Problem: 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 "During the 1960s the Department of Defense continued to scrutinize the reserve forces and to question the number of divisions and brigades as well as the redundancy of maintaining two reserve components, the Army National Guard and the Army Reserve. In 1967 Secretary of Defense Robert McNamara decided that 15 combat divisions in the Army National Guard were unnecessary and cut the number to 8 divisions (1 mechanized infantry, 2 armored, and 5 infantry), but increased the number of brigades from 7 to 18 (1 airborne, 1 armored, 2 mechanized infantry, and 14 infantry). The loss of the divisions did not set well with the states. Their objections included the inadequate maneuver element mix for those that remained and the end to the practice of rotating divisional commands among the states that supported them. Under the proposal, the remaining division commanders were to reside in the state of the division base. No reduction, however, in total Army National Guard strength was to take place, which convinced the governors to accept the plan. The states reorganized their forces accordingly between 1 December 1967 and 1 May 1968."?

A: What was the number that the combat divisions started at before McNamara made the decision there were too many?


Problem: 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 "The original Latin word "universitas" refers in general to "a number of persons associated into one body, a society, company, community, guild, corporation, etc." At the time of the emergence of urban town life and medieval guilds, specialised "associations of students and teachers with collective legal rights usually guaranteed by charters issued by princes, prelates, or the towns in which they were located" came to be denominated by this general term. Like other guilds, they were self-regulating and determined the qualifications of their members."?

A: What modeled the operation structure of the universities?


Problem: 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 "Chinese character dictionaries often allow users to locate entries in several ways. Many Chinese, Japanese, and Korean dictionaries of Chinese characters list characters in radical order: characters are grouped together by radical, and radicals containing fewer strokes come before radicals containing more strokes (radical-and-stroke sorting). Under each radical, characters are listed by their total number of strokes. It is often also possible to search for characters by sound, using pinyin (in Chinese dictionaries), zhuyin (in Taiwanese dictionaries), kana (in Japanese dictionaries) or hangul (in Korean dictionaries). Most dictionaries also allow searches by total number of strokes, and individual dictionaries often allow other search methods as well."?

A: What is the method used in Japan to sound out Chinese characters?


Problem: 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 "Terry Eastland, the author who wrote From Ending Affirmative Action: The Case for Colorblind Justice states, "Most arguments for affirmative action fall into two categories: remedying past discrimination and promoting diversity". Eastland believes that the founders of affirmative action did not anticipate how the benefits of affirmative action would go to those who did not need it, mostly middle class minorities. Additionally, she argues that affirmative action carries with it a stigma that can create feelings of self-doubt and entitlement in minorities. Eastland believes that affirmative action is a great risk that only sometimes pays off, and that without it we would be able to compete more freely with one another. Libertarian economist Thomas Sowell identified what he says are negative results of affirmative action in his book, Affirmative Action Around the World: An Empirical Study. Sowell writes that affirmative action policies encourage non-preferred groups to designate themselves as members of preferred groups [i.e., primary beneficiaries of affirmative action] to take advantage of group preference policies; that they tend to benefit primarily the most fortunate among the preferred group (e.g., upper and middle class blacks), often to the detriment of the least fortunate among the non-preferred groups (e.g., poor white or Asian); that they reduce the incentives of both the preferred and non-preferred to perform at their best – the former because doing so is unnecessary and the latter because it can prove futile – thereby resulting in net losses for society as a whole; and that they engender animosity toward preferred groups as well.:115–147"?

A:
Who loses out from affirmative action according to Sewell?