University

qas: question: From what language does Universitas come from?
answers: text: Latin

question: Around the beginning of what two things did word universitas start to become prevalent?
answers: text: urban town life and medieval guilds

question: What did a universitas have in common with similar guilds?
answers: text: they were self-regulating

question: Which individuals usually approved charters for universitas?
answers: text: princes, prelates

question: What is the original greek word for university?

question: What does the greek work "universitas" mean?

question: Who issued charters to guilds?

question: How did universities differ from guilds?

question: From what language does "emergence" come from?

question: Around the beginning of what two things did the word emergence start to become prevalent?

question: What did an emergence have in common with similar guilds?

question: Which individuals usually approved charters for generals?

question: What was not guaranteed by charters?
context: 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.

qas: question: In terms of academics what is a core requirement of a university?
answers: text: academic freedom

question: What was the first university?
answers: text: University of Bologna

question: What charter is said to be the first establishing academic freedom in a university?
answers: text: the Constitutio Habita

question: What did the Constitutio Habita say students were allowed?
answers: text: unhindered passage in the interests of education

question: On what date was the Magna Carta Universitatum signed?
answers: text: 18 September 1988

question: What kind of freedom was not initially assosiated with universities?

question: What charter was adopted in the 11th century?

question: What university restricted the right of of scholars to travel?

question: What did the Constitution Habita guarantee to all travelers?

question: In terms of academics what is a core requirement of a rector?

question: What was the first monestery?

question: What charter is said to be the first establishing education in a university?

question: What did the Magna Charta Universitatum say students were allowed?

question: What marked the 430th anniversary of Bologna's foundation?
context: 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.

qas: question: What is a scholae monasticae?
answers: text: monastic schools

question: Who presided over classes at a scholae monasticae?
answers: text: monks and nuns

question: In the chronology of academic institutions, where are Christian cathedral schools compared to universities?
answers: text: immediate forerunners

question: What church is said to be responsible for the formation of universities?
answers: text: Latin Church

question: During which era did universities grow out of already extant schools?
answers: text: early medieval period

question: Where did education originally take place across the world?

question: What type of schools forbid women to teach?

question: What began in the 600's?

question: What church encouraged but did not get directly involved in forming universities?

question: What caused most existing schools to decline?

question: Who presided over universities?

question: During which era did universities grow out of monasteries?

question: What were the earliest monasteries developed under?

question: What are three monasteries started by Kings?

question: Where were most new universities funded from?
context: 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.

qas: question: Why did rulers and governments in Europe form universities?
answers: text: to satisfy a European thirst for knowledge

question: What outlook developed the creation of the university system?
answers: text: humanism

question: Which ancient texts began to see more study after universities were formed?
answers: text: Greek

question: What type of governments were involved in creating universities?
answers: text: city governments

question: Who established universities around the world?

question: What increased the study of Latin text?

question: Who established unuiversities for their own benefit?

question: What outlook slowed the spread of universities?

question: Why did rulers and governments in Europe form texts?

question: What outlook developed the creation of the European system?

question: Which ancient texts began to see more study after governments were formed?

question: What types of governments were involved in creating rulers?

question: Who perceived the benefits of rulers?
context: 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.

qas: question: Roughly how many pages of the works of Aristotle were translated by the 12th century?
answers: text: more than 3000 pages

question: Richard Dales believes that the work of Aristotle represents the turning point of what?
answers: text: Western thought

question: What word described the early attempts to understand the work of Aristotle?
answers: text: scholasticism

question: What faculty did scholars attempt to use to prove the thoughts of Aristotle?
answers: text: reason

question: What language did 12th century scholars studying Aristotle speak in?
answers: text: Latin

question: What began to emerge in the 1200's?

question: What is considered one of the most important discoveries in the world?

question: Who called the discovery of Aristotle's work a turning point in Western Science?

question: Who used Greek to communicate?

question: What focused on using Aristotelian logic to disprove the bible?

question: Roughly how many pages of the works of Richard Dales were translated by the 12th century?

question: What did Aristotle believe that the work of Richard Dales represent the turning point of?

question: What word described the early attempts to understand the work of Dales?

