derek-thomas/squad-v1.1-t5-question-generation huggingface dataset:
In styles that owe as much to videogame pixel art and popculture as to traditional mosaic, street art has seen a novel reinvention and expansion of mosaic artwork. The most prominent artist working with mosaics in street art is the French Invader. He has done almost all his work in two very distinct mosaic styles, the first of which are small "traditional" tile mosaics of 8 bit video game character, installed in cities across the globe, and the second of which are a style he refers to as "Rubikcubism", which uses a kind of dual layer mosaic via grids of scrambled Rubik's Cubes. Although he is the most prominent, other street and urban artists do work in Mosaic styles as well.

Question: What has recently seen an expansion of mosaic artwork? Question: Who is the most famous street artist who works with mosaics? Question: What does the French Invader usually create with the traditional style of mosaic? Question: The French invader coined his own style of mosaic named what? Question: How does the French Invader create "Rubikcubism" styled mosaics?
Portuguese pavement (in Portuguese, Calçada Portuguesa) is a kind of two-tone stone mosaic paving created in Portugal, and common throughout the Lusosphere. Most commonly taking the form of geometric patterns from the simple to the complex, it also is used to create complex pictorial mosaics in styles ranging from iconography to classicism and even modern design. In Portuguese-speaking countries, many cities have a large amount of their sidewalks and even, though far more occasionally, streets done in this mosaic form. Lisbon in particular maintains almost all walkways in this style.

Question: Portuguese pavement is known by what other name? Question: What is Portuguese pavement? Question: What is the most common pattern for Portuguese pavement? Question: What other cityscape is done with Portuguese pavement? Question: Which city has almost all of its sidewalks in Portuguese pavement?
The indirect method of applying tesserae is often used for very large projects, projects with repetitive elements or for areas needing site specific shapes. Tiles are applied face-down to a backing paper using an adhesive, and later transferred onto walls, floors or craft projects. This method is most useful for extremely large projects as it gives the maker time to rework areas, allows the cementing of the tiles to the backing panel to be carried out quickly in one operation and helps ensure that the front surfaces of the mosaic tiles and mosaic pieces are flat and in the same plane on the front, even when using tiles and pieces of differing thicknesses. Mosaic murals, benches and tabletops are some of the items usually made using the indirect method, as it results in a smoother and more even surface.

Question: The indirect method also helped for projects with what kinds of areas? Question: How were larger mosaics usually constructed? Question: Why was adding a step i production useful for larger projects? Question: What besides benches and tabletops was usually created using the indirect method? Question: What is the style called of putting tessere on a backing paper?
The double indirect method can be used when it is important to see the work during the creation process as it will appear when completed. The tesserae are placed face-up on a medium (often adhesive-backed paper, sticky plastic or soft lime or putty) as it will appear when installed. When the mosaic is complete, a similar medium is placed atop it. The piece is then turned over, the original underlying material is carefully removed, and the piece is installed as in the indirect method described above. In comparison to the indirect method, this is a complex system to use and requires great skill on the part of the operator, to avoid damaging the work. Its greatest advantage lies in the possibility of the operator directly controlling the final result of the work, which is important e.g. when the human figure is involved. This method was created in 1989 by Maurizio Placuzzi and registered for industrial use (patent n. 0000222556) under the name of his company, Sicis International Srl, now Sicis The Art Mosaic Factory Srl.

Question: When is the double indirect method of mosaic useful? Question: What is used as a backing adhesive for the double indirect method besides putty or paper? Question: What is the most powerful aspect of the double indirect method? Question: When was the double indirect method invented? Question: Who invented the double indirect method?
A tile mosaic is a digital image made up of individual tiles, arranged in a non-overlapping fashion, e.g. to make a static image on a shower room or bathing pool floor, by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in × 1 in (25 mm × 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in × 2 in (51 mm × 51 mm) are used). These digital images are coarse in resolution and often simply express text, such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme.

Question: How should the tiles be aligned next to each other? Question: Where is the most common application of tile mosaics? Question: What is the typical size of a ceramic mosaic tile? Question: What is usually the purpose of a tile mosaic in pools?
With high cost of labor in developed countries, production automation has become increasingly popular. Rather than being assembled by hand, mosaics designed using computer aided design (CAD) software can be assembled by a robot. Production can be greater than 10 times faster with higher accuracy. But these "computer" mosaics have a different look than hand-made "artisanal" mosaics. With robotic production, colored tiles are loaded into buffers, and then the robot picks and places tiles individually according to a command file from the design software.

Question: Why has production automation become popular? Question: Which software can aid in the design of robotically created mosaics? Question: How much faster is automated creation over handmade? Question: What is not the same between hand made and robotic amde mosaics? Question: How does the robot pick the tiles it places?
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.

