Input: Read this: In Epperson v. Arkansas, 393 U.S. 97 (1968), the Supreme Court considered an Arkansas law that made it a crime "to teach the theory or doctrine that mankind ascended or descended from a lower order of animals," or "to adopt or use in any such institution a textbook that teaches" this theory in any school or university that received public funds. The court's opinion, written by Justice Abe Fortas, ruled that the Arkansas law violated "the constitutional prohibition of state laws respecting an establishment of religion or prohibiting the free exercise thereof. The overriding fact is that Arkansas' law selects from the body of knowledge a particular segment which it proscribes for the sole reason that it is deemed to conflict with a particular religious doctrine; that is, with a particular interpretation of the Book of Genesis by a particular religious group." The court held that the Establishment Clause prohibits the state from advancing any religion, and that "[T]he state has no legitimate interest in protecting any or all religions from views distasteful to them." 
Question: What does the State have legitimate interest in protecting any or all religions from?

Output: unanswerable


Input: Read this: Persons who speak German as their first language, look German and whose families have lived in Germany for generations are considered "most German", followed by categories of diminishing Germanness such as Aussiedler (people of German ancestry whose families have lived in Eastern Europe but who have returned to Germany), Restdeutsche (people living in lands that have historically belonged to Germany but which is currently outside of Germany), Auswanderer (people whose families have emigrated from Germany and who still speak German), German speakers in German-speaking nations such as Austrians, and finally people of German emigrant background who no longer speak German.
Question: What is the term for people who's families emigrated from Germany and may or may not still speak German?

Output: unanswerable


Input: Read this: The effects of the "Twin Shocks"—the Soviet entry and the atomic bombing—were profound. On 10 August the "sacred decision" was made by Japanese Cabinet to accept the Potsdam terms on one condition: the "prerogative of His Majesty as a Sovereign Ruler". At noon on 15 August, after the American government's intentionally ambiguous reply, stating that the "authority" of the emperor "shall be subject to the Supreme Commander of the Allied Powers", the Emperor broadcast to the nation and to the world at large the rescript of surrender, ending the Second World War.
Question: When did Japan surrender?

Output: 15 August


Input: Read this: Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450–1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.
Question: The acceptance of new concepts and sciences by universities brought these ideas what?

Output:
legitimacy and respectability