Problem: The attitude of the Air Ministry was in contrast to the experiences of the First World War when a few German bombers caused physical and psychological damage out of all proportion to their numbers. Around 280 short tons (250 t) (9,000 bombs) had been dropped, killing 1,413 people and injuring 3,500 more. Most people aged 35 or over remembered the threat and greeted the bombings with great trepidation. From 1916–1918, German raids had diminished against countermeasures which demonstrated defence against night air raids was possible.
How many bombs had been dropped?
The answer is the following: 9,000


Weinreich's identity variant similarly includes the categories of identity diffusion, foreclosure and crisis, but with a somewhat different emphasis. Here, with respect to identity diffusion for example, an optimal level is interpreted as the norm, as it is unrealistic to expect an individual to resolve all their conflicted identifications with others; therefore we should be alert to individuals with levels which are much higher or lower than the norm – highly diffused individuals are classified as diffused, and those with low levels as foreclosed or defensive. (Weinreich & Saunderson, 2003, pp 65–67; 105-106). Weinreich applies the identity variant in a framework which also allows for the transition from one to another by way of biographical experiences and resolution of conflicted identifications situated in various contexts – for example, an adolescent going through family break-up may be in one state, whereas later in a stable marriage with a secure professional role may be in another. Hence, though there is continuity, there is also development and change. (Weinreich & Saunderson, 2003, pp 22–23).
Those with high levels of identity diffusion are classified as what?
diffused


Input: Buddhism
Gautama was now determined to complete his spiritual quest. At the age of 35, he famously sat in meditation under a Ficus religiosa tree now called the Bodhi Tree in the town of Bodh Gaya and vowed not to rise before achieving enlightenment. After many days, he finally destroyed the fetters of his mind, thereby liberating himself from the cycle of suffering and rebirth, and arose as a fully enlightened being (Skt. samyaksaṃbuddha). Soon thereafter, he attracted a band of followers and instituted a monastic order. Now, as the Buddha, he spent the rest of his life teaching the path of awakening he had discovered, traveling throughout the northeastern part of the Indian subcontinent, and died at the age of 80 (483 BCE) in Kushinagar, India. The south branch of the original fig tree available only in Anuradhapura Sri Lanka is known as Jaya Sri Maha Bodhi.

When he was 35 Gautama sat in meditation under what tree?
Output: Bodhi Tree


Input: Article: At the time of this entry, we were not able to identify any specific nutrition literacy studies in the U.S. at a national level. However, the findings of the 2003 National Assessment of Adult Literacy (NAAL) provide a basis upon which to frame the nutrition literacy problem in the U.S. NAAL introduced the first ever measure of "the degree to which individuals have the capacity to obtain, process and understand basic health information and services needed to make appropriate health decisions" – an objective of Healthy People 2010 and of which nutrition literacy might be considered an important subset. On a scale of below basic, basic, intermediate and proficient, NAAL found 13 percent of adult Americans have proficient health literacy, 44% have intermediate literacy, 29 percent have basic literacy and 14 percent have below basic health literacy. The study found that health literacy increases with education and people living below the level of poverty have lower health literacy than those above it.

Now answer this question: How many Americans were found to have intermediate health literacy?

Output: 44%


Article: Subsequently, it became one of Britain's most significant honours to be buried or commemorated in the abbey. The practice of burying national figures in the abbey began under Oliver Cromwell with the burial of Admiral Robert Blake in 1657. The practice spread to include generals, admirals, politicians, doctors and scientists such as Isaac Newton, buried on 4 April 1727, and Charles Darwin, buried 26 April 1882. Another was William Wilberforce who led the movement to abolish slavery in the United Kingdom and the Plantations, buried on 3 August 1833. Wilberforce was buried in the north transept, close to his friend, the former Prime Minister, William Pitt.[citation needed]

Question: Who was buried in the abbey on 3 August 1833?
Ans: William Wilberforce


Input: Madrasa
As with any other country during the Early Modern Period, such as Italy and Spain in Europe, the Ottoman social life was interconnected with the medrese. Medreses were built in as part of a Mosque complex where many programmes, such as aid to the poor through soup kitchens, were held under the infrastructure of a mosque, which reveals the interconnectedness of religion and social life during this period. "The mosques to which medreses were attached, dominated the social life in Ottoman cities." Social life was not dominated by religion only in the Muslim world of the Ottoman Empire; it was also quite similar to the social life of Europe during this period. As Goffman says: "Just as mosques dominated social life for the Ottomans, churches and synagogues dominated life for the Christians and Jews as well." Hence, social life and the medrese were closely linked, since medreses taught many curricula, such as religion, which highly governed social life in terms of establishing orthodoxy. "They tried moving their developing state toward Islamic orthodoxy." Overall, the fact that mosques contained medreses comes to show the relevance of education to religion in the sense that education took place within the framework of religion and religion established social life by trying to create a common religious orthodoxy. Hence, medreses were simply part of the social life of society as students came to learn the fundamentals of their societal values and beliefs.

Where did students learn about religious and social norms?
Output:
medreses