Problem: Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that “adolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.” Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet cafés seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.
Which online activity has been consistently associated with increased liklihood of depression?
The answer is the following: cyberbullying


Ancient rock paintings in Somalia which date back to 5000 years have been found in the northern part of the country, depicting early life in the territory. The most famous of these is the Laas Geel complex, which contains some of the earliest known rock art on the African continent and features many elaborate pastoralist sketches of animal and human figures. In other places, such as the northern Dhambalin region, a depiction of a man on a horse is postulated as being one of the earliest known examples of a mounted huntsman.
Along with animals, what is depicted on the rock paintings of Laas Geel?
human figures


Input: Madrasa
"The first Ottoman Medrese was created in İznik in 1331 and most Ottoman medreses followed the traditions of Sunni Islam." "When an Ottoman sultan established a new medrese, he would invite scholars from the Islamic world—for example, Murad II brought scholars from Persia, such as ʻAlāʼ al-Dīn and Fakhr al-Dīn who helped enhance the reputation of the Ottoman medrese". This reveals that the Islamic world was interconnected in the early modern period as they travelled around to other Islamic states exchanging knowledge. This sense that the Ottoman Empire was becoming modernised through globalization is also recognised by Hamadeh who says: "Change in the eighteenth century as the beginning of a long and unilinear march toward westernisation reflects the two centuries of reformation in sovereign identity." İnalcık also mentions that while scholars from for example Persia travelled to the Ottomans in order to share their knowledge, Ottomans travelled as well to receive education from scholars of these Islamic lands, such as Egypt, Persia and Turkestan. Hence, this reveals that similar to today's modern world, individuals from the early modern society travelled abroad to receive education and share knowledge and that the world was more interconnected than it seems. Also, it reveals how the system of "schooling" was also similar to today's modern world where students travel abroad to different countries for studies. Examples of Ottoman madaris are the ones built by Mehmed the Conqueror. He built eight madaris that were built "on either side of the mosque where there were eight higher madaris for specialised studies and eight lower medreses, which prepared students for these." The fact that they were built around, or near mosques reveals the religious impulses behind madrasa building and it reveals the interconnectedness between institutions of learning and religion. The students who completed their education in the lower medreses became known as danismends. This reveals that similar to the education system today, the Ottomans' educational system involved different kinds of schools attached to different kinds of levels. For example, there were lower madaris and specialised ones, and for one to get into the specialised area meant that he had to complete the classes in the lower one in order to adequately prepare himself for higher learning.

Where were Ottoman madaris built?
Output: near mosques


Input: Article: The Space Race was a 20th-century competition between two Cold War rivals, the Soviet Union (USSR) and the United States (US), for supremacy in spaceflight capability. It had its origins in the missile-based nuclear arms race between the two nations that occurred following World War II, enabled by captured German rocket technology and personnel. The technological superiority required for such supremacy was seen as necessary for national security, and symbolic of ideological superiority. The Space Race spawned pioneering efforts to launch artificial satellites, unmanned space probes of the Moon, Venus, and Mars, and human spaceflight in low Earth orbit and to the Moon. The competition began on August 2, 1955, when the Soviet Union responded to the US announcement four days earlier of intent to launch artificial satellites for the International Geophysical Year, by declaring they would also launch a satellite "in the near future". The Soviet Union beat the US to this, with the October 4, 1957 orbiting of Sputnik 1, and later beat the US to the first human in space, Yuri Gagarin, on April 12, 1961. The Space Race peaked with the July 20, 1969 US landing of the first humans on the Moon with Apollo 11. The USSR tried but failed manned lunar missions, and eventually cancelled them and concentrated on Earth orbital space stations. A period of détente followed with the April 1972 agreement on a co-operative Apollo–Soyuz Test Project, resulting in the July 1975 rendezvous in Earth orbit of a US astronaut crew with a Soviet cosmonaut crew.

Now answer this question: Who was able to launch the first orbiting satellite?

Output: the Soviet Union


Article: Juscelino Kubitschek, President of Brazil from 1956 to 1961, ordered the construction of Brasília, fulfilling the promise of the Constitution and his own political campaign promise. Building Brasília was part of Juscelino's "fifty years of prosperity in five" plan. Lúcio Costa won a contest and was the main urban planner in 1957, with 5550 people competing. Oscar Niemeyer, a close friend, was the chief architect of most public buildings and Roberto Burle Marx was the landscape designer. Brasília was built in 41 months, from 1956 to April 21, 1960, when it was officially inaugurated.

Question: When was Brasilia inaugurated?
Ans: April 21, 1960


Input: Modern history
Europe spent these years rebuilding and coming to terms with the vast human cost of the conflict. The economy of the United States became increasingly intertwined with that of Europe. In Germany, the Weimar Republic gave way to episodes of political and economic turmoil, which culminated with the German hyperinflation of 1923 and the failed Beer Hall Putsch of that same year. When Germany could no longer afford war payments, Wall Street invested heavily in European debts to keep the European economy afloat as a large consumer market for American mass-produced goods. By the middle of the decade, economic development soared in Europe, and the Roaring Twenties broke out in Germany, Britain and France, the second half of the decade becoming known as the "Golden Twenties". In France and francophone Canada, they were also called the "années folles" ("Crazy Years").

When did the hyperinflation of  1923 occur?
Output:
1923