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Where do green turtles live? | <text>Where do green turtles live?</text><reasoning>Marine mammals are many, such as the dolphins, porpoises and whales, which are seen here during the migration period from December till May. Turtles are a common sight along the coastline of the island. They are a protected species and in the endangered list. It is stated that it will take 15–50 years for this species to attain reproductive age. Though they live in the sea, the females come to the shore to lay eggs and are protected by private societies. Three species of turtles are particularly notable. These are: The leatherback sea turtles which have leather skin instead of a shell and are the largest of the type found here, some times measuring a much as 3 m (average is about 1.5 m) and weighing about 450 kg (jellyfish is their favourite diet); the hawksbill turtles, which have hawk-like beaks and found near reefs, generally about 90 cm in diameter and weigh about 60 kg and their diet consists of crabs and snails; and the green turtles, herbivores which have rounded heads, generally about 90 cm in diameter and live amidst tall sea grasses.</reasoning><output>amidst tall sea grasses</output> |
When did Ireland first open comprehensive schools? | <text>When did Ireland first open comprehensive schools?</text><reasoning>Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.'</reasoning><output>1966</output> |
Who was responsible for creating comprehensive schools in Ireland? | <text>Who was responsible for creating comprehensive schools in Ireland?</text><reasoning>Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.'</reasoning><output>Patrick Hillery</output> |
What was the only state-run educational system in Ireland prior to comprehensive schools? | <text>What was the only state-run educational system in Ireland prior to comprehensive schools?</text><reasoning>Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.'</reasoning><output>vocational school system</output> |
What type of school has surpassed comprehensive schools in Ireland? | <text>What type of school has surpassed comprehensive schools in Ireland?</text><reasoning>Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.'</reasoning><output>community school</output> |
What kind of genetic material can be produced from retrotransposons? | <text>What kind of genetic material can be produced from retrotransposons?</text><reasoning>Retrotransposons can be transcribed into RNA, which are then duplicated at another site into the genome. Retrotransposons can be divided into Long terminal repeats (LTRs) and Non-Long Terminal Repeats (Non-LTR).</reasoning><output>RNA</output> |
What is the relation between the number of base pairs and total complement of genes in a species called? | <text>What is the relation between the number of base pairs and total complement of genes in a species called?</text><reasoning>Both the number of base pairs and the number of genes vary widely from one species to another, and there is only a rough correlation between the two (an observation known as the C-value paradox). At present, the highest known number of genes is around 60,000, for the protozoan causing trichomoniasis (see List of sequenced eukaryotic genomes), almost three times as many as in the human genome.</reasoning><output>C-value paradox</output> |
Which organism has the most genes? | <text>Which organism has the most genes?</text><reasoning>Both the number of base pairs and the number of genes vary widely from one species to another, and there is only a rough correlation between the two (an observation known as the C-value paradox). At present, the highest known number of genes is around 60,000, for the protozoan causing trichomoniasis (see List of sequenced eukaryotic genomes), almost three times as many as in the human genome.</reasoning><output>trichomoniasis</output> |
How many genes is the trichomoniasis estimated to have? | <text>How many genes is the trichomoniasis estimated to have?</text><reasoning>Both the number of base pairs and the number of genes vary widely from one species to another, and there is only a rough correlation between the two (an observation known as the C-value paradox). At present, the highest known number of genes is around 60,000, for the protozoan causing trichomoniasis (see List of sequenced eukaryotic genomes), almost three times as many as in the human genome.</reasoning><output>60,000</output> |
Relative to the human genome, how many more genes does trichomoniasis have? | <text>Relative to the human genome, how many more genes does trichomoniasis have?</text><reasoning>Both the number of base pairs and the number of genes vary widely from one species to another, and there is only a rough correlation between the two (an observation known as the C-value paradox). At present, the highest known number of genes is around 60,000, for the protozoan causing trichomoniasis (see List of sequenced eukaryotic genomes), almost three times as many as in the human genome.</reasoning><output>three times</output> |
What type of climate does St. Barts typically have? | <text>What type of climate does St. Barts typically have?</text><reasoning>The island covers an area of 25 square kilometres (2,500 ha). The eastern side is wetter than the western. Although the climate is essentially arid, the rainfall does average 1000 mm annually, but with considerable variation over the terrain. Summer is from May to November, which is also the rainy season. Winter from December to April is the dry season. Sunshine is very prominent for nearly the entire year and even during the rainy season. Humidity, however, is not very high due to the winds. The average temperature is around 25 °C with day temperatures rising to 32 °C. The average high and low temperatures in January are 28 °C and 22 °C, respectively, while in July they are 30 °C and 24 °C. The lowest night temperature recorded is 13 °C. The Caribbean sea waters in the vicinity generally maintain a temperature of about 27 °C.</reasoning><output>arid</output> |
How many hectares does the island have in total? | <text>How many hectares does the island have in total?</text><reasoning>The island covers an area of 25 square kilometres (2,500 ha). The eastern side is wetter than the western. Although the climate is essentially arid, the rainfall does average 1000 mm annually, but with considerable variation over the terrain. Summer is from May to November, which is also the rainy season. Winter from December to April is the dry season. Sunshine is very prominent for nearly the entire year and even during the rainy season. Humidity, however, is not very high due to the winds. The average temperature is around 25 °C with day temperatures rising to 32 °C. The average high and low temperatures in January are 28 °C and 22 °C, respectively, while in July they are 30 °C and 24 °C. The lowest night temperature recorded is 13 °C. The Caribbean sea waters in the vicinity generally maintain a temperature of about 27 °C.</reasoning><output>2,500</output> |
