input: Please answer the following: Extract the answer to the question from the following context. Question: What languages were used in the Southern Netherlands? Context: In the Southern Netherlands (now Belgium and Luxembourg) developments were different. Under Spanish, then Austrian, and then French rule standardisation of Dutch language came to a standstill. The state, law, and increasingly education used French, yet more than half the Belgian population were speaking a Dutch dialect. In the course of the nineteenth century the Flemish movement stood up for the rights of Dutch, mostly called Flemish. But in competing with the French language the variation in dialects was a serious disadvantage. Since standardisation is a lengthy process, Dutch-speaking Belgium associated itself with the standard language that had already developed in the Netherlands over the centuries. Therefore, the situation in Belgium is essentially no different from that in the Netherlands, although there are recognisable differences in pronunciation, comparable to the pronunciation differences between standard British and standard American English. In 1980 the Netherlands and Belgium concluded the Language Union Treaty. This treaty lays down the principle that the two countries must gear their language policy to each other, among other things, for a common system of spelling.
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output: The state, law, and increasingly education used French, yet more than half the Belgian population were speaking a Dutch dialect


input: Please answer the following: Extract the answer to the question from the following context. Question: What did Hebrew help students understand? Context: Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.
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output: Biblical texts


input: Please answer the following: Extract the answer to the question from the following context. Question: What event gave the population of Beringia the chance to  travel? Context: Indigenous genetic studies suggest that the first inhabitants of the Americas share a single ancestral population, one that developed in isolation, conjectured to be Beringia. The isolation of these peoples in Beringia might have lasted 10–20,000 years. Around 16,500 years ago, the glaciers began melting, allowing people to move south and east into Canada and beyond. These people are believed to have followed herds of now-extinct Pleistocene megafauna along ice-free corridors that stretched between the Laurentide and Cordilleran Ice Sheets.
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output: the glaciers began melting


input: Please answer the following: Extract the answer to the question from the following context. Question: If you can't stop damage to the brain, you can help what? Context: Another approach to brain function is to examine the consequences of damage to specific brain areas. Even though it is protected by the skull and meninges, surrounded by cerebrospinal fluid, and isolated from the bloodstream by the blood–brain barrier, the delicate nature of the brain makes it vulnerable to numerous diseases and several types of damage. In humans, the effects of strokes and other types of brain damage have been a key source of information about brain function. Because there is no ability to experimentally control the nature of the damage, however, this information is often difficult to interpret. In animal studies, most commonly involving rats, it is possible to use electrodes or locally injected chemicals to produce precise patterns of damage and then examine the consequences for behavior.
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output:
the nature of the damage