[Q]: Given the following passage  "The early Western Han court simultaneously accepted the philosophical teachings of Legalism, Huang-Lao Daoism, and Confucianism in making state decisions and shaping government policy. However, the Han court under Emperor Wu gave Confucianism exclusive patronage. He abolished all academic chairs or erudites (bóshì 博士) not dealing with the Confucian Five Classics in 136 BC and encouraged nominees for office to receive a Confucian-based education at the Imperial University that he established in 124 BC. Unlike the original ideology espoused by Confucius, or Kongzi (551–479 BC), Han Confucianism in Emperor Wu's reign was the creation of Dong Zhongshu (179–104 BC). Dong was a scholar and minor official who aggregated the ethical Confucian ideas of ritual, filial piety, and harmonious relationships with five phases and yin-yang cosmologies. Much to the interest of the ruler, Dong's synthesis justified the imperial system of government within the natural order of the universe. The Imperial University grew in importance as the student body grew to over 30,000 by the 2nd century AD. A Confucian-based education was also made available at commandery-level schools and private schools opened in small towns, where teachers earned respectable incomes from tuition payments.",  answer the following question. Note that the answer is present within the text.  Question: Who did Emperor Wu persuade to begin studying Confucianism?
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[A]: nominees for office


[Q]: Given the following passage  "Some street trams (streetcars) used conduit third-rail current collection. The third rail was below street level. The tram picked up the current through a plough (U.S. "plow") accessed through a narrow slot in the road. In the United States, much (though not all) of the former streetcar system in Washington, D.C. (discontinued in 1962) was operated in this manner to avoid the unsightly wires and poles associated with electric traction. The same was true with Manhattan's former streetcar system. The evidence of this mode of running can still be seen on the track down the slope on the northern access to the abandoned Kingsway Tramway Subway in central London, United Kingdom, where the slot between the running rails is clearly visible, and on P and Q Streets west of Wisconsin Avenue in the Georgetown neighborhood of Washington DC, where the abandoned tracks have not been paved over. The slot can easily be confused with the similar looking slot for cable trams/cars (in some cases, the conduit slot was originally a cable slot). The disadvantage of conduit collection included much higher initial installation costs, higher maintenance costs, and problems with leaves and snow getting in the slot. For this reason, in Washington, D.C. cars on some lines converted to overhead wire on leaving the city center, a worker in a "plough pit" disconnecting the plough while another raised the trolley pole (hitherto hooked down to the roof) to the overhead wire. In New York City for the same reasons of cost and operating efficiency outside of Manhattan overhead wire was used. A similar system of changeover from conduit to overhead wire was also used on the London tramways, notably on the southern side; a typical changeover point was at Norwood, where the conduit snaked sideways from between the running rails, to provide a park for detached shoes or ploughs.",  answer the following question. Note that the answer is present within the text.  Question: Originally in Washington, D.C. and Manhattan, what system of powering streetcars was more popular?
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[A]: conduit third-rail


[Q]: Given the following passage  "The most common, and most purely linguistic, criterion is that of mutual intelligibility: two varieties are said to be dialects of the same language if being a speaker of one variety confers sufficient knowledge to understand and be understood by a speaker of the other; otherwise, they are said to be different languages. However, this definition becomes problematic in the case of dialect continua, in which it may be the case that dialect B is mutually intelligible with both dialect A and dialect C but dialects A and C are not mutually intelligible with each other. In this case the criterion of mutual intelligibility makes it impossible to decide whether A and C are dialects of the same language or not. Cases may also arise in which a speaker of dialect X can understand a speaker of dialect Y, but not vice versa; the mutual intelligibility criterion flounders here as well.",  answer the following question. Note that the answer is present within the text.  Question: What directly conflicts with the meaning of mutual intelligibility?
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[A]: dialect continua


[Q]: Given the following passage  "The second part of the novel deals with what book reviewer Harding LeMay termed "the spirit-corroding shame of the civilized white Southerner in the treatment of the Negro". In the years following its release, many reviewers considered To Kill a Mockingbird a novel primarily concerned with race relations. Claudia Durst Johnson considers it "reasonable to believe" that the novel was shaped by two events involving racial issues in Alabama: Rosa Parks' refusal to yield her seat on a city bus to a white person, which sparked the 1955 Montgomery Bus Boycott, and the 1956 riots at the University of Alabama after Autherine Lucy and Polly Myers were admitted (Myers eventually withdrew her application and Lucy was expelled, but reinstated in 1980). In writing about the historical context of the novel's construction, two other literary scholars remark: "To Kill a Mockingbird was written and published amidst the most significant and conflict-ridden social change in the South since the Civil War and Reconstruction. Inevitably, despite its mid-1930s setting, the story told from the perspective of the 1950s voices the conflicts, tensions, and fears induced by this transition."",  answer the following question. Note that the answer is present within the text.  Question: What was the historical background behind To Kill a Mockingbird?
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[A]:
the most significant and conflict-ridden social change in the South since the Civil War and Reconstruction