How much average rainfall does St. Barts get per year? | <text>How much average rainfall does St. Barts get per year?</text><reasoning>The island covers an area of 25 square kilometres (2,500 ha). The eastern side is wetter than the western. Although the climate is essentially arid, the rainfall does average 1000 mm annually, but with considerable variation over the terrain. Summer is from May to November, which is also the rainy season. Winter from December to April is the dry season. Sunshine is very prominent for nearly the entire year and even during the rainy season. Humidity, however, is not very high due to the winds. The average temperature is around 25 °C with day temperatures rising to 32 °C. The average high and low temperatures in January are 28 °C and 22 °C, respectively, while in July they are 30 °C and 24 °C. The lowest night temperature recorded is 13 °C. The Caribbean sea waters in the vicinity generally maintain a temperature of about 27 °C.</reasoning><output>1000 mm</output> |
When does summer end in St. Barts? | <text>When does summer end in St. Barts?</text><reasoning>The island covers an area of 25 square kilometres (2,500 ha). The eastern side is wetter than the western. Although the climate is essentially arid, the rainfall does average 1000 mm annually, but with considerable variation over the terrain. Summer is from May to November, which is also the rainy season. Winter from December to April is the dry season. Sunshine is very prominent for nearly the entire year and even during the rainy season. Humidity, however, is not very high due to the winds. The average temperature is around 25 °C with day temperatures rising to 32 °C. The average high and low temperatures in January are 28 °C and 22 °C, respectively, while in July they are 30 °C and 24 °C. The lowest night temperature recorded is 13 °C. The Caribbean sea waters in the vicinity generally maintain a temperature of about 27 °C.</reasoning><output>November</output> |
What is the lowest nighttime temperature recorded at St. Barts? | <text>What is the lowest nighttime temperature recorded at St. Barts?</text><reasoning>The island covers an area of 25 square kilometres (2,500 ha). The eastern side is wetter than the western. Although the climate is essentially arid, the rainfall does average 1000 mm annually, but with considerable variation over the terrain. Summer is from May to November, which is also the rainy season. Winter from December to April is the dry season. Sunshine is very prominent for nearly the entire year and even during the rainy season. Humidity, however, is not very high due to the winds. The average temperature is around 25 °C with day temperatures rising to 32 °C. The average high and low temperatures in January are 28 °C and 22 °C, respectively, while in July they are 30 °C and 24 °C. The lowest night temperature recorded is 13 °C. The Caribbean sea waters in the vicinity generally maintain a temperature of about 27 °C.</reasoning><output>13 °C</output> |
What are examples of classes of eukaryotes where genome only refers to the information found in chromosomes? | <text>What are examples of classes of eukaryotes where genome only refers to the information found in chromosomes?</text><reasoning>In eukaryotes such as plants, protozoa and animals, however, "genome" carries the typical connotation of only information on chromosomal DNA. So although these organisms contain chloroplasts or mitochondria that have their own DNA, the genetic information contained by DNA within these organelles is not considered part of the genome. In fact, mitochondria are sometimes said to have their own genome often referred to as the "mitochondrial genome". The DNA found within the chloroplast may be referred to as the "plastome".</reasoning><output>plants, protozoa and animals</output> |
What is a name for the genetic material found within chloroplasts? | <text>What is a name for the genetic material found within chloroplasts?</text><reasoning>In eukaryotes such as plants, protozoa and animals, however, "genome" carries the typical connotation of only information on chromosomal DNA. So although these organisms contain chloroplasts or mitochondria that have their own DNA, the genetic information contained by DNA within these organelles is not considered part of the genome. In fact, mitochondria are sometimes said to have their own genome often referred to as the "mitochondrial genome". The DNA found within the chloroplast may be referred to as the "plastome".</reasoning><output>plastome</output> |
What is a name for the genetic makeup of mitochondria? | <text>What is a name for the genetic makeup of mitochondria?</text><reasoning>In eukaryotes such as plants, protozoa and animals, however, "genome" carries the typical connotation of only information on chromosomal DNA. So although these organisms contain chloroplasts or mitochondria that have their own DNA, the genetic information contained by DNA within these organelles is not considered part of the genome. In fact, mitochondria are sometimes said to have their own genome often referred to as the "mitochondrial genome". The DNA found within the chloroplast may be referred to as the "plastome".</reasoning><output>mitochondrial genome</output> |
What are two types of non-repetitive DNA? | <text>What are two types of non-repetitive DNA?</text><reasoning>The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by genome size. Protein-coding genes and RNA-coding genes are generally non-repetitive DNA. A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes.</reasoning><output>Protein-coding genes and RNA-coding genes</output> |
In higher eukaryotes, what has an inverse relationship with genome size? | <text>In higher eukaryotes, what has an inverse relationship with genome size?</text><reasoning>The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by genome size. Protein-coding genes and RNA-coding genes are generally non-repetitive DNA. A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes.</reasoning><output>proportion of non-repetitive DNA</output> |
What is the size of non-repetitive DNA divided by to get the proportion of non-repetitive DNA? | <text>What is the size of non-repetitive DNA divided by to get the proportion of non-repetitive DNA?</text><reasoning>The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by genome size. Protein-coding genes and RNA-coding genes are generally non-repetitive DNA. A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes.</reasoning><output>genome size</output> |
What is an example of an organism that has a portion of its genetic material outside of its chromosomes? | <text>What is an example of an organism that has a portion of its genetic material outside of its chromosomes?</text><reasoning>Most biological entities that are more complex than a virus sometimes or always carry additional genetic material besides that which resides in their chromosomes. In some contexts, such as sequencing the genome of a pathogenic microbe, "genome" is meant to include information stored on this auxiliary material, which is carried in plasmids. In such circumstances then, "genome" describes all of the genes and information on non-coding DNA that have the potential to be present.</reasoning><output>pathogenic microbe</output> |
What is an example of an organism whose full complement of genetic material resides in its chromosomes? | <text>What is an example of an organism whose full complement of genetic material resides in its chromosomes?</text><reasoning>Most biological entities that are more complex than a virus sometimes or always carry additional genetic material besides that which resides in their chromosomes. In some contexts, such as sequencing the genome of a pathogenic microbe, "genome" is meant to include information stored on this auxiliary material, which is carried in plasmids. In such circumstances then, "genome" describes all of the genes and information on non-coding DNA that have the potential to be present.</reasoning><output>virus</output> |
