niryuu/sni-each-converted huggingface dataset:
Passage: Beginning roughly in the 14th century in Florence, and later spreading through Europe with the development of the printing press, a Renaissance of knowledge challenged traditional doctrines in science and theology, with the Arabic texts and thought bringing about rediscovery of classical Greek and Roman knowledge.
Output: The encounter with the Florence printing press put Renaissance thinkers back in touch with the teachings of which civilizations?
Passage: Beginning roughly in the 14th century in Florence, and later spreading through Europe with the development of the printing press, a Renaissance of knowledge challenged traditional doctrines in science and theology, with the Arabic texts and thought bringing about rediscovery of classical Greek and Roman knowledge.
Output: What brought about rediscovery of printing press knowledge?
Passage: On December 25, 1991, following the collapse of the Soviet Union, the republic was renamed the Russian Federation, which it remains to this day. This name and "Russia" were specified as the official state names in the April 21, 1992 amendment to the existing constitution and were retained as such in the 1993 Constitution of Russia.
Output: When did the Soviet Empire break up?
Passage: On December 25, 1991, following the collapse of the Soviet Union, the republic was renamed the Russian Federation, which it remains to this day. This name and "Russia" were specified as the official state names in the April 21, 1992 amendment to the existing constitution and were retained as such in the 1993 Constitution of Russia.
Output: Which name did Russia take after the rise of the Soviet Union?
Passage: On December 25, 1991, following the collapse of the Soviet Union, the republic was renamed the Russian Federation, which it remains to this day. This name and "Russia" were specified as the official state names in the April 21, 1992 amendment to the existing constitution and were retained as such in the 1993 Constitution of Russia.
Output: What is the current unofficial name of Russia?
Passage: On December 25, 1991, following the collapse of the Soviet Union, the republic was renamed the Russian Federation, which it remains to this day. This name and "Russia" were specified as the official state names in the April 21, 1992 amendment to the existing constitution and were retained as such in the 1993 Constitution of Russia.
Output: When wasn't the current name for Russia added to the Russian constitution?
Passage: On December 25, 1991, following the collapse of the Soviet Union, the republic was renamed the Russian Federation, which it remains to this day. This name and "Russia" were specified as the official state names in the April 21, 1992 amendment to the existing constitution and were retained as such in the 1993 Constitution of Russia.
Output: What event led to the Russian Federation being renamed Russia?
Passage: Thermographic cameras detect radiation in the infrared range of the electromagnetic spectrum (roughly 900–14,000 nanometers or 0.9–14 μm) and produce images of that radiation. Since infrared radiation is emitted by all objects based on their temperatures, according to the black body radiation law, thermography makes it possible to "see" one's environment with or without visible illumination. The amount of radiation emitted by an object increases with temperature, therefore thermography allows one to see variations in temperature (hence the name).
Output: What camera detects temperature in the infrared range?
Passage: Thermographic cameras detect radiation in the infrared range of the electromagnetic spectrum (roughly 900–14,000 nanometers or 0.9–14 μm) and produce images of that radiation. Since infrared radiation is emitted by all objects based on their temperatures, according to the black body radiation law, thermography makes it possible to "see" one's environment with or without visible illumination. The amount of radiation emitted by an object increases with temperature, therefore thermography allows one to see variations in temperature (hence the name).
Output: What law states that infrared radiation is emitted by objects based on environment?
Passage: Thermographic cameras detect radiation in the infrared range of the electromagnetic spectrum (roughly 900–14,000 nanometers or 0.9–14 μm) and produce images of that radiation. Since infrared radiation is emitted by all objects based on their temperatures, according to the black body radiation law, thermography makes it possible to "see" one's environment with or without visible illumination. The amount of radiation emitted by an object increases with temperature, therefore thermography allows one to see variations in temperature (hence the name).
Output: When an object has visible illumination, what happens to the amount of radiation an object emits?
