Input: Read this: The renewal of learning in Europe, that began with 12th century Scholasticism, came to an end about the time of the Black Death, and the initial period of the subsequent Italian Renaissance is sometimes seen as a lull in scientific activity. The Northern Renaissance, on the other hand, showed a decisive shift in focus from Aristoteleian natural philosophy to chemistry and the biological sciences (botany, anatomy, and medicine). Thus modern science in Europe was resumed in a period of great upheaval: the Protestant Reformation and Catholic Counter-Reformation; the discovery of the Americas by Christopher Columbus; the Fall of Constantinople; but also the re-discovery of Aristotle during the Scholastic period presaged large social and political changes. Thus, a suitable environment was created in which it became possible to question scientific doctrine, in much the same way that Martin Luther and John Calvin questioned religious doctrine. The works of Ptolemy (astronomy) and Galen (medicine) were found not always to match everyday observations. Work by Vesalius on human cadavers found problems with the Galenic view of anatomy.
Question: Which era came after Scholasticism?

Output: Italian Renaissance


Input: Read this: Although coal, hydrocarbons, iron ore, platinum, copper, chromium, nickel, gold and other minerals have been found, they have not been in large enough quantities to exploit. The 1991 Protocol on Environmental Protection to the Antarctic Treaty also restricts a struggle for resources. In 1998, a compromise agreement was reached to place an indefinite ban on mining, to be reviewed in 2048, further limiting economic development and exploitation. The primary economic activity is the capture and offshore trading of fish. Antarctic fisheries in 2000–01 reported landing 112,934 tonnes.
Question: What does the Protocol on Environmental Protection seek to regulate?

Output: resources


Input: Read this: After the setback at Aspern-Essling, Napoleon took more than six weeks in planning and preparing for contingencies before he made another attempt at crossing the Danube. From 30 June to the early days of July, the French recrossed the Danube in strength, with more than 180,000 troops marching across the Marchfeld towards the Austrians. Charles received the French with 150,000 of his own men. In the ensuing Battle of Wagram, which also lasted two days, Napoleon commanded his forces in what was the largest battle of his career up until then. Neither side made much progress on 5 July, but the 6th produced a definitive outcome. Both sides launched major assaults on their flanks. Austrian attacks against the French left wing looked dangerous initially, but they were all beaten back. Meanwhile, a steady French attack against the Austrian left wing eventually compromised the entire position for Charles. Napoleon finished off the battle with a concentrated central thrust that punctured a hole in the Austrian army and forced Charles to retreat. Austrian losses were very heavy, reaching well over 40,000 casualties. The French were too exhausted to pursue the Austrians immediately, but Napoleon eventually caught up with Charles at Znaim and the latter signed an armistice on 12 July.
Question: On what date did the French begin the re-crossing of the Danube?

Output: 30 June


Input: Read this: In the 1990s, marked by the liberalization of language development and mother tongue movement in Taiwan, Taiwanese Hokkien had undergone a fast pace in its development. In 1993, Taiwan became the first region in the world to implement the teaching of Taiwanese Hokkien in Taiwanese schools. In 2001, the local Taiwanese language program was further extended to all schools in Taiwan, and Taiwanese Hokkien became one of the compulsory local Taiwanese languages to be learned in schools. The mother tongue movement in Taiwan even influenced Xiamen (Amoy) to the point that in 2010, Xiamen also began to implement the teaching of Hokkien dialect in its schools. In 2007, the Ministry of Education in Taiwan also completed the standardization of Chinese characters used for writing Hokkien and developed Tai-lo as the standard Hokkien pronunciation and romanization guide. A number of universities in Taiwan also offer Hokkien degree courses for training Hokkien-fluent talents to work for the Hokkien media industry and education. Taiwan also has its own Hokkien literary and cultural circles whereby Hokkien poets and writers compose poetry or literature in Hokkien on a regular basis.
Question: What year did Taiwan begin teaching Hokkien in schools?

Output:
1993