Where is additional genetic material found in pathogenic microbes? | <text>Where is additional genetic material found in pathogenic microbes?</text><reasoning>Most biological entities that are more complex than a virus sometimes or always carry additional genetic material besides that which resides in their chromosomes. In some contexts, such as sequencing the genome of a pathogenic microbe, "genome" is meant to include information stored on this auxiliary material, which is carried in plasmids. In such circumstances then, "genome" describes all of the genes and information on non-coding DNA that have the potential to be present.</reasoning><output>plasmids</output> |
Which U.S. government agency keeps a large amount of information on genomes? | <text>Which U.S. government agency keeps a large amount of information on genomes?</text><reasoning>The development of new technologies has made it dramatically easier and cheaper to do sequencing, and the number of complete genome sequences is growing rapidly. The US National Institutes of Health maintains one of several comprehensive databases of genomic information. Among the thousands of completed genome sequencing projects include those for rice, a mouse, the plant Arabidopsis thaliana, the puffer fish, and the bacteria E. coli. In December 2013, scientists first sequenced the entire genome of a Neanderthal, an extinct species of humans. The genome was extracted from the toe bone of a 130,000-year-old Neanderthal found in a Siberian cave.</reasoning><output>US National Institutes of Health</output> |
What is a mammal whose genome has been sequenced? | <text>What is a mammal whose genome has been sequenced?</text><reasoning>The development of new technologies has made it dramatically easier and cheaper to do sequencing, and the number of complete genome sequences is growing rapidly. The US National Institutes of Health maintains one of several comprehensive databases of genomic information. Among the thousands of completed genome sequencing projects include those for rice, a mouse, the plant Arabidopsis thaliana, the puffer fish, and the bacteria E. coli. In December 2013, scientists first sequenced the entire genome of a Neanderthal, an extinct species of humans. The genome was extracted from the toe bone of a 130,000-year-old Neanderthal found in a Siberian cave.</reasoning><output>mouse</output> |
What is a fish whose genome has been sequenced? | <text>What is a fish whose genome has been sequenced?</text><reasoning>The development of new technologies has made it dramatically easier and cheaper to do sequencing, and the number of complete genome sequences is growing rapidly. The US National Institutes of Health maintains one of several comprehensive databases of genomic information. Among the thousands of completed genome sequencing projects include those for rice, a mouse, the plant Arabidopsis thaliana, the puffer fish, and the bacteria E. coli. In December 2013, scientists first sequenced the entire genome of a Neanderthal, an extinct species of humans. The genome was extracted from the toe bone of a 130,000-year-old Neanderthal found in a Siberian cave.</reasoning><output>puffer fish</output> |
When was the Neanderthal's genome sequenced? | <text>When was the Neanderthal's genome sequenced?</text><reasoning>The development of new technologies has made it dramatically easier and cheaper to do sequencing, and the number of complete genome sequences is growing rapidly. The US National Institutes of Health maintains one of several comprehensive databases of genomic information. Among the thousands of completed genome sequencing projects include those for rice, a mouse, the plant Arabidopsis thaliana, the puffer fish, and the bacteria E. coli. In December 2013, scientists first sequenced the entire genome of a Neanderthal, an extinct species of humans. The genome was extracted from the toe bone of a 130,000-year-old Neanderthal found in a Siberian cave.</reasoning><output>December 2013</output> |
What is a term that can describe how DNA transposons move? | <text>What is a term that can describe how DNA transposons move?</text><reasoning>DNA transposons generally move by "cut and paste" in the genome, but duplication has also been observed. Class 2 TEs do not use RNA as intermediate and are popular in bacteria, in metazoan it has also been found.</reasoning><output>cut and paste</output> |
DNA transposons do not use which genetic material used by Class 1 TEs? | <text>DNA transposons do not use which genetic material used by Class 1 TEs?</text><reasoning>DNA transposons generally move by "cut and paste" in the genome, but duplication has also been observed. Class 2 TEs do not use RNA as intermediate and are popular in bacteria, in metazoan it has also been found.</reasoning><output>RNA</output> |
What are two types of repetitive DNA found in genomes? | <text>What are two types of repetitive DNA found in genomes?</text><reasoning>The proportion of repetitive DNA is calculated by using length of repetitive DNA divide by genome size. There are two categories of repetitive DNA in genome: tandem repeats and interspersed repeats.</reasoning><output>tandem repeats and interspersed repeats</output> |
What is found by dividing size of repetitive DNA by length of total genome? | <text>What is found by dividing size of repetitive DNA by length of total genome?</text><reasoning>The proportion of repetitive DNA is calculated by using length of repetitive DNA divide by genome size. There are two categories of repetitive DNA in genome: tandem repeats and interspersed repeats.</reasoning><output>proportion of repetitive DNA</output> |
What country is Saint-Barthélemy a collectivity of? | <text>What country is Saint-Barthélemy a collectivity of?</text><reasoning>Saint-Barthélemy (French: Saint-Barthélemy, French pronunciation: [sɛ̃baʁtelemi]), officially the Territorial collectivity of Saint-Barthélemy (French: Collectivité territoriale de Saint-Barthélemy), is an overseas collectivity of France. Often abbreviated to Saint-Barth in French, or St. Barts or St. Barths in English, the indigenous people called the island Ouanalao. St. Barthélemy lies about 35 kilometres (22 mi) southeast of St. Martin and north of St. Kitts. Puerto Rico is 240 kilometres (150 mi) to the west in the Greater Antilles.</reasoning><output>France</output> |
What is the French abbreviation for Saint-Barthélemy? | <text>What is the French abbreviation for Saint-Barthélemy?</text><reasoning>Saint-Barthélemy (French: Saint-Barthélemy, French pronunciation: [sɛ̃baʁtelemi]), officially the Territorial collectivity of Saint-Barthélemy (French: Collectivité territoriale de Saint-Barthélemy), is an overseas collectivity of France. Often abbreviated to Saint-Barth in French, or St. Barts or St. Barths in English, the indigenous people called the island Ouanalao. St. Barthélemy lies about 35 kilometres (22 mi) southeast of St. Martin and north of St. Kitts. Puerto Rico is 240 kilometres (150 mi) to the west in the Greater Antilles.</reasoning><output>Saint-Barth</output> |
