derek-thomas/squad-v1.1-t5-question-generation huggingface dataset:
Although the initial focus of the humanist scholars in the university was the discovery, exposition and insertion of ancient texts and languages into the university, and the ideas of those texts into society generally, their influence was ultimately quite progressive. The emergence of classical texts brought new ideas and led to a more creative university climate (as the notable list of scholars above attests to). A focus on knowledge coming from self, from the human, has a direct implication for new forms of scholarship and instruction, and was the foundation for what is commonly known as the humanities. This disposition toward knowledge manifested in not simply the translation and propagation of ancient texts, but also their adaptation and expansion. For instance, Vesalius was imperative for advocating the use of Galen, but he also invigorated this text with experimentation, disagreements and further research. The propagation of these texts, especially within the universities, was greatly aided by the emergence of the printing press and the beginning of the use of the vernacular, which allowed for the printing of relatively large texts at reasonable prices.

Question: Discovery and exposition were examples of the focus of what type of university scholar? Question: A concentration on the study of the self resulted in what field of study? Question: What work did Vesalius push the study of? Question: What spread the use of texts by Galen within universities?
There are several major exceptions on tuition fees. In many European countries, it is possible to study without tuition fees. Public universities in Nordic countries were entirely without tuition fees until around 2005. Denmark, Sweden and Finland then moved to put in place tuition fees for foreign students. Citizens of EU and EEA member states and citizens from Switzerland remain exempted from tuition fees, and the amounts of public grants granted to promising foreign students were increased to offset some of the impact.

Question: In multiple countries in Europe students can attend a university with what kind if financial burden? Question: Until what year were public universities in nordic nation free of tuition? Question: What kind of students pay fees in public universities in Denmark? Question: In terms of Universities in Denmark what is the fee status for citizens of EFA states? Question: What happened to public grants in nordic universities that continued to allow foreign students?
Colloquially, the term university may be used to describe a phase in one's life: "When I was at university..." (in the United States and Ireland, college is often used instead: "When I was in college..."). In Australia, Canada, New Zealand, the United Kingdom, Nigeria, the Netherlands, Spain and the German-speaking countries university is often contracted to uni. In Ghana, New Zealand and in South Africa it is sometimes called "varsity" (although this has become uncommon in New Zealand in recent years). "Varsity" was also common usage in the UK in the 19th century.[citation needed] "Varsity" is still in common usage in Scotland.

Question: In Ireland what word is mainly used instead of university? Question: Spain refers to a university in what other way? Question: The nation of Ghana shortens university to what? Question: In what century was it believed that the UK used the word varsity to refer to a university? Question: Scotland is said to frequently refer to university as what?
In Canada, "college" generally refers to a two-year, non-degree-granting institution, while "university" connotes a four-year, degree-granting institution. Universities may be sub-classified (as in the Macleans rankings) into large research universities with many PhD granting programs and medical schools (for example, McGill University); "comprehensive" universities that have some PhDs but aren't geared toward research (such as Waterloo); and smaller, primarily undergraduate universities (such as St. Francis Xavier).

Question: A college teaches students for how many years in Canada? Question: What type of institution is a college in Canada? Question: How many years does a degree-granting university in Canada spend teaching students? Question: What is McGill University in Canada an example of? Question: What type of university is St Francis Xavier in Canada?
Although each institution is organized differently, nearly all universities have a board of trustees; a president, chancellor, or rector; at least one vice president, vice-chancellor, or vice-rector; and deans of various divisions. Universities are generally divided into a number of academic departments, schools or faculties. Public university systems are ruled over by government-run higher education boards. They review financial requests and budget proposals and then allocate funds for each university in the system. They also approve new programs of instruction and cancel or make changes in existing programs. In addition, they plan for the further coordinated growth and development of the various institutions of higher education in the state or country. However, many public universities in the world have a considerable degree of financial, research and pedagogical autonomy. Private universities are privately funded and generally have broader independence from state policies. However, they may have less independence from business corporations depending on the source of their finances.