question: What faculty did scholars attempt to use to prove the thoughts of Aristotle?

question: What language did 12th century scholars studying Dale speak in?
context: 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.

qas: question: Which language was used in lectures in early European universities?
answers: text: Latin

question: For what subjects did professors use the work of Hippocrates?
answers: text: medicine

question: What type of subjects did the universities of northern Europe focus on?
answers: text: arts and theology

question: What type of degree was given out at a English university?
answers: text: bachelor's degrees

question: What developed differently in eastern and western Europe?

question: What language was used for university texts and lectures but not disputations and examinations?

question: Who lectured onAvicenna for metaphysics?

question: Why did southern universities mostly award bachelor's degrees?

question: Who did universities in southern Italy model their self regulating pattern after?

question: Which language was used in lectures in art universities?

question: For what subjects did professors use the work of Bolonga?

question: What types of subjects did the universities of Bolonga focus on?

question: What type of degree was given out at the University of Bolonga?

question: What type of degree would one likely get in iberia?
context: 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."

qas: question: What type of university was an Islamic madrasa akin to?
answers: text: Mediterranean universities

question: What type of individual funded a Mediterranean university?
answers: text: prince or monarch

question: In which century did Islamic madrasas start to transform into universities?
answers: text: 10th

question: From where did a degree come in a madrasa?
answers: text: individual teachers

question: What did many towns establish in the Islamic world?

question: What did madrasa grant to students?

question: Who said madrasahs developed from universities?

question: What Islamic schools developed from universities in the 10th century?

question: What happened to madrasa in the 10000's?

question: What type of university was an a European university akin to?

question: What type of individual funded a European university?

question: In which century did Islamic madrasas start to transform into Hossein?

question: From where did a degree come in a university?

question: What did some monarchs become in the 10th centurty?
context: 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.

qas: question: Madrasas in which specific location are said to have guided the formation of medieval universities?
answers: text: Al-Andalus

question: Al-Andalus was an Emirate of which entity?
answers: text: Sicily

question: Some scholars think that universities come from what, rather than solely local influences?
answers: text: a global context

question: During what notable Middle East conflict is it believed by some that Universities received influence from madrasas?
answers: text: the Crusades

question: Who argues that many religious madrashas were influenced by medieval universities?

question: What does Lowe argue was influenced by religious madrasa?

question: Who does Yasuhare say was influenced by Western Universities?

question: During what conflict did western universities influence madrasa?

question: Madrasas in which specific location are said to have guided the formation of the islamic world?

question: Lowe was an Emirate of which entity?

question: During what notable Middle East conflict is it believed by some that Universities received influence from Yasuhara?

question: Who have drawn on the influences of scholarship from the European world?

question: Who argued that early madrasahs were influenced by early midieval universities?
context: 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.

qas: question: What was the time span of the Early Modern period?
answers: text: late 15th century to 1800

question: At the completion of the Middle Ages how long had universities existed?
answers: text: about 400 years

question: How many universities were within Europe at the closure of the middle ages?
answers: text: twenty-nine

question: How many universities were within Europe by the completion of the 18th century?
answers: text: 143

question: The German Empire had how many universities?
answers: text: 34

question: what period occured from egan in 1500 and ended in the 18th century?

question: What began to happen to universities in the 1500's?

question: How long did it take for the world to establish 29 schools of higher education?

question: How many new universities were created in the 1500's?

question: How many universities exicted across Europe by the end of the 1800's?

question: What was the time span of the German Empire?

question: At the completion of the Middle Ages how long had countries existed?

question: How many universities were within Germany at the closure of the middle-ages?

question: How many universities were within Northern Europe by the completion of the 18th century?

question: The Mediterranean Empire had how many universities?
context: 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.

qas: question: What war most curtailed the spread of universities in the 17th century?
answers: text: the Thirty Years' War

question: Which university is said to have started faculty governance?
answers: text: University of Paris

question: Which entity started to appoint the administration of universities in the 17th century?
answers: text: the state

question: The control of universities by the state can be attributed to the advancement in the development of what?
answers: text: the nation-state.

question: How would one describe the control of universities before nation-states in the 17th century?
answers: text: student-controlled

question: What spread across Europe at a steady pace?

