Q: Question: "What country ranked third in the world in the world in the number of academic degrees per capita?"  Context: "Education in Israel is highly valued in the national culture with its historical values dating back to Ancient Israel and was viewed as one fundamental blocks of ancient Israelite life. Israeli culture views higher education as the key to higher mobility and socioeconomic status in Israeli society. The emphasis of education within Israeli society goes to the gulf within the Jewish diaspora from the Renaissance and Enlightenment Movement all the way to the roots of Zionism in the 1880s. Jewish communities in the Levant were the first to introduce compulsory education for which the organized community, not less than the parents, was responsible for the education of the next generation of Jews. With contemporary Jewish culture's strong emphasis, promotion of scholarship and learning and the strong propensity to promote cultivation of intellectual pursuits as well as the nations high university educational attainment rate exemplifies how highly Israeli society values higher education. The Israeli education system has been praised for various reasons, including its high quality and its major role in spurring Israel's economic development and technological boom. Many international business leaders and organizations such as Microsoft founder Bill Gates have praised Israel for its high quality of education in helping spur Israel's economic development. In 2012, the country ranked second among OECD countries (tied with Japan and after Canada) for the percentage of 25- to 64-year-olds that have attained tertiary education with 46 percent compared with the OECD average of 32 percent. In addition, nearly twice as many Israelis aged 55–64 held a higher education degree compared to other OECD countries, with 47 percent holding an academic degree compared with the OECD average of 25%. In 2012, the country ranked third in the world in the number of academic degrees per capita (20 percent of the population)."  Answer:
A: Israel

Q: Question: "What does the struggle for existence cause?"  Context: "Darwin's aims were twofold: to show that species had not been separately created, and to show that natural selection had been the chief agent of change. He knew that his readers were already familiar with the concept of transmutation of species from Vestiges, and his introduction ridicules that work as failing to provide a viable mechanism. Therefore, the first four chapters lay out his case that selection in nature, caused by the struggle for existence, is analogous to the selection of variations under domestication, and that the accumulation of adaptive variations provides a scientifically testable mechanism for evolutionary speciation."  Answer:
A: selection in nature

Q: Question: "Meiji was a what?"  Context: "Emperor Meiji abolished the samurai's right to be the only armed force in favor of a more modern, western-style, conscripted army in 1873. Samurai became Shizoku (士族) who retained some of their salaries, but the right to wear a katana in public was eventually abolished along with the right to execute commoners who paid them disrespect. The samurai finally came to an end after hundreds of years of enjoyment of their status, their powers, and their ability to shape the government of Japan. However, the rule of the state by the military class was not yet over. In defining how a modern Japan should be, members of the Meiji government decided to follow the footsteps of the United Kingdom and Germany, basing the country on the concept of noblesse oblige. Samurai were not a political force under the new order. With the Meiji reforms in the late 19th century, the samurai class was abolished, and a western-style national army was established. The Imperial Japanese Armies were conscripted, but many samurai volunteered as soldiers, and many advanced to be trained as officers. Much of the Imperial Army officer class was of samurai origin, and were highly motivated, disciplined, and exceptionally trained."  Answer:
A: Emperor

Q: Question: "Another ancient language similar in geographical origens to Sanskrit that several Buddhist scriptures were written in is?"  Context: "Buddhist scriptures and other texts exist in great variety. Different schools of Buddhism place varying levels of value on learning the various texts. Some schools venerate certain texts as religious objects in themselves, while others take a more scholastic approach. Buddhist scriptures are mainly written in Pāli, Tibetan, Mongolian, and Chinese. Some texts still exist in Sanskrit and Buddhist Hybrid Sanskrit."  Answer:
A:
Pāli