Question: What kind of board does a university commonly have? Question: How many vice presidents do most universities have? Question: What are the different departments of a university called? Question: Who controls public universities? Question: Besides students, what is the source of funds of private universities?
The funding and organization of universities varies widely between different countries around the world. In some countries universities are predominantly funded by the state, while in others funding may come from donors or from fees which students attending the university must pay. In some countries the vast majority of students attend university in their local town, while in other countries universities attract students from all over the world, and may provide university accommodation for their students.

Question: How does the financial backing of universities around the world differ? Question: Outside of state funded schools, and funds coming from donors, how might a university collect funds? Question: In nations that accept students from through the world what might the university offer to a student?
Universities created by bilateral or multilateral treaties between states are intergovernmental. An example is the Academy of European Law, which offers training in European law to lawyers, judges, barristers, solicitors, in-house counsel and academics. EUCLID (Pôle Universitaire Euclide, Euclid University) is chartered as a university and umbrella organisation dedicated to sustainable development in signatory countries, and the United Nations University engages in efforts to resolve the pressing global problems that are of concern to the United Nations, its peoples and member states. The European University Institute, a post-graduate university specialised in the social sciences, is officially an intergovernmental organisation, set up by the member states of the European Union.

Question: What is a university formed through a bilateral treaty known as? Question: In terms of intergovernmental universities, what is EUCLID? Question: What is a mission of EUCLID as it relates to signatory nations? Question: What type of school is the European University Institute? Question: What type of study does the European University Institute focus on?
A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.

Question: What was a focus of the National University of Ireland during the beginning of Irish Independence? Question: What was the result of the University Revolution in Argentina? Question: In what nation did the University Revolution occur? Question: In what year did Argentina's University Revolution occur?
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."

Question: In what year did the Robbins report say that universities should have four objectives to remain balanced? Question: What nation did the 1963 Robbins Report focus on? Question: What should a university promote, according to the Robbins Report? Question: Universities should maintain what, according to the Robbins Report? Question: The Robbins Report says universities should transmit what?
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe.

Question: Ending with what century did religion play a smaller part in the curriculum of universities? Question: what model of university structure was being used throughout the world at the finish of the 19th century? Question: What was the focus of universities in the 20th century? Question: Who was Sir Keith Murray? Question: What university did Sir Samuel Curran contribute to the creation of?
By the end of the early modern period, the structure and orientation of higher education had changed in ways that are eminently recognizable for the modern context. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.

Question: At the end of what period would universities become alike to contemporary universities? Question: The study of the humanities at the end of the early modern period replaced the study of the work of what individual? Question: What type of focus did universities have at the end of the early modern period? Question: What replaced theological studies in universities at the completion of the early modern period? Question: The change in universities towards the completion of the early modern period is credited with the formation of what entity?
The epistemological tensions between scientists and universities were also heightened by the economic realities of research during this time, as individual scientists, associations and universities were vying for limited resources. There was also competition from the formation of new colleges funded by private benefactors and designed to provide free education to the public, or established by local governments to provide a knowledge hungry populace with an alternative to traditional universities. Even when universities supported new scientific endeavors, and the university provided foundational training and authority for the research and conclusions, they could not compete with the resources available through private benefactors.

Question: Scientists and universities were competing for what? Question: What type of education did private benefactors hope to provide to the public? Question: Governments created universities to serve as what? Question: What type of entity created competition with government created universities?
Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450–1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.

Question: What percentage of scientists from 1450–1650 in the Dictionary of Scientific Biography were taught in a university? Question: On the part of universities what was their reaction to giving up the Aristotelian system? Question: What university was Melancthon from? Question: What type of epistemology was adopted for a short period of time in European universities? Question: The acceptance of new concepts and sciences by universities brought these ideas what?
Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.

Question: What type of epistemology served as the foundation of knowledge constructions and  training scholars in universities? Question: A hierarchy of scientific disciplines came out of what? Question: The scientific revolution contributed to what, in terms of science? Question: Where did students after the scientific revolution put science on the scale of importance? Question: There was disagreement between universities and scientists over schools focusing on science, and the idea of what?
Examining the influence of humanism on scholars in medicine, mathematics, astronomy and physics may suggest that humanism and universities were a strong impetus for the scientific revolution. Although the connection between humanism and the scientific discovery may very well have begun within the confines of the university, the connection has been commonly perceived as having been severed by the changing nature of science during the scientific revolution. Historians such as Richard S. Westfall have argued that the overt traditionalism of universities inhibited attempts to re-conceptualize nature and knowledge and caused an indelible tension between universities and scientists. This resistance to changes in science may have been a significant factor in driving many scientists away from the university and toward private benefactors, usually in princely courts, and associations with newly forming scientific societies.