question: What slowed the spread of universities in the 1700's?

question: What encouraged the establishment of new niversities in the 17th century?

question: Who favored amtempory advancements over the works of Aristotle?

question: What war most curtailed the spread of universities in the 18th century?

question: Which university is said to have started the arts?

question: Which entity started to appoint the administration of universities in the 18th century?

question: The control of science by the state can be attributed to the advancement in the development of what?

question: How would one describe the control of universities before nation-states in the 18th century?
context: 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.

qas: question: What were the faculty who supervised students in the University of Paris called?
answers: text: masters

question: The structure of the University of Paris served as what for other universities?
answers: text: a standard

question: How many styles did the University of Paris model end up taking when applied to other universities?
answers: text: at least three

question: Which university had teaching which was more general, and not centralized?
answers: text: University of Oxford

question: What type of student did schools that focus on very specific topics aim to create?
answers: text: specialists

question: What student run university provided the standard for other universities?

question: How many different forms did the student run model take?

question: What centralized model was used by Oxford?

question: What type of organiization was always used with the collegiate model?

question: What were the faculty who supervised students in Oxford called?

question: How many styles did the University of Oxford model end up taking when applied to other universities?

question: Which university had teaching which was more centralized and not general?

question: What type of student did schools that focus on very controlled topics aim to create?

question: What did the University of Paris address?
context: 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.

qas: question: What was the source of educational material in Early Modern age universities?
answers: text: the curriculum and research of the Middle Ages

question: What sources did Early Modern age universities rely on for medical curricula?
answers: text: Galen and Arabic scholarship

question: The concentration on students to live honorable lives is an example of what form of thought?
answers: text: Humanist

question: Niccolò Leoniceno was a professor of what subject?
answers: text: medicine

question: Which individual added a humanist view into the Corpus Juris?
answers: text: Andreas Alciatus

question: What curriculum did early modern universities deviate from?

question: Who's curriculumn was not deeply impacted by humanism?

question: What Greek's teachings encouraged students to live honorable lives?

question: What did Niccolo Leoniceno ifuse Corpus Juris with?

question: Who aggressivly infultrated the university system?

question: What was the source of educational material in Early Modern age scholarships?

question: What sources did Early Modern age universities rely on for Protestant curricula?

question: The concentration on professors to live honorable lives is an example of what form of thought?

question: Galileo Galilei was a professor of what subject?

question: Which individual added a humanist view into the Middle Ages?
context: 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.

qas: question: Discovery and exposition were examples of the focus of what type of university scholar?
answers: text: humanist

question: A concentration on the study of the self resulted in what field of study?
answers: text: the humanities

question: What work did Vesalius push the study of?
answers: text: Galen

question: What spread the use of texts by Galen within universities?
answers: text: the printing press

question: Research was an example of the focus of what type of university scholar?

question: A concentration on the study of classical texts resulted in what field of study?

question: What work did students push the study of?

question: What spread the use of texts by Vesalius within universities?

question: What manifested in the adaptation and expansion of discovery?
context: 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.

qas: question: In multiple countries in Europe students can attend a university with what kind if financial burden?
answers: text: without tuition fees

question: Until what year were public universities in nordic nation free of tuition?
answers: text: around 2005

question: What kind of students pay fees in public universities in Denmark?
answers: text: foreign students

question: In terms of Universities in Denmark what is the fee status for citizens of EFA states?
answers: text: exempted from tuition fees

question: What happened to public grants in nordic universities that continued to allow foreign students?
answers: text: increased

question: Until what year were public universities in the UK free of tuition?

question: What kind of students pay fees in public universities in the UK?

question: What happened to public grants in nordic universities that continued to allow domestic students?

question: What three countries moved to put in place tuition fees for domestic students?

question: What were decreased to offset some of the impact?
context: 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.

qas: question: In Ireland what word is mainly used instead of university?
answers: text: college

question: Spain refers to a university in what other way?
answers: text: uni

question: The nation of Ghana shortens university to what?
answers: text: varsity

question: Scotland is said to frequently refer to university as what?
answers: text: Varsity

question: In what century was it believed that the UK used the word varsity to refer to a university?
answers: text: 19th

question: In Scotland what word is mainly used instead of university?