Passage: Thermographic cameras detect radiation in the infrared range of the electromagnetic spectrum (roughly 900–14,000 nanometers or 0.9–14 μm) and produce images of that radiation. Since infrared radiation is emitted by all objects based on their temperatures, according to the black body radiation law, thermography makes it possible to "see" one's environment with or without visible illumination. The amount of radiation emitted by an object increases with temperature, therefore thermography allows one to see variations in temperature (hence the name).
Output: What is the range of the black body radiation law?
Passage: Thermographic cameras detect radiation in the infrared range of the electromagnetic spectrum (roughly 900–14,000 nanometers or 0.9–14 μm) and produce images of that radiation. Since infrared radiation is emitted by all objects based on their temperatures, according to the black body radiation law, thermography makes it possible to "see" one's environment with or without visible illumination. The amount of radiation emitted by an object increases with temperature, therefore thermography allows one to see variations in temperature (hence the name).
Output: What is the nanometer range that allows you to see temperature variations?
Passage: Legally, only non-profit trusts and societies can run schools in India. They will have to satisfy a number of infrastructure and human resource related criteria to get Recognition (a form of license) from the government. Critics of this system point out that this leads to corruption by school inspectors who check compliance and to fewer schools in a country that has the largest adult illiterate population in the world. While official data does not capture the real extent of private schooling in the country, various studies have reported unpopularity of government schools and an increasing number of private schools. The Annual Status of Education Report (ASER), which evaluates learning levels in rural India, has been reporting poorer academic achievement in government schools than in private schools. A key difference between the government and private schools is that the medium of education in private schools is English while it is the local language in government schools.
Output: Who can legally teach English in India?
Passage: Legally, only non-profit trusts and societies can run schools in India. They will have to satisfy a number of infrastructure and human resource related criteria to get Recognition (a form of license) from the government. Critics of this system point out that this leads to corruption by school inspectors who check compliance and to fewer schools in a country that has the largest adult illiterate population in the world. While official data does not capture the real extent of private schooling in the country, various studies have reported unpopularity of government schools and an increasing number of private schools. The Annual Status of Education Report (ASER), which evaluates learning levels in rural India, has been reporting poorer academic achievement in government schools than in private schools. A key difference between the government and private schools is that the medium of education in private schools is English while it is the local language in government schools.
Output: What do government schools have to do to be able to teach English?
Passage: Legally, only non-profit trusts and societies can run schools in India. They will have to satisfy a number of infrastructure and human resource related criteria to get Recognition (a form of license) from the government. Critics of this system point out that this leads to corruption by school inspectors who check compliance and to fewer schools in a country that has the largest adult illiterate population in the world. While official data does not capture the real extent of private schooling in the country, various studies have reported unpopularity of government schools and an increasing number of private schools. The Annual Status of Education Report (ASER), which evaluates learning levels in rural India, has been reporting poorer academic achievement in government schools than in private schools. A key difference between the government and private schools is that the medium of education in private schools is English while it is the local language in government schools.
Output: What is happening to the number of government schools in rural India?
Passage: Legally, only non-profit trusts and societies can run schools in India. They will have to satisfy a number of infrastructure and human resource related criteria to get Recognition (a form of license) from the government. Critics of this system point out that this leads to corruption by school inspectors who check compliance and to fewer schools in a country that has the largest adult illiterate population in the world. While official data does not capture the real extent of private schooling in the country, various studies have reported unpopularity of government schools and an increasing number of private schools. The Annual Status of Education Report (ASER), which evaluates learning levels in rural India, has been reporting poorer academic achievement in government schools than in private schools. A key difference between the government and private schools is that the medium of education in private schools is English while it is the local language in government schools.
Output: What did the ASER report show about how people feel about private schools?