In what language is Saint-Barthélemy abbreviate St. Barts? | <text>In what language is Saint-Barthélemy abbreviate St. Barts?</text><reasoning>Saint-Barthélemy (French: Saint-Barthélemy, French pronunciation: [sɛ̃baʁtelemi]), officially the Territorial collectivity of Saint-Barthélemy (French: Collectivité territoriale de Saint-Barthélemy), is an overseas collectivity of France. Often abbreviated to Saint-Barth in French, or St. Barts or St. Barths in English, the indigenous people called the island Ouanalao. St. Barthélemy lies about 35 kilometres (22 mi) southeast of St. Martin and north of St. Kitts. Puerto Rico is 240 kilometres (150 mi) to the west in the Greater Antilles.</reasoning><output>English</output> |
What did the native peoples of Saint-Barthélemy call the island? | <text>What did the native peoples of Saint-Barthélemy call the island?</text><reasoning>Saint-Barthélemy (French: Saint-Barthélemy, French pronunciation: [sɛ̃baʁtelemi]), officially the Territorial collectivity of Saint-Barthélemy (French: Collectivité territoriale de Saint-Barthélemy), is an overseas collectivity of France. Often abbreviated to Saint-Barth in French, or St. Barts or St. Barths in English, the indigenous people called the island Ouanalao. St. Barthélemy lies about 35 kilometres (22 mi) southeast of St. Martin and north of St. Kitts. Puerto Rico is 240 kilometres (150 mi) to the west in the Greater Antilles.</reasoning><output>Ouanalao</output> |
In which direction is Puerto Rico from the island of Saint-Barthélemy? | <text>In which direction is Puerto Rico from the island of Saint-Barthélemy?</text><reasoning>Saint-Barthélemy (French: Saint-Barthélemy, French pronunciation: [sɛ̃baʁtelemi]), officially the Territorial collectivity of Saint-Barthélemy (French: Collectivité territoriale de Saint-Barthélemy), is an overseas collectivity of France. Often abbreviated to Saint-Barth in French, or St. Barts or St. Barths in English, the indigenous people called the island Ouanalao. St. Barthélemy lies about 35 kilometres (22 mi) southeast of St. Martin and north of St. Kitts. Puerto Rico is 240 kilometres (150 mi) to the west in the Greater Antilles.</reasoning><output>west</output> |
What two types of organisms have remarkable differences in their genomic composition? | <text>What two types of organisms have remarkable differences in their genomic composition?</text><reasoning>When talking about genome composition, one should distinguish between prokaryotes and eukaryotes as the big differences on contents structure they have. In prokaryotes, most of the genome (85–90%) is non-repetitive DNA, which means coding DNA mainly forms it, while non-coding regions only take a small part. On the contrary, eukaryotes have the feature of exon-intron organization of protein coding genes; the variation of repetitive DNA content in eukaryotes is also extremely high. In mammals and plants, the major part of the genome is composed of repetitive DNA.</reasoning><output>prokaryotes and eukaryotes</output> |
What type of organizing can be observed in eukaryote genomes? | <text>What type of organizing can be observed in eukaryote genomes?</text><reasoning>When talking about genome composition, one should distinguish between prokaryotes and eukaryotes as the big differences on contents structure they have. In prokaryotes, most of the genome (85–90%) is non-repetitive DNA, which means coding DNA mainly forms it, while non-coding regions only take a small part. On the contrary, eukaryotes have the feature of exon-intron organization of protein coding genes; the variation of repetitive DNA content in eukaryotes is also extremely high. In mammals and plants, the major part of the genome is composed of repetitive DNA.</reasoning><output>exon-intron</output> |
In what types of eukaryotes is there a large amount of non-coding DNA? | <text>In what types of eukaryotes is there a large amount of non-coding DNA?</text><reasoning>When talking about genome composition, one should distinguish between prokaryotes and eukaryotes as the big differences on contents structure they have. In prokaryotes, most of the genome (85–90%) is non-repetitive DNA, which means coding DNA mainly forms it, while non-coding regions only take a small part. On the contrary, eukaryotes have the feature of exon-intron organization of protein coding genes; the variation of repetitive DNA content in eukaryotes is also extremely high. In mammals and plants, the major part of the genome is composed of repetitive DNA.</reasoning><output>mammals and plants</output> |
What is a recent development in sequencing methods? | <text>What is a recent development in sequencing methods?</text><reasoning>New sequencing technologies, such as massive parallel sequencing have also opened up the prospect of personal genome sequencing as a diagnostic tool, as pioneered by Manteia Predictive Medicine. A major step toward that goal was the completion in 2007 of the full genome of James D. Watson, one of the co-discoverers of the structure of DNA.</reasoning><output>massive parallel sequencing</output> |
Which company has led the way in sequencing of individual genetic makeup? | <text>Which company has led the way in sequencing of individual genetic makeup?</text><reasoning>New sequencing technologies, such as massive parallel sequencing have also opened up the prospect of personal genome sequencing as a diagnostic tool, as pioneered by Manteia Predictive Medicine. A major step toward that goal was the completion in 2007 of the full genome of James D. Watson, one of the co-discoverers of the structure of DNA.</reasoning><output>Manteia Predictive Medicine</output> |
Whose complete genetic information was recorded in 2007? | <text>Whose complete genetic information was recorded in 2007?</text><reasoning>New sequencing technologies, such as massive parallel sequencing have also opened up the prospect of personal genome sequencing as a diagnostic tool, as pioneered by Manteia Predictive Medicine. A major step toward that goal was the completion in 2007 of the full genome of James D. Watson, one of the co-discoverers of the structure of DNA.</reasoning><output>James D. Watson</output> |
What is Watson famous for helping discover? | <text>What is Watson famous for helping discover?</text><reasoning>New sequencing technologies, such as massive parallel sequencing have also opened up the prospect of personal genome sequencing as a diagnostic tool, as pioneered by Manteia Predictive Medicine. A major step toward that goal was the completion in 2007 of the full genome of James D. Watson, one of the co-discoverers of the structure of DNA.</reasoning><output>the structure of DNA</output> |
What percentage of Brandenburg students went to a Gesamtschule in 2007? | <text>What percentage of Brandenburg students went to a Gesamtschule in 2007?</text><reasoning>The percentage of students attending a Gesamtschule varies by Bundesland. In the State of Brandenburg more than 50% of all students attended a Gesamtschule in 2007, while in the State of Bavaria less than 1% did.</reasoning><output>50%</output> |
What percentage of Bavarian students went to a Gesamtschule in 2007? | <text>What percentage of Bavarian students went to a Gesamtschule in 2007?</text><reasoning>The percentage of students attending a Gesamtschule varies by Bundesland. In the State of Brandenburg more than 50% of all students attended a Gesamtschule in 2007, while in the State of Bavaria less than 1% did.</reasoning><output>less than 1%</output> |