question: Mexico refers to a university in what other way?

question: The nation of Congo shortens university to what?

question: In what century was it believed that France used the word varsity to refer to a university?

question: What has become uncommon in Australia?
context: 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.

qas: question: A college teaches students for how many years in Canada?
answers: text: two

question: What type of institution is a college in Canada?
answers: text: non-degree-granting

question: How many years does a degree-granting university in Canada spend teaching students?
answers: text: four

question: What is McGill University in Canada an example of?
answers: text: medical schools

question: What type of university is St Francis Xavier in Canada?
answers: text: undergraduate

question: A college teaches students for how many years in Macleans?

question: What type of institution is a college in Macleans?

question: How many years does a degree-granting university in Macleans spend teaching students?

question: What is an example of a university geared toward research?

question: What is an example of a primarily graduate university?
context: 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).

qas: question: How many vice presidents do most universities have?
answers: text: at least one

question: What kind of board does a university commonly have?
answers: text: a board of trustees

question: What are the different departments of a university called?
answers: text: schools or faculties

question: Who controls public universities?
answers: text: government-run higher education boards

question: Besides students, what is the source of funds of private universities?
answers: text: business corporations

question: How many vice presidents do most businesses have?

question: What kind of board does a business commonly have?

question: What are the different departments of a business called?

question: Who controls public businesses?

question: Besides students, what is the source of funds of public universities?
context: 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.

qas: question: How does the financial backing of universities around the world differ?
answers: text: varies widely

question: In nations that accept students from through the world what might the university offer to a student?
answers: text: accommodation

question: Outside of state funded schools, and funds coming from donors, how might a university collect funds?
answers: text: fees which students attending the university

question: How does the financial backing of students around the world differ?

question: What do other states do for students?

question: Where do the vast majority of students have funding from their hometown?

question: Who are students in some countries predominatly funded by?

question: Where does the funding and organization of students vary?
context: 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.

qas: question: What is a university formed through a bilateral treaty known as?
answers: text: intergovernmental

question: In terms of intergovernmental universities, what is EUCLID?
answers: text: Pôle Universitaire Euclide, Euclid University

question: What is a mission of EUCLID as it relates to signatory nations?
answers: text: sustainable development

question: What type of school is the European University Institute?
answers: text: post-graduate

question: What type of study does the European University Institute focus on?
answers: text: social sciences

question: What is a university formed through a unilateral treaty known as?

question: What is a mission of EUCLID as it relates to the United Nations?

question: What type of school is the EUCLID?

question: What type of study does the EUCUD focus on?

question: What offers training in Asian law?
context: 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.

qas: question: What was a focus of the National University of Ireland during the beginning of Irish Independence?
answers: text: Irish language and Irish culture

question: In what nation did the University Revolution occur?
answers: text: Argentina

question: In what year did Argentina's University Revolution occur?
answers: text: 1918

question: What was the result of the University Revolution in Argentina?
answers: text: Reforms

question: What was a focus of Argentina during the beginning of Irish independence?

question: In what year did Ireland's University Revolution occur?

question: What was the result of the University Revolution in Ireland?

question: What is generally a university created or run by private donors?

question: Who collected a large amount of information on the Argentina language?
context: 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.

qas: question: In what year did the Robbins report say that universities should have four objectives to remain balanced?
answers: text: 1963

question: What nation did the 1963 Robbins Report focus on?
answers: text: the United Kingdom

question: What should a university promote, according to the Robbins Report?
answers: text: general powers of the mind

question: Universities should maintain what, according to the Robbins Report?
answers: text: research in balance with teaching

question: The Robbins Report says universities should transmit what?
answers: text: a common culture and common standards of citizenship

question: In what year did the Robbins report say that men and women should have four objectives to remain balanced?

question: What nation focused on teaching?

question: What should men and women promote, according to the Robbins Report?

question: Men and women should maintain what, according to the Robbins Report?

question: The Robbins report says men and women should transmit what?
context: 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."

