input: Please answer the following: 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 "PlayStation 3 console protects certain types of data and uses digital rights management to limit the data's use. Purchased games and content from the PlayStation Network store are governed by PlayStation's Network Digital Rights Management (NDRM). The NDRM allows users to access the data from up to 2 different PlayStation 3's that have been activated using a user's PlayStation Network ID. PlayStation 3 also limits the transfer of copy protected videos downloaded from its store to other machines and states that copy protected video "may not restore correctly" following certain actions after making a backup such as downloading a new copy protected movie."?
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output: When does the video fail?


input: Please answer the following: 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 "Ultimately, World War I created a decisive break with the old world order that had emerged after the Napoleonic Wars, which was modified by the mid-19th century's nationalistic revolutions. The results of World War I would be important factors in the development of World War II approximately 20 years later. More immediate to the time, the partitioning of the Ottoman Empire was a political event that redrew the political boundaries of West Asia. The huge conglomeration of territories and peoples formerly ruled by the Sultan of the Ottoman Empire was divided into several new nations. The partitioning brought the creation of the modern Arab world and the Republic of Turkey. The League of Nations granted France mandates over Syria and Lebanon and granted the United Kingdom mandates over Mesopotamia and Palestine (which was later divided into two regions: Palestine and Transjordan). Parts of the Ottoman Empire on the Arabian Peninsula became parts of what are today Saudi Arabia and Yemen."?
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output: What modern countries were formed in part by previous Ottoman territories?


input: Please answer the following: 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 earliest writers on sexual orientation usually understood it to be intrinsically linked to the subject's own sex. For example, it was thought that a typical female-bodied person who is attracted to female-bodied persons would have masculine attributes, and vice versa. This understanding was shared by most of the significant theorists of sexual orientation from the mid nineteenth to early twentieth century, such as Karl Heinrich Ulrichs, Richard von Krafft-Ebing, Magnus Hirschfeld, Havelock Ellis, Carl Jung, and Sigmund Freud, as well as many gender-variant homosexual people themselves. However, this understanding of homosexuality as sexual inversion was disputed at the time, and, through the second half of the twentieth century, gender identity came to be increasingly seen as a phenomenon distinct from sexual orientation. Transgender and cisgender people may be attracted to men, women, or both, although the prevalence of different sexual orientations is quite different in these two populations. An individual homosexual, heterosexual or bisexual person may be masculine, feminine, or androgynous, and in addition, many members and supporters of lesbian and gay communities now see the "gender-conforming heterosexual" and the "gender-nonconforming homosexual" as negative stereotypes. Nevertheless, studies by J. Michael Bailey and Kenneth Zucker found a majority of the gay men and lesbians sampled reporting various degrees of gender-nonconformity during their childhood years."?
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output: When did views on sexual orientation begin to change?


input: Please answer the following: 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 "There were guilds of dyers who specialized in red in Venice and other large Europeans cities. The Rubia plant was used to make the most common dye; it produced an orange-red or brick red color used to dye the clothes of merchants and artisans. For the wealthy, the dye used was Kermes, made from a tiny scale insect which fed on the branches and leaves of the oak tree. For those with even more money there was Polish Cochineal; also known as Kermes vermilio or "Blood of Saint John", which was made from a related insect, the Margodes polonicus. It made a more vivid red than ordinary Kermes. The finest and most expensive variety of red made from insects was the "Kermes" of Armenia (Armenian cochineal, also known as Persian kirmiz), made by collecting and crushing Porphyophora hamelii, an insect which lived on the roots and stems of certain grasses. The pigment and dye merchants of Venice imported and sold all of these products and also manufactured their own color, called Venetian red, which was considered the most expensive and finest red in Europe. Its secret ingredient was arsenic, which brightened the color."?
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output:
What was the colloquial name for Polish Cochineal?