Who was responsible for the proliferation of comprehensive schools in 1965? | <text>Who was responsible for the proliferation of comprehensive schools in 1965?</text><reasoning>The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by Anthony Crosland, Secretary of State for Education in the 1964–1970 Labour government. The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. Secondary technical schools were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed]</reasoning><output>Anthony Crosland</output> |
what was Anthony Crosland's role in government? | <text>what was Anthony Crosland's role in government?</text><reasoning>The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by Anthony Crosland, Secretary of State for Education in the 1964–1970 Labour government. The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. Secondary technical schools were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed]</reasoning><output>Secretary of State for Education</output> |
Which type of school was not in widespread usage? | <text>Which type of school was not in widespread usage?</text><reasoning>The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by Anthony Crosland, Secretary of State for Education in the 1964–1970 Labour government. The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. Secondary technical schools were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed]</reasoning><output>Secondary technical schools</output> |
What is the science that deals with the common genetic characteristics of related organisms called? | <text>What is the science that deals with the common genetic characteristics of related organisms called?</text><reasoning>When people say that the genome of a sexually reproducing species has been "sequenced", typically they are referring to a determination of the sequences of one set of autosomes and one of each type of sex chromosome, which together represent both of the possible sexes. Even in species that exist in only one sex, what is described as a "genome sequence" may be a composite read from the chromosomes of various individuals. Colloquially, the phrase "genetic makeup" is sometimes used to signify the genome of a particular individual or organism.[citation needed] The study of the global properties of genomes of related organisms is usually referred to as genomics, which distinguishes it from genetics which generally studies the properties of single genes or groups of genes.</reasoning><output>genomics</output> |
In contrast to genomics, genetics usually studies what? | <text>In contrast to genomics, genetics usually studies what?</text><reasoning>When people say that the genome of a sexually reproducing species has been "sequenced", typically they are referring to a determination of the sequences of one set of autosomes and one of each type of sex chromosome, which together represent both of the possible sexes. Even in species that exist in only one sex, what is described as a "genome sequence" may be a composite read from the chromosomes of various individuals. Colloquially, the phrase "genetic makeup" is sometimes used to signify the genome of a particular individual or organism.[citation needed] The study of the global properties of genomes of related organisms is usually referred to as genomics, which distinguishes it from genetics which generally studies the properties of single genes or groups of genes.</reasoning><output>single genes or groups of genes</output> |
What is the catalog of contents of a particular species' genetic makeup? | <text>What is the catalog of contents of a particular species' genetic makeup?</text><reasoning>When people say that the genome of a sexually reproducing species has been "sequenced", typically they are referring to a determination of the sequences of one set of autosomes and one of each type of sex chromosome, which together represent both of the possible sexes. Even in species that exist in only one sex, what is described as a "genome sequence" may be a composite read from the chromosomes of various individuals. Colloquially, the phrase "genetic makeup" is sometimes used to signify the genome of a particular individual or organism.[citation needed] The study of the global properties of genomes of related organisms is usually referred to as genomics, which distinguishes it from genetics which generally studies the properties of single genes or groups of genes.</reasoning><output>sequenced</output> |
What type of misconduct have comprehensive schools been alleged of engaging in? | <text>What type of misconduct have comprehensive schools been alleged of engaging in?</text><reasoning>Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".</reasoning><output>grade inflation</output> |
Which German minister criticized comprehensive schools' ability to help students succeed? | <text>Which German minister criticized comprehensive schools' ability to help students succeed?</text><reasoning>Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".</reasoning><output>Barbara Sommer</output> |
Which German politician defended comprehensive schools? | <text>Which German politician defended comprehensive schools?</text><reasoning>Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".</reasoning><output>Sigrid Beer</output> |
Which party does Barbara Sommer belong to? | <text>Which party does Barbara Sommer belong to?</text><reasoning>Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".</reasoning><output>Christian Democratic Union</output> |
Which party does Sigrid Beer belong to? | <text>Which party does Sigrid Beer belong to?</text><reasoning>Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".</reasoning><output>Alliance '90/The Greens</output> |
What is an example of an organism which does not contain any repetitive DNA? | <text>What is an example of an organism which does not contain any repetitive DNA?</text><reasoning>It had been found that the proportion of non-repetitive DNA can vary a lot between species. Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as C. elegans and fruit fly, still possess more non-repetitive DNA than repetitive DNA. Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. In some plants and amphibians, the proportion of non-repetitive DNA is no more than 20%, becoming a minority component.</reasoning><output>E. coli</output> |
What are two organisms that have more non-repetitive than repetitive DNA? | <text>What are two organisms that have more non-repetitive than repetitive DNA?</text><reasoning>It had been found that the proportion of non-repetitive DNA can vary a lot between species. Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as C. elegans and fruit fly, still possess more non-repetitive DNA than repetitive DNA. Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. In some plants and amphibians, the proportion of non-repetitive DNA is no more than 20%, becoming a minority component.</reasoning><output>C. elegans and fruit fly</output> |
What is the percentage of non-repetitive DNA in some plant and amphibian genomes? | <text>What is the percentage of non-repetitive DNA in some plant and amphibian genomes?</text><reasoning>It had been found that the proportion of non-repetitive DNA can vary a lot between species. Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as C. elegans and fruit fly, still possess more non-repetitive DNA than repetitive DNA. Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. In some plants and amphibians, the proportion of non-repetitive DNA is no more than 20%, becoming a minority component.</reasoning><output>20%</output> |
