Question: I want to test the ability of students to read a passage and answer questions about it. Could you please come up with a good question for the passage "In UTF-32 and UCS-4, one 32-bit code value serves as a fairly direct representation of any character's code point (although the endianness, which varies across different platforms, affects how the code value manifests as an octet sequence). In the other encodings, each code point may be represented by a variable number of code values. UTF-32 is widely used as an internal representation of text in programs (as opposed to stored or transmitted text), since every Unix operating system that uses the gcc compilers to generate software uses it as the standard "wide character" encoding. Some programming languages, such as Seed7, use UTF-32 as internal representation for strings and characters. Recent versions of the Python programming language (beginning with 2.2) may also be configured to use UTF-32 as the representation for Unicode strings, effectively disseminating such encoding in high-level coded software."?
Answer: What are you able to do using UTF-32 in Python following the 2.2 update?

Question: I want to test the ability of students to read a passage and answer questions about it. Could you please come up with a good question for the passage "Subsequent to these developments, Randall Collins (2004) formulated his interaction ritual theory by drawing on Durkheim's work on totemic rituals that was extended by Goffman (1964/2013; 1967) into everyday focused encounters. Based on interaction ritual theory, we experience different levels or intensities of emotional energy during face-to-face interactions. Emotional energy is considered to be a feeling of confidence to take action and a boldness that one experiences when they are charged up from the collective effervescence generated during group gatherings that reach high levels of intensity."?
Answer: Which of the following is not a possible definition of emotional energy: a feeling of confidence, a boldness, or work on totemic rituals?

Question: I want to test the ability of students to read a passage and answer questions about it. Could you please come up with a good question for the passage "Just as Lee explores Jem's development in coming to grips with a racist and unjust society, Scout realizes what being female means, and several female characters influence her development. Scout's primary identification with her father and older brother allows her to describe the variety and depth of female characters in the novel both as one of them and as an outsider. Scout's primary female models are Calpurnia and her neighbor Miss Maudie, both of whom are strong willed, independent, and protective. Mayella Ewell also has an influence; Scout watches her destroy an innocent man in order to hide her desire for him. The female characters who comment the most on Scout's lack of willingness to adhere to a more feminine role are also those who promote the most racist and classist points of view. For example, Mrs. Dubose chastises Scout for not wearing a dress and camisole, and indicates she is ruining the family name by not doing so, in addition to insulting Atticus' intentions to defend Tom Robinson. By balancing the masculine influences of Atticus and Jem with the feminine influences of Calpurnia and Miss Maudie, one scholar writes, "Lee gradually demonstrates that Scout is becoming a feminist in the South, for with the use of first-person narration, she indicates that Scout/ Jean Louise still maintains the ambivalence about being a Southern lady she possessed as a child.""?
Answer:
Who were the non female role models on the protagonist?