Here is a question about this article: There were too few ethnic Manchus to conquer China, so they gained strength by defeating and absorbing Mongols, but more importantly, adding Han Chinese to the Eight Banners. The Manchus had to create an entire "Jiu Han jun" (Old Han Army) due to the massive amount of Han Chinese soldiers which were absorbed into the Eight Banners by both capture and defection, Ming artillery was responsible for many victories against the Manchus, so the Manchus established an artillery corps made out of Han Chinese soldiers in 1641 and the swelling of Han Chinese numbers in the Eight Banners led in 1642 of all Eight Han Banners being created. It was defected Ming Han Chinese armies which conquered southern China for the Qing.
What is the answer to this question: What group did the Manchus take over to add strength to their numbers?
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So... Mongols


Here is a question about this article: The question to be answered is whether a listed species will be harmed by the action and, if so, how the harm can be minimized. If harm cannot be avoided, the project agency can seek an exemption from the Endangered Species Committee, an ad hoc panel composed of members from the executive branch and at least one appointee from the state where the project is to occur. Five of the seven committee members must vote for the exemption to allow taking (to harass, harm, pursue, hunt, shoot, wound, kill, trap, capture, or collect, or significant habitat modification, or to attempt to engage in any such conduct) of listed species.
What is the answer to this question: If a species may be harmed, who holds final say on whether the project may proceed?
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So... the Endangered Species Committee


Here is a question about this article: 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 is the answer to this question: What two kinds of schools were developed in response to the costs of post-16 comprehensive school education?
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So...
Sixth Form colleges and Further Education Colleges