Who was the first person to sequence a viral genome? | <text>Who was the first person to sequence a viral genome?</text><reasoning>In 1976, Walter Fiers at the University of Ghent (Belgium) was the first to establish the complete nucleotide sequence of a viral RNA-genome (Bacteriophage MS2). The next year Fred Sanger completed the first DNA-genome sequence: Phage Φ-X174, of 5386 base pairs. The first complete genome sequences among all three domains of life were released within a short period during the mid-1990s: The first bacterial genome to be sequenced was that of Haemophilus influenzae, completed by a team at The Institute for Genomic Research in 1995. A few months later, the first eukaryotic genome was completed, with sequences of the 16 chromosomes of budding yeast Saccharomyces cerevisiae published as the result of a European-led effort begun in the mid-1980s. The first genome sequence for an archaeon, Methanococcus jannaschii, was completed in 1996, again by The Institute for Genomic Research.</reasoning><output>Walter Fiers</output> |
Which viral genome did Fiers sequence? | <text>Which viral genome did Fiers sequence?</text><reasoning>In 1976, Walter Fiers at the University of Ghent (Belgium) was the first to establish the complete nucleotide sequence of a viral RNA-genome (Bacteriophage MS2). The next year Fred Sanger completed the first DNA-genome sequence: Phage Φ-X174, of 5386 base pairs. The first complete genome sequences among all three domains of life were released within a short period during the mid-1990s: The first bacterial genome to be sequenced was that of Haemophilus influenzae, completed by a team at The Institute for Genomic Research in 1995. A few months later, the first eukaryotic genome was completed, with sequences of the 16 chromosomes of budding yeast Saccharomyces cerevisiae published as the result of a European-led effort begun in the mid-1980s. The first genome sequence for an archaeon, Methanococcus jannaschii, was completed in 1996, again by The Institute for Genomic Research.</reasoning><output>Bacteriophage MS2</output> |
Who was first to sequence a DNA-based genome? | <text>Who was first to sequence a DNA-based genome?</text><reasoning>In 1976, Walter Fiers at the University of Ghent (Belgium) was the first to establish the complete nucleotide sequence of a viral RNA-genome (Bacteriophage MS2). The next year Fred Sanger completed the first DNA-genome sequence: Phage Φ-X174, of 5386 base pairs. The first complete genome sequences among all three domains of life were released within a short period during the mid-1990s: The first bacterial genome to be sequenced was that of Haemophilus influenzae, completed by a team at The Institute for Genomic Research in 1995. A few months later, the first eukaryotic genome was completed, with sequences of the 16 chromosomes of budding yeast Saccharomyces cerevisiae published as the result of a European-led effort begun in the mid-1980s. The first genome sequence for an archaeon, Methanococcus jannaschii, was completed in 1996, again by The Institute for Genomic Research.</reasoning><output>Fred Sanger</output> |
What organization first sequenced a bacterial genome? | <text>What organization first sequenced a bacterial genome?</text><reasoning>In 1976, Walter Fiers at the University of Ghent (Belgium) was the first to establish the complete nucleotide sequence of a viral RNA-genome (Bacteriophage MS2). The next year Fred Sanger completed the first DNA-genome sequence: Phage Φ-X174, of 5386 base pairs. The first complete genome sequences among all three domains of life were released within a short period during the mid-1990s: The first bacterial genome to be sequenced was that of Haemophilus influenzae, completed by a team at The Institute for Genomic Research in 1995. A few months later, the first eukaryotic genome was completed, with sequences of the 16 chromosomes of budding yeast Saccharomyces cerevisiae published as the result of a European-led effort begun in the mid-1980s. The first genome sequence for an archaeon, Methanococcus jannaschii, was completed in 1996, again by The Institute for Genomic Research.</reasoning><output>Institute for Genomic Research</output> |
In what year was the archaeon genome sequenced? | <text>In what year was the archaeon genome sequenced?</text><reasoning>In 1976, Walter Fiers at the University of Ghent (Belgium) was the first to establish the complete nucleotide sequence of a viral RNA-genome (Bacteriophage MS2). The next year Fred Sanger completed the first DNA-genome sequence: Phage Φ-X174, of 5386 base pairs. The first complete genome sequences among all three domains of life were released within a short period during the mid-1990s: The first bacterial genome to be sequenced was that of Haemophilus influenzae, completed by a team at The Institute for Genomic Research in 1995. A few months later, the first eukaryotic genome was completed, with sequences of the 16 chromosomes of budding yeast Saccharomyces cerevisiae published as the result of a European-led effort begun in the mid-1980s. The first genome sequence for an archaeon, Methanococcus jannaschii, was completed in 1996, again by The Institute for Genomic Research.</reasoning><output>1996</output> |
Who conducted a study on comprehensive schools? | <text>Who conducted a study on comprehensive schools?</text><reasoning>According to a study done by Helmut Fend (who had always been a fierce proponent of comprehensive schools) revealed that comprehensive schools do not help working class students. He compared alumni of the tripartite system to alumni of comprehensive schools. While working class alumni of comprehensive schools were awarded better school diplomas at age 35, they held similar occupational positions as working class alumni of the tripartite system and were as unlikely to graduate from college.</reasoning><output>Helmut Fend</output> |
To which system did Fend compare comprehensive school alumni? | <text>To which system did Fend compare comprehensive school alumni?</text><reasoning>According to a study done by Helmut Fend (who had always been a fierce proponent of comprehensive schools) revealed that comprehensive schools do not help working class students. He compared alumni of the tripartite system to alumni of comprehensive schools. While working class alumni of comprehensive schools were awarded better school diplomas at age 35, they held similar occupational positions as working class alumni of the tripartite system and were as unlikely to graduate from college.</reasoning><output>tripartite system</output> |
What is the capital of the Congo? | <text>What is the capital of the Congo?</text><reasoning>The capital, Brazzaville, is located on the Congo River, in the south of the country, immediately across from Kinshasa, the capital of the Democratic Republic of the Congo.</reasoning><output>Brazzaville</output> |
On what river can Brazzaville be found? | <text>On what river can Brazzaville be found?</text><reasoning>The capital, Brazzaville, is located on the Congo River, in the south of the country, immediately across from Kinshasa, the capital of the Democratic Republic of the Congo.</reasoning><output>Congo River</output> |
What lies directly across the Congo River from Brazzaville? | <text>What lies directly across the Congo River from Brazzaville?</text><reasoning>The capital, Brazzaville, is located on the Congo River, in the south of the country, immediately across from Kinshasa, the capital of the Democratic Republic of the Congo.</reasoning><output>Kinshasa</output> |