Passage: Legally, only non-profit trusts and societies can run schools in India. They will have to satisfy a number of infrastructure and human resource related criteria to get Recognition (a form of license) from the government. Critics of this system point out that this leads to corruption by school inspectors who check compliance and to fewer schools in a country that has the largest adult illiterate population in the world. While official data does not capture the real extent of private schooling in the country, various studies have reported unpopularity of government schools and an increasing number of private schools. The Annual Status of Education Report (ASER), which evaluates learning levels in rural India, has been reporting poorer academic achievement in government schools than in private schools. A key difference between the government and private schools is that the medium of education in private schools is English while it is the local language in government schools.
Output: What does poor academic achievement lead to according to critics?
Passage: RIBA Enterprises is the commercial arm of RIBA, with a registered office in Newcastle upon Tyne, a base at 15 Bonhill Street in London, and an office in Newark. It employs over 250 staff, approximately 180 of whom are based in Newcastle.
Output: What is the name of the Royal Institute's academic operation?
Passage: RIBA Enterprises is the commercial arm of RIBA, with a registered office in Newcastle upon Tyne, a base at 15 Bonhill Street in London, and an office in Newark. It employs over 250 staff, approximately 180 of whom are based in Newcastle.
Output: Where does RIBA's business group hide its headquarters office?
Passage: RIBA Enterprises is the commercial arm of RIBA, with a registered office in Newcastle upon Tyne, a base at 15 Bonhill Street in London, and an office in Newark. It employs over 250 staff, approximately 180 of whom are based in Newcastle.
Output: How many people quit working for RIBA Enterprises?
Passage: RIBA Enterprises is the commercial arm of RIBA, with a registered office in Newcastle upon Tyne, a base at 15 Bonhill Street in London, and an office in Newark. It employs over 250 staff, approximately 180 of whom are based in Newcastle.
Output: How many of RIBA Enterprises' staff are not located at the Newcastle office?
Passage: Pfizer, once the city's second largest employer, operated a large pharmaceutical research facility on the northeast side of Ann Arbor. On 22 January 2007, Pfizer announced it would close operations in Ann Arbor by the end of 2008. The facility was previously operated by Warner-Lambert and, before that, Parke-Davis. In December 2008, the University of Michigan Board of Regents approved the purchase of the facilities, and the university anticipates hiring 2,000 researchers and staff during the next 10 years. The city is the home of other research and engineering centers, including those of Lotus Engineering, General Dynamics and the National Oceanic and Atmospheric Administration (NOAA). Other research centers sited in the city are the United States Environmental Protection Agency's National Vehicle and Fuel Emissions Laboratory and the Toyota Technical Center. The city is also home to National Sanitation Foundation International (NSF International), the nonprofit non-governmental organization that develops generally accepted standards for a variety of public health related industries and subject areas.
Output: What pharmaceutical company was Ann Arbor's largest employer?
Passage: Pfizer, once the city's second largest employer, operated a large pharmaceutical research facility on the northeast side of Ann Arbor. On 22 January 2007, Pfizer announced it would close operations in Ann Arbor by the end of 2008. The facility was previously operated by Warner-Lambert and, before that, Parke-Davis. In December 2008, the University of Michigan Board of Regents approved the purchase of the facilities, and the university anticipates hiring 2,000 researchers and staff during the next 10 years. The city is the home of other research and engineering centers, including those of Lotus Engineering, General Dynamics and the National Oceanic and Atmospheric Administration (NOAA). Other research centers sited in the city are the United States Environmental Protection Agency's National Vehicle and Fuel Emissions Laboratory and the Toyota Technical Center. The city is also home to National Sanitation Foundation International (NSF International), the nonprofit non-governmental organization that develops generally accepted standards for a variety of public health related industries and subject areas.
Output: What company announced it would close operations by the end of 2007?
