Problem: Please answer a question about the following article about Detroit:
Detroit and the rest of southeastern Michigan have a humid continental climate (Köppen Dfa) which is influenced by the Great Lakes; the city and close-in suburbs are part of USDA Hardiness zone 6b, with farther-out northern and western suburbs generally falling in zone 6a. Winters are cold, with moderate snowfall and temperatures not rising above freezing on an average 44 days annually, while dropping to or below 0 °F (−18 °C) on an average 4.4 days a year; summers are warm to hot with temperatures exceeding 90 °F (32 °C) on 12 days. The warm season runs from May to September. The monthly daily mean temperature ranges from 25.6 °F (−3.6 °C) in January to 73.6 °F (23.1 °C) in July. Official temperature extremes range from 105 °F (41 °C) on July 24, 1934 down to −21 °F (−29 °C) on January 21, 1984; the record low maximum is −4 °F (−20 °C) on January 19, 1994, while, conversely the record high minimum is 80 °F (27 °C) on August 1, 2006, the most recent of five occurrences. A decade or two may pass between readings of 100 °F (38 °C) or higher, which last occurred July 17, 2012. The average window for freezing temperatures is October 20 thru April 22, allowing a growing season of 180 days.
What body of water affects Detroit's climate?
A: Great Lakes


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Education in Israel is highly valued in the national culture with its historical values dating back to Ancient Israel and was viewed as one fundamental blocks of ancient Israelite life. Israeli culture views higher education as the key to higher mobility and socioeconomic status in Israeli society. The emphasis of education within Israeli society goes to the gulf within the Jewish diaspora from the Renaissance and Enlightenment Movement all the way to the roots of Zionism in the 1880s. Jewish communities in the Levant were the first to introduce compulsory education for which the organized community, not less than the parents, was responsible for the education of the next generation of Jews. With contemporary Jewish culture's strong emphasis, promotion of scholarship and learning and the strong propensity to promote cultivation of intellectual pursuits as well as the nations high university educational attainment rate exemplifies how highly Israeli society values higher education. The Israeli education system has been praised for various reasons, including its high quality and its major role in spurring Israel's economic development and technological boom. Many international business leaders and organizations such as Microsoft founder Bill Gates have praised Israel for its high quality of education in helping spur Israel's economic development. In 2012, the country ranked second among OECD countries (tied with Japan and after Canada) for the percentage of 25- to 64-year-olds that have attained tertiary education with 46 percent compared with the OECD average of 32 percent. In addition, nearly twice as many Israelis aged 55–64 held a higher education degree compared to other OECD countries, with 47 percent holding an academic degree compared with the OECD average of 25%. In 2012, the country ranked third in the world in the number of academic degrees per capita (20 percent of the population).

What did it rank in the number of academic degrees per capita?
Answer: third


Problem: Different religious traditions assign differing (though often similar) attributes and characteristics to God, including expansive powers and abilities, psychological characteristics, gender characteristics, and preferred nomenclature. The assignment of these attributes often differs according to the conceptions of God in the culture from which they arise. For example, attributes of God in Christianity, attributes of God in Islam, and the Thirteen Attributes of Mercy in Judaism share certain similarities arising from their common roots.
What do religions share across their belief structures?
The answer is the following: similarities arising from their common roots


Early history of Shaivism is difficult to determine. However, the Śvetāśvatara Upanishad (400 – 200 BCE) is considered to be the earliest textual exposition of a systematic philosophy of Shaivism. Shaivism is represented by various philosophical schools, including non-dualist (abheda), dualist (bheda), and non-dualist-with-dualist (bhedābheda) perspectives. Vidyaranya in his works mentions three major schools of Shaiva thought— Pashupata Shaivism, Shaiva Siddhanta and Pratyabhijña (Kashmir Shaivism).
When was the text on Shaivism written?
400 – 200 BCE


Input: Sino-Tibetan relations during the Ming dynasty
Helmut Hoffman states that the Ming upheld the facade of rule over Tibet through periodic missions of "tribute emissaries" to the Ming court and by granting nominal titles to ruling lamas, but did not actually interfere in Tibetan governance. Melvyn C. Goldstein writes that the Ming had no real administrative authority over Tibet, as the various titles given to Tibetan leaders did not confer authority as the earlier Mongol Yuan titles had. He asserts that "by conferring titles on Tibetans already in power, the Ming emperors merely recognized political reality." Hugh Edward Richardson writes that the Ming dynasty exercised no authority over the succession of Tibetan ruling families, the Phagmodru (1354–1435), Rinpungpa (1435–1565), and Tsangpa (1565–1642).

Who believed that the titles given to Tibetan leaders did not confer authority?
Output: Melvyn C. Goldstein


Problem: Please answer a question about the following article about Emotion:
More contemporary views along the evolutionary psychology spectrum posit that both basic emotions and social emotions evolved to motivate (social) behaviors that were adaptive in the ancestral environment. Current research[citation needed] suggests that emotion is an essential part of any human decision-making and planning, and the famous distinction made between reason and emotion is not as clear as it seems. Paul D. MacLean claims that emotion competes with even more instinctive responses, on one hand, and the more abstract reasoning, on the other hand. The increased potential in neuroimaging has also allowed investigation into evolutionarily ancient parts of the brain. Important neurological advances were derived from these perspectives in the 1990s by Joseph E. LeDoux and António Damásio.
What technology has allowed for research into the earlier-evolved parts of the brain?
A:
neuroimaging