Question: From what language does Universitas come from? Question: Around the beginning of what two things did word universitas start to become prevalent? Question: Which individuals usually approved charters for universitas? Question: What did a universitas have in common with similar guilds?
An important idea in the definition of a university is the notion of academic freedom. The first documentary evidence of this comes from early in the life of the first university. The University of Bologna adopted an academic charter, the Constitutio Habita, in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education. Today this is claimed as the origin of "academic freedom". This is now widely recognised internationally - on 18 September 1988, 430 university rectors signed the Magna Charta Universitatum, marking the 900th anniversary of Bologna's foundation. The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world.

Question: In terms of academics what is a core requirement of a university? Question: What was the first university? Question: What charter is said to be the first establishing academic freedom in a university? Question: What did the Constitutio Habita say students were allowed? Question: On what date was the Magna Carta Universitatum signed?
European higher education took place for hundreds of years in Christian cathedral schools or monastic schools (scholae monasticae), in which monks and nuns taught classes; evidence of these immediate forerunners of the later university at many places dates back to the 6th century. The earliest universities were developed under the aegis of the Latin Church by papal bull as studia generalia and perhaps from cathedral schools. It is possible, however, that the development of cathedral schools into universities was quite rare, with the University of Paris being an exception. Later they were also founded by Kings (University of Naples Federico II, Charles University in Prague, Jagiellonian University in Kraków) or municipal administrations (University of Cologne, University of Erfurt). In the early medieval period, most new universities were founded from pre-existing schools, usually when these schools were deemed to have become primarily sites of higher education. Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by monasteries.

Question: What is a scholae monasticae? Question: Who presided over classes at a scholae monasticae? Question: In the chronology of academic institutions, where are Christian cathedral schools compared to universities? Question: What church is said to be responsible for the formation of universities? Question: During which era did universities grow out of already extant schools?
All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.

Question: Why did rulers and governments in Europe form universities? Question: What type of governments were involved in creating universities? Question: What outlook developed the creation of the university system? Question: Which ancient texts began to see more study after universities were formed?
The rediscovery of Aristotle's works–more than 3000 pages of it would eventually be translated –fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of Western thought." After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this "scholasticism" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.

Question: Roughly how many pages of the works of Aristotle were translated by the 12th century? Question: Richard Dales believes that the work of Aristotle represents the turning point of what? Question: What language did 12th century scholars studying Aristotle speak in? Question: What word described the early attempts to understand the work of Aristotle? Question: What faculty did scholars attempt to use to prove the thoughts of Aristotle?
The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions. The structure of northern universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna. Among the southern universities, a further distinction has been noted between those of northern Italy, which followed the pattern of Bologna as a "self-regulating, independent corporation of scholars" and those of southern Italy and Iberia, which were "founded by royal and imperial charter to serve the needs of government."

Question: Which language was used in lectures in early European universities? Question: For what subjects did professors use the work of Hippocrates? Question: What type of subjects did the universities of northern Europe focus on? Question: What type of degree was given out at a English university?
Their endowment by a prince or monarch and their role in training government officials made these Mediterranean universities similar to Islamic madrasas, although madrasas were generally smaller and individual teachers, rather than the madrasa itself, granted the license or degree. Scholars like Arnold H. Green and Hossein Nasr have argued that starting in the 10th century, some medieval Islamic madrasahs became universities. George Makdisi and others, however, argue that the European university has no parallel in the medieval Islamic world. Other scholars regard the university as uniquely European in origin and characteristics.

Question: What type of individual funded a Mediterranean university? Question: What type of university was an Islamic madrasa akin to? Question: From where did a degree come in a madrasa? Question: In which century did Islamic madrasas start to transform into universities?
Many scholars (including Makdisi) have argued that early medieval universities were influenced by the religious madrasahs in Al-Andalus, the Emirate of Sicily, and the Middle East (during the Crusades). Other scholars see this argument as overstated. Lowe and Yasuhara have recently drawn on the well-documented influences of scholarship from the Islamic world on the universities of Western Europe to call for a reconsideration of the development of higher education, turning away from a concern with local institutional structures to a broader consideration within a global context.

Question: Madrasas in which specific location are said to have guided the formation of medieval universities? Question: Al-Andalus was an Emirate of which entity? Question: During what notable Middle East conflict is it believed by some that Universities received influence from madrasas? Question: Some scholars think that universities come from what, rather than solely local influences?
During the Early Modern period (approximately late 15th century to 1800), the universities of Europe would see a tremendous amount of growth, productivity and innovative research. At the end of the Middle Ages, about 400 years after the first university was founded, there were twenty-nine universities spread throughout Europe. In the 15th century, twenty-eight new ones were created, with another eighteen added between 1500 and 1625. This pace continued until by the end of the 18th century there were approximately 143 universities in Europe and Eastern Europe, with the highest concentrations in the German Empire (34), Italian countries (26), France (25), and Spain (23) – this was close to a 500% increase over the number of universities toward the end of the Middle Ages. This number does not include the numerous universities that disappeared, or institutions that merged with other universities during this time. It should be noted that the identification of a university was not necessarily obvious during the Early Modern period, as the term is applied to a burgeoning number of institutions. In fact, the term "university" was not always used to designate a higher education institution. In Mediterranean countries, the term studium generale was still often used, while "Academy" was common in Northern European countries.