What country does Kinshasa serve as capital of? | <text>What country does Kinshasa serve as capital of?</text><reasoning>The capital, Brazzaville, is located on the Congo River, in the south of the country, immediately across from Kinshasa, the capital of the Democratic Republic of the Congo.</reasoning><output>Democratic Republic of the Congo</output> |
In what decade did Finland begin employing comprehensive schools? | <text>In what decade did Finland begin employing comprehensive schools?</text><reasoning>Finland has used comprehensive schools since the 1970s, in the sense that everyone is expected to complete the nine grades of peruskoulu, from the age 7 to 16. The division to lower comprehensive school (grades 1–6, ala-aste, alakoulu) and upper comprehensive school (grades 7–9, yläaste, yläkoulu) has been discontinued.</reasoning><output>1970s</output> |
What age ranges does Finnish comprehensive school cover? | <text>What age ranges does Finnish comprehensive school cover?</text><reasoning>Finland has used comprehensive schools since the 1970s, in the sense that everyone is expected to complete the nine grades of peruskoulu, from the age 7 to 16. The division to lower comprehensive school (grades 1–6, ala-aste, alakoulu) and upper comprehensive school (grades 7–9, yläaste, yläkoulu) has been discontinued.</reasoning><output>7 to 16</output> |
Who could be made vulnerable by the Gasemtschulen? | <text>Who could be made vulnerable by the Gasemtschulen?</text><reasoning>Gesamtschulen might put bright working class students at risk according to several studies. It could be shown that an achievement gap opens between working class students attending a comprehensive and their middle class peers. Also working class students attending a Gymnasium or a Realschule outperform students from similar backgrounds attending a comprehensive. However it is not students attending a comprehensive, but students attending a Hauptschule, who perform the poorest.</reasoning><output>bright working class students</output> |
From what group does an achievement gap separate working class students at comprehensive schools? | <text>From what group does an achievement gap separate working class students at comprehensive schools?</text><reasoning>Gesamtschulen might put bright working class students at risk according to several studies. It could be shown that an achievement gap opens between working class students attending a comprehensive and their middle class peers. Also working class students attending a Gymnasium or a Realschule outperform students from similar backgrounds attending a comprehensive. However it is not students attending a comprehensive, but students attending a Hauptschule, who perform the poorest.</reasoning><output>middle class peers</output> |
At which school do students achieve the least success? | <text>At which school do students achieve the least success?</text><reasoning>Gesamtschulen might put bright working class students at risk according to several studies. It could be shown that an achievement gap opens between working class students attending a comprehensive and their middle class peers. Also working class students attending a Gymnasium or a Realschule outperform students from similar backgrounds attending a comprehensive. However it is not students attending a comprehensive, but students attending a Hauptschule, who perform the poorest.</reasoning><output>Hauptschule</output> |
What was the combination of Hauptschulen with Realschulen and Gesamtschulen called in Hamburg? | <text>What was the combination of Hauptschulen with Realschulen and Gesamtschulen called in Hamburg?</text><reasoning>Starting in 2010/2011, Hauptschulen were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school in the German States of Berlin and Hamburg, called Stadtteilschule in Hamburg and Sekundarschule in Berlin (see: Education in Berlin, Education in Hamburg).</reasoning><output>Stadtteilschule</output> |
What was the combination of Hauptschulen with Realschulen and Gesamtschulen called in Berlin? | <text>What was the combination of Hauptschulen with Realschulen and Gesamtschulen called in Berlin?</text><reasoning>Starting in 2010/2011, Hauptschulen were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school in the German States of Berlin and Hamburg, called Stadtteilschule in Hamburg and Sekundarschule in Berlin (see: Education in Berlin, Education in Hamburg).</reasoning><output>Sekundarschule</output> |
In what school year were Hauptschulen first combined with Realschulen and Gesamtschulen? | <text>In what school year were Hauptschulen first combined with Realschulen and Gesamtschulen?</text><reasoning>Starting in 2010/2011, Hauptschulen were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school in the German States of Berlin and Hamburg, called Stadtteilschule in Hamburg and Sekundarschule in Berlin (see: Education in Berlin, Education in Hamburg).</reasoning><output>2010/2011</output> |
What is the main source of interspersed repeats? | <text>What is the main source of interspersed repeats?</text><reasoning>Interspersed repeats mainly come from transposable elements (TEs), but they also include some protein coding gene families and pseudogenes. Transposable elements are able to integrate into the genome at another site within the cell. It is believed that TEs are an important driving force on genome evolution of higher eukaryotes. TEs can be classified into two categories, Class 1 (retrotransposons) and Class 2 (DNA transposons).</reasoning><output>Transposable elements</output> |
What do researchers think transposable elements are key factors in when considering higher eukaryotes? | <text>What do researchers think transposable elements are key factors in when considering higher eukaryotes?</text><reasoning>Interspersed repeats mainly come from transposable elements (TEs), but they also include some protein coding gene families and pseudogenes. Transposable elements are able to integrate into the genome at another site within the cell. It is believed that TEs are an important driving force on genome evolution of higher eukaryotes. TEs can be classified into two categories, Class 1 (retrotransposons) and Class 2 (DNA transposons).</reasoning><output>genome evolution</output> |
What are the constituents of Class 1 transposable elements? | <text>What are the constituents of Class 1 transposable elements?</text><reasoning>Interspersed repeats mainly come from transposable elements (TEs), but they also include some protein coding gene families and pseudogenes. Transposable elements are able to integrate into the genome at another site within the cell. It is believed that TEs are an important driving force on genome evolution of higher eukaryotes. TEs can be classified into two categories, Class 1 (retrotransposons) and Class 2 (DNA transposons).</reasoning><output>retrotransposons</output> |
What are the constituents of Class 2 transposable elements? | <text>What are the constituents of Class 2 transposable elements?</text><reasoning>Interspersed repeats mainly come from transposable elements (TEs), but they also include some protein coding gene families and pseudogenes. Transposable elements are able to integrate into the genome at another site within the cell. It is believed that TEs are an important driving force on genome evolution of higher eukaryotes. TEs can be classified into two categories, Class 1 (retrotransposons) and Class 2 (DNA transposons).</reasoning><output>DNA transposons</output> |
