Question: Extract the answer to the question from the following context. Question: Who used the three pronged tactic? Context: On 25 November at the Korean western front, the PVA 13th Army Group attacked and overran the ROK II Corps at the Battle of the Ch'ongch'on River, and then decimated the US 2nd Infantry Division on the UN forces' right flank. The UN Command retreated; the U.S. Eighth Army's retreat (the longest in US Army history) was made possible because of the Turkish Brigade's successful, but very costly, rear-guard delaying action near Kunuri that slowed the PVA attack for two days (27–29 November). On 27 November at the Korean eastern front, a U.S. 7th Infantry Division Regimental Combat Team (3,000 soldiers) and the U.S. 1st Marine Division (12,000–15,000 marines) were unprepared for the PVA 9th Army Group's three-pronged encirclement tactics at the Battle of Chosin Reservoir, but they managed to escape under Air Force and X Corps support fire—albeit with some 15,000 collective casualties.
Answer: PVA 9th Army Group


[Q]: Extract the answer to the question from the following context. Question: What is one of the tiers besides education and life expectancy? Context: The Human Development Index (HDI) is a composite statistic of life expectancy, education, and income per capita indicators, which are used to rank countries into four tiers of human development. A country scores higher HDI when the life expectancy at birth is longer, the education period is longer, and the income per capita is higher. The HDI was developed by the Pakistani economist Mahbub ul Haq, often framed in terms of whether people are able to "be" and "do" desirable things in their life, and was published by the United Nations Development Programme.
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[A]: income per capita


input: Please answer the following: Extract the answer to the question from the following context. Question: The meaning of what term depends on context? Context: Black people is a term used in certain countries, often in socially based systems of racial classification or of ethnicity, to describe persons who are perceived to be dark-skinned compared to other given populations. As such, the meaning of the expression varies widely both between and within societies, and depends significantly on context. For many other individuals, communities and countries, "black" is also perceived as a derogatory, outdated, reductive or otherwise unrepresentative label, and as a result is neither used nor defined.
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output: Black people


Please answer this: Extract the answer to the question from the following context. Question: Does the Roman Church of Santa Costanza have religious wall mosaics or non- religious wall mosaics? Context: In Rome, Nero and his architects used mosaics to cover some surfaces of walls and ceilings in the Domus Aurea, built 64 AD, and wall mosaics are also found at Pompeii and neighbouring sites. However it seems that it was not until the Christian era that figural wall mosaics became a major form of artistic expression. The Roman church of Santa Costanza, which served as a mausoleum for one or more of the Imperial family, has both religious mosaic and decorative secular ceiling mosaics on a round vault, which probably represent the style of contemporary palace decoration.
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Answer: The Roman church of Santa Costanza, which served as a mausoleum for one or more of the Imperial family, has both religious mosaic and decorative secular ceiling mosaics


Problem: Extract the answer to the question from the following context. Question: Who wrote ballades and scherzis as individual concert pieces? Context: Chopin took the new salon genre of the nocturne, invented by the Irish composer John Field, to a deeper level of sophistication. He was the first to write ballades and scherzi as individual concert pieces. He essentially established a new genre with his own set of free-standing preludes (Op. 28, published 1839). He exploited the poetic potential of the concept of the concert étude, already being developed in the 1820s and 1830s by Liszt, Clementi and Moscheles, in his two sets of studies (Op. 10 published in 1833, Op. 25 in 1837).

A: Chopin


input: Please answer the following: Extract the answer to the question from the following context. Question: Who created the characters? Context: 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."
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output:
Lee