Question: What was the time span of the Early Modern period? Question: At the completion of the Middle Ages how long had universities existed? Question: How many universities were within Europe at the closure of the middle ages? Question: How many universities were within Europe by the completion of the 18th century? Question: The German Empire had how many universities?
The propagation of universities was not necessarily a steady progression, as the 17th century was rife with events that adversely affected university expansion. Many wars, and especially the Thirty Years' War, disrupted the university landscape throughout Europe at different times. War, plague, famine, regicide, and changes in religious power and structure often adversely affected the societies that provided support for universities. Internal strife within the universities themselves, such as student brawling and absentee professors, acted to destabilize these institutions as well. Universities were also reluctant to give up older curricula, and the continued reliance on the works of Aristotle defied contemporary advancements in science and the arts. This era was also affected by the rise of the nation-state. As universities increasingly came under state control, or formed under the auspices of the state, the faculty governance model (begun by the University of Paris) became more and more prominent. Although the older student-controlled universities still existed, they slowly started to move toward this structural organization. Control of universities still tended to be independent, although university leadership was increasingly appointed by the state.

Question: What war most curtailed the spread of universities in the 17th century? Question: The control of universities by the state can be attributed to the advancement in the development of what? Question: Which university is said to have started faculty governance? Question: How would one describe the control of universities before nation-states in the 17th century? Question: Which entity started to appoint the administration of universities in the 17th century?
Although the structural model provided by the University of Paris, where student members are controlled by faculty "masters," provided a standard for universities, the application of this model took at least three different forms. There were universities that had a system of faculties whose teaching addressed a very specific curriculum; this model tended to train specialists. There was a collegiate or tutorial model based on the system at University of Oxford where teaching and organization was decentralized and knowledge was more of a generalist nature. There were also universities that combined these models, using the collegiate model but having a centralized organization.

Question: What were the faculty who supervised students in the University of Paris called? Question: The structure of the University of Paris served as what for other universities? Question: How many styles did the University of Paris model end up taking when applied to other universities? Question: What type of student did schools that focus on very specific topics aim to create? Question: Which university had teaching which was more general, and not centralized?
Early Modern universities initially continued the curriculum and research of the Middle Ages: natural philosophy, logic, medicine, theology, mathematics, astronomy (and astrology), law, grammar and rhetoric. Aristotle was prevalent throughout the curriculum, while medicine also depended on Galen and Arabic scholarship. The importance of humanism for changing this state-of-affairs cannot be underestimated. Once humanist professors joined the university faculty, they began to transform the study of grammar and rhetoric through the studia humanitatis. Humanist professors focused on the ability of students to write and speak with distinction, to translate and interpret classical texts, and to live honorable lives. Other scholars within the university were affected by the humanist approaches to learning and their linguistic expertise in relation to ancient texts, as well as the ideology that advocated the ultimate importance of those texts. Professors of medicine such as Niccolò Leoniceno, Thomas Linacre and William Cop were often trained in and taught from a humanist perspective as well as translated important ancient medical texts. The critical mindset imparted by humanism was imperative for changes in universities and scholarship. For instance, Andreas Vesalius was educated in a humanist fashion before producing a translation of Galen, whose ideas he verified through his own dissections. In law, Andreas Alciatus infused the Corpus Juris with a humanist perspective, while Jacques Cujas humanist writings were paramount to his reputation as a jurist. Philipp Melanchthon cited the works of Erasmus as a highly influential guide for connecting theology back to original texts, which was important for the reform at Protestant universities. Galileo Galilei, who taught at the Universities of Pisa and Padua, and Martin Luther, who taught at the University of Wittenberg (as did Melanchthon), also had humanist training. The task of the humanists was to slowly permeate the university; to increase the humanist presence in professorships and chairs, syllabi and textbooks so that published works would demonstrate the humanistic ideal of science and scholarship.

Question: What was the source of educational material in Early Modern age universities? Question: What sources did Early Modern age universities rely on for medical curricula? Question: The concentration on students to live honorable lives is an example of what form of thought? Question: Niccolò Leoniceno was a professor of what subject? Question: Which individual added a humanist view into the Corpus Juris?