Which country is Northern England's school system most different from? | <text>Which country is Northern England's school system most different from?</text><reasoning>Education in Northern Ireland differs slightly from systems used elsewhere in the United Kingdom, but it is more similar to that used in England and Wales than it is to Scotland.</reasoning><output>Scotland</output> |
Which countries have school systems somewhat similar to Northern Ireland? | <text>Which countries have school systems somewhat similar to Northern Ireland?</text><reasoning>Education in Northern Ireland differs slightly from systems used elsewhere in the United Kingdom, but it is more similar to that used in England and Wales than it is to Scotland.</reasoning><output>England and Wales</output> |
What is another word for the total count of chromosomes? | <text>What is another word for the total count of chromosomes?</text><reasoning>Genomes are more than the sum of an organism's genes and have traits that may be measured and studied without reference to the details of any particular genes and their products. Researchers compare traits such as chromosome number (karyotype), genome size, gene order, codon usage bias, and GC-content to determine what mechanisms could have produced the great variety of genomes that exist today (for recent overviews, see Brown 2002; Saccone and Pesole 2003; Benfey and Protopapas 2004; Gibson and Muse 2004; Reese 2004; Gregory 2005).</reasoning><output>karyotype</output> |
Aside from karyotype, what are other genomic traits studied by scientists? | <text>Aside from karyotype, what are other genomic traits studied by scientists?</text><reasoning>Genomes are more than the sum of an organism's genes and have traits that may be measured and studied without reference to the details of any particular genes and their products. Researchers compare traits such as chromosome number (karyotype), genome size, gene order, codon usage bias, and GC-content to determine what mechanisms could have produced the great variety of genomes that exist today (for recent overviews, see Brown 2002; Saccone and Pesole 2003; Benfey and Protopapas 2004; Gibson and Muse 2004; Reese 2004; Gregory 2005).</reasoning><output>genome size, gene order, codon usage bias, and GC-content</output> |
Who was made Secretary of State for Education in 1970? | <text>Who was made Secretary of State for Education in 1970?</text><reasoning>In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary.</reasoning><output>Margaret Thatcher</output> |
What kind of school did Thatcher end the compulsion for existing schools to convert to? | <text>What kind of school did Thatcher end the compulsion for existing schools to convert to?</text><reasoning>In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary.</reasoning><output>comprehensive</output> |
What party was in power when Margaret Thatcher was made Secretary of State for Education? | <text>What party was in power when Margaret Thatcher was made Secretary of State for Education?</text><reasoning>In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary.</reasoning><output>Conservative</output> |
What is an explanation for the resemblance between disparate parts of the genome? | <text>What is an explanation for the resemblance between disparate parts of the genome?</text><reasoning>Horizontal gene transfer is invoked to explain how there is often extreme similarity between small portions of the genomes of two organisms that are otherwise very distantly related. Horizontal gene transfer seems to be common among many microbes. Also, eukaryotic cells seem to have experienced a transfer of some genetic material from their chloroplast and mitochondrial genomes to their nuclear chromosomes.</reasoning><output>Horizontal gene transfer</output> |
In which organisms does horizontal gene transfer appear to occur commonly? | <text>In which organisms does horizontal gene transfer appear to occur commonly?</text><reasoning>Horizontal gene transfer is invoked to explain how there is often extreme similarity between small portions of the genomes of two organisms that are otherwise very distantly related. Horizontal gene transfer seems to be common among many microbes. Also, eukaryotic cells seem to have experienced a transfer of some genetic material from their chloroplast and mitochondrial genomes to their nuclear chromosomes.</reasoning><output>microbes</output> |
Parts of which organelle genomes are thought to have ended up in the nucleus of eukaryotic cells via transfer? | <text>Parts of which organelle genomes are thought to have ended up in the nucleus of eukaryotic cells via transfer?</text><reasoning>Horizontal gene transfer is invoked to explain how there is often extreme similarity between small portions of the genomes of two organisms that are otherwise very distantly related. Horizontal gene transfer seems to be common among many microbes. Also, eukaryotic cells seem to have experienced a transfer of some genetic material from their chloroplast and mitochondrial genomes to their nuclear chromosomes.</reasoning><output>chloroplast and mitochondrial genomes</output> |
When was the first comprehensive school opened in Gibraltar? | <text>When was the first comprehensive school opened in Gibraltar?</text><reasoning>Gibraltar opened its first comprehensive school in 1972. Between the ages of 12 and 16 two comprehensive schools cater for girls and boys separately. Students may also continue into the sixth form to complete their A-levels.</reasoning><output>1972</output> |
Where can students go after finishing comprehensive school in Gibraltar? | <text>Where can students go after finishing comprehensive school in Gibraltar?</text><reasoning>Gibraltar opened its first comprehensive school in 1972. Between the ages of 12 and 16 two comprehensive schools cater for girls and boys separately. Students may also continue into the sixth form to complete their A-levels.</reasoning><output>sixth form</output> |
What examinations do students prepare for in the sixth form? | <text>What examinations do students prepare for in the sixth form?</text><reasoning>Gibraltar opened its first comprehensive school in 1972. Between the ages of 12 and 16 two comprehensive schools cater for girls and boys separately. Students may also continue into the sixth form to complete their A-levels.</reasoning><output>A-levels</output> |
In what year was the Walworth School established? | <text>In what year was the Walworth School established?</text><reasoning>The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.</reasoning><output>1946</output> |
Who established the Walworth School? | <text>Who established the Walworth School?</text><reasoning>The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.</reasoning><output>London County Council</output> |
What comprehensive school was established in Anglesey? | <text>What comprehensive school was established in Anglesey?</text><reasoning>The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.</reasoning><output>Holyhead County School</output> |
When was Holyhead County School established? | <text>When was Holyhead County School established?</text><reasoning>The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.</reasoning><output>1949</output> |
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