in the hands of religious orders, but he offered public support to secondary education. Napoleon founded a number of state secondary schools (lycées) designed to produce a standardized education that was uniform across France. All students were taught the sciences along with modern and classical languages. Unlike the system during the Ancien Régime, religious topics did not dominate the curriculum, although they were present in addition to teachers from the clergy. Napoleon simply hoped to use religion to produce social stability. He gave special attention to the advanced centers, notably the École Polytechnique, that provided both military expertise and state-of-the-art research in science. Napoleon made some of the first major efforts at establishing a system of secular and public education. The system featured scholarships and strict discipline, with the result being a French educational system that outperformed its European counterparts, many of which borrowed from the French system.
Question: Along with modern and classical languages, what were all students in the lycées taught?

Output: the sciences


Input: Read this: Stressful life experiences may be a cause of memory loss as a person ages. Glucocorticoids that are released during stress damage neurons that are located in the hippocampal region of the brain. Therefore, the more stressful situations that someone encounters, the more susceptible they are to memory loss later on. The CA1 neurons found in the hippocampus are destroyed due to glucocorticoids decreasing the release of glucose and the reuptake of glutamate. This high level of extracellular glutamate allow calcium to enter NMDA receptors which in return kills neurons. Stressful life experiences can also cause repression of memories where a person moves an unbearable memory to the unconscious mind. This directly relates to traumatic events in one's past such as kidnappings, being prisoners of war or sexual abuse as a child.
Question: What is the cause of neuron loss due to stress?

Output: high level of extracellular glutamate allow calcium to enter NMDA receptors


Input: Read this: One way of proving that a given disease is "infectious", is to satisfy Koch's postulates (first proposed by Robert Koch), which demands that the infectious agent be identified only in patients and not in healthy controls, and that patients who contract the agent also develop the disease. These postulates were first used in the discovery that Mycobacteria species cause tuberculosis. Koch's postulates can not be applied ethically for many human diseases because they require experimental infection of a healthy individual with a pathogen produced as a pure culture. Often, even clearly infectious diseases do not meet the infectious criteria. For example, Treponema pallidum, the causative spirochete of syphilis, cannot be cultured in vitro - however the organism can be cultured in rabbit testes. It is less clear that a pure culture comes from an animal source serving as host than it is when derived from microbes derived from plate culture. Epidemiology is another important tool used to study disease in a population. For infectious diseases it helps to determine if a disease outbreak is sporadic (occasional occurrence), endemic (regular cases often occurring in a region), epidemic (an unusually high number of cases in a region), or pandemic (a global epidemic).
Question: What is Koch's worst postulate?

Output: unanswerable


Input: Read this: The Spanish–American War was a short decisive war marked by quick, overwhelming American victories at sea and on land against Spain. The Navy was well-prepared and won laurels, even as politicians tried (and failed) to have it redeployed to defend East Coast cities against potential threats from the feeble Spanish fleet. The Army performed well in combat in Cuba. However, it was too oriented to small posts in the West and not as well-prepared for an overseas conflict. It relied on volunteers and state militia units, which faced logistical, training and food problems in the staging areas in Florida. The United States freed Cuba (after an occupation by the U.S. Army). By the peace treaty Spain ceded to the United States its colonies of Puerto Rico, Guam, and the Philippines. The Navy set up coaling stations there and in Hawaii (which voluntarily joined the U.S. in 1898). The U.S. Navy now had a major forward presence across the Pacific and (with the lease of Guantánamo Bay Naval Base in Cuba) a major base in the Caribbean guarding the approaches to the Gulf Coast and the Panama Canal.
Question: The army in this war was primarily made up of what sort of units?

Output:
volunteers and state militia