Question: The study of humanism among those studying math, astronomy and medicine is said to have caused what? Question: Which historian argues that traditionalism in a university system hindered attempts to form new views on knowledge and nature? Question: Resisting what caused many scientists to court private benefactors? Question: Where might a scientist find a friendly private benefactor?
The priesthoods of public religion were held by members of the elite classes. There was no principle analogous to separation of church and state in ancient Rome. During the Roman Republic (509–27 BC), the same men who were elected public officials might also serve as augurs and pontiffs. Priests married, raised families, and led politically active lives. Julius Caesar became pontifex maximus before he was elected consul. The augurs read the will of the gods and supervised the marking of boundaries as a reflection of universal order, thus sanctioning Roman expansionism as a matter of divine destiny. The Roman triumph was at its core a religious procession in which the victorious general displayed his piety and his willingness to serve the public good by dedicating a portion of his spoils to the gods, especially Jupiter, who embodied just rule. As a result of the Punic Wars (264–146 BC), when Rome struggled to establish itself as a dominant power, many new temples were built by magistrates in fulfillment of a vow to a deity for assuring their military success.

Question: The members of what class were priests in ancient Rome? Question: What kind of political separation did not exist in Rome? Question: What was the time span of the Roman Republic? Question: Which God exemplified just rule for the Romans? Question: As a result of what war were many new temples built by victorious generals?
Roman religion was thus practical and contractual, based on the principle of do ut des, "I give that you might give." Religion depended on knowledge and the correct practice of prayer, ritual, and sacrifice, not on faith or dogma, although Latin literature preserves learned speculation on the nature of the divine and its relation to human affairs. Even the most skeptical among Rome's intellectual elite such as Cicero, who was an augur, saw religion as a source of social order. For ordinary Romans, religion was a part of daily life. Each home had a household shrine at which prayers and libations to the family's domestic deities were offered. Neighborhood shrines and sacred places such as springs and groves dotted the city. The Roman calendar was structured around religious observances. Women, slaves, and children all participated in a range of religious activities. Some public rituals could be conducted only by women, and women formed what is perhaps Rome's most famous priesthood, the state-supported Vestals, who tended Rome's sacred hearth for centuries, until disbanded under Christian domination.

Question: What characteristics were not inherent in Roman religious practice? Question: What was brought forth by religion in Rome? Question: What religious feature did each Roman home have? Question: What type of celebrations made up the Roman calendar? Question: What religious group was in charge of Rome's sacred flame?
The Romans are known for the great number of deities they honored, a capacity that earned the mockery of early Christian polemicists. The presence of Greeks on the Italian peninsula from the beginning of the historical period influenced Roman culture, introducing some religious practices that became as fundamental as the cult of Apollo. The Romans looked for common ground between their major gods and those of the Greeks (interpretatio graeca), adapting Greek myths and iconography for Latin literature and Roman art. Etruscan religion was also a major influence, particularly on the practice of augury.

Question: How deities did the Romans have? Question: What group was an influence to Roman culture? Question: What sort  of practices did the Greeks offer to Rome's culture? Question: What myths did the Romans adapt to their needs? Question: What religion influenced augury for the Romans?
Imported mystery religions, which offered initiates salvation in the afterlife, were a matter of personal choice for an individual, practiced in addition to carrying on one's family rites and participating in public religion. The mysteries, however, involved exclusive oaths and secrecy, conditions that conservative Romans viewed with suspicion as characteristic of "magic", conspiratorial (coniuratio), or subversive activity. Sporadic and sometimes brutal attempts were made to suppress religionists who seemed to threaten traditional morality and unity, as with the senate's efforts to restrict the Bacchanals in 186 BC.

Question: What was the practice of religion to the Romans? Question: What was the standard practice in Roman religious life? Question: What part of Roman religious practice involved secrecy? Question: What group viewed the mysteries as suspicious or subversive? Question: What did the mysteries seem to threaten that made the Romans occasionally attempt to ban them?