qas: question: Ending with what century did religion play a smaller part in the curriculum of universities?
answers: text: 19th

question: what model of university structure was being used throughout the world at the finish of the 19th century?
answers: text: the German university model

question: What was the focus of universities in the 20th century?
answers: text: science

question: Who was Sir Keith Murray?
answers: text: chairman of the University Grants Committee

question: What university did Sir Samuel Curran contribute to the creation of?
answers: text: the University of Strathclyde

question: Ending with what century did German 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 20th century?

question: What were the focus of grants in the 19th century?

question: Who formed a university in Germany?

question: What became less accessible to the masses?
context: 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.

qas: question: At the end of what period would universities become alike to contemporary universities?
answers: text: the end of the early modern period

question: What type of focus did universities have at the end of the early modern period?
answers: text: mechanistic

question: What replaced theological studies in universities at the completion of the early modern period?
answers: text: humanities

question: The change in universities towards the completion of the early modern period is credited with the formation of what entity?
answers: text: the modern state

question: The study of the humanities at the end of the early modern period replaced the study of the work of what individual?
answers: text: Aristotle

question: At the end of what period would universities become a fixture?

question: What type of focus did universities have at the end of the modern state?

question: What replaced theological studies in universities at the completion of the modern state?

question: The change in universities towards the completion of the modern period is credited with the formation of what entity?

question: The study of the humanities at the end of the modern state replaced the work of what individual?
context: 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.

qas: question: Scientists and universities were competing for what?
answers: text: limited resources

question: What type of education did private benefactors hope to provide to the public?
answers: text: free

question:  Governments created universities to serve as what?
answers: text: an alternative to traditional universities

question: What type of entity created competition with government created universities?
answers: text: private benefactors

question: Scientists and local governments were competing for what?

question: What type of education did scientists benefactors hope to provide to the public?

question: Governments created knowledge to serve as what?

question: Why did local governments establish research?

question: What could scientists not compete with?
context: 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.

qas: question: What percentage of scientists from 1450–1650 in the Dictionary of Scientific Biography were taught in a university?
answers: text: more than 80%

question: On the part of universities what was their reaction to giving up the Aristotelian system?
answers: text: considerable reluctance

question: What university was Melancthon from?
answers: text: University of Wittenberg

question: What type of epistemology was adopted for a short period of time in European universities?
answers: text: Cartesian

question: The acceptance of new concepts and sciences by universities brought these ideas what?
answers: text: legitimacy and respectability

question: What percentage of students from 1450-1650 in the Dictionary of Scientific Biography were taught at a university?

question: What university was Cartesia from?

question: What type of epistemology was adopted for a short period of time in MIddle Eastern universities?
context: 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.

qas: question: What type of epistemology served as the foundation of knowledge constructions and  training scholars in universities?
answers: text: Aristotelian

question: The scientific revolution contributed to what, in terms of science?
answers: text: autonomy

question: There was disagreement between universities and scientists over schools focusing on science, and the idea of what?
answers: text: a general scholar

question: A hierarchy of scientific disciplines came out of what?
answers: text: the scientific revolution

question: Where did students after the scientific revolution put science on the scale of importance?
answers: text: first

question: What type of epistemology served as the foundation of knowledge constructions and training students in universities?

question: What did the scientific scholar contribute to, in terms of science?

question: What resulted in a hierarchy of scholars?

question: Where did scholars after the scientific revolution put science on the scale of importance?

question: What was there an indiscernible impact on?
context: 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.

qas: question: The study of humanism among those studying math, astronomy and medicine is said to have caused what?
answers: text: the scientific revolution

question: Resisting what caused many scientists to court private benefactors?
answers: text: changes in science

question: Where might a scientist find a friendly private benefactor?
answers: text: princely courts

question: Which historian argues that traditionalism in a university system hindered attempts to form new views on knowledge and nature?
answers: text: Richard S. Westfall

question: The study of humanism among those studying history is said to have caused what?

question: Resisting what caused many students to court private benefactors?

question: Where might a student find a friendly private benefactor?

question: Which historian argues that traditionalism in a university system hindered attempts to form new views on medicine and mathematics?

question: What may have been a significant factor in driving students away from the university?
context: 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.