Passage: Pfizer, once the city's second largest employer, operated a large pharmaceutical research facility on the northeast side of Ann Arbor. On 22 January 2007, Pfizer announced it would close operations in Ann Arbor by the end of 2008. The facility was previously operated by Warner-Lambert and, before that, Parke-Davis. In December 2008, the University of Michigan Board of Regents approved the purchase of the facilities, and the university anticipates hiring 2,000 researchers and staff during the next 10 years. The city is the home of other research and engineering centers, including those of Lotus Engineering, General Dynamics and the National Oceanic and Atmospheric Administration (NOAA). Other research centers sited in the city are the United States Environmental Protection Agency's National Vehicle and Fuel Emissions Laboratory and the Toyota Technical Center. The city is also home to National Sanitation Foundation International (NSF International), the nonprofit non-governmental organization that develops generally accepted standards for a variety of public health related industries and subject areas.
Output: What month in 2007 did the University of Michigan Board of Regents approve the purchase of the facilities?
Passage: Pfizer, once the city's second largest employer, operated a large pharmaceutical research facility on the northeast side of Ann Arbor. On 22 January 2007, Pfizer announced it would close operations in Ann Arbor by the end of 2008. The facility was previously operated by Warner-Lambert and, before that, Parke-Davis. In December 2008, the University of Michigan Board of Regents approved the purchase of the facilities, and the university anticipates hiring 2,000 researchers and staff during the next 10 years. The city is the home of other research and engineering centers, including those of Lotus Engineering, General Dynamics and the National Oceanic and Atmospheric Administration (NOAA). Other research centers sited in the city are the United States Environmental Protection Agency's National Vehicle and Fuel Emissions Laboratory and the Toyota Technical Center. The city is also home to National Sanitation Foundation International (NSF International), the nonprofit non-governmental organization that develops generally accepted standards for a variety of public health related industries and subject areas.
Output: Who automobile manufactures has a Fuel Emissions Laboratory in Ann Arbor?
Passage: Free oxygen gas was almost nonexistent in Earth's atmosphere before photosynthetic archaea and bacteria evolved, probably about 3.5 billion years ago. Free oxygen first appeared in significant quantities during the Paleoproterozoic eon (between 3.0 and 2.3 billion years ago). For the first billion years, any free oxygen produced by these organisms combined with dissolved iron in the oceans to form banded iron formations. When such oxygen sinks became saturated, free oxygen began to outgas from the oceans 3–2.7 billion years ago, reaching 10% of its present level around 1.7 billion years ago.
Output: What evolved 5.3 billion years ago?
Passage: Free oxygen gas was almost nonexistent in Earth's atmosphere before photosynthetic archaea and bacteria evolved, probably about 3.5 billion years ago. Free oxygen first appeared in significant quantities during the Paleoproterozoic eon (between 3.0 and 2.3 billion years ago). For the first billion years, any free oxygen produced by these organisms combined with dissolved iron in the oceans to form banded iron formations. When such oxygen sinks became saturated, free oxygen began to outgas from the oceans 3–2.7 billion years ago, reaching 10% of its present level around 1.7 billion years ago.
Output: What eon took place between 3.3 and 2.0 billion years ago?
Passage: Free oxygen gas was almost nonexistent in Earth's atmosphere before photosynthetic archaea and bacteria evolved, probably about 3.5 billion years ago. Free oxygen first appeared in significant quantities during the Paleoproterozoic eon (between 3.0 and 2.3 billion years ago). For the first billion years, any free oxygen produced by these organisms combined with dissolved iron in the oceans to form banded iron formations. When such oxygen sinks became saturated, free oxygen began to outgas from the oceans 3–2.7 billion years ago, reaching 10% of its present level around 1.7 billion years ago.
Output: What happened 3.7-2 billion years ago?
Passage: Free oxygen gas was almost nonexistent in Earth's atmosphere before photosynthetic archaea and bacteria evolved, probably about 3.5 billion years ago. Free oxygen first appeared in significant quantities during the Paleoproterozoic eon (between 3.0 and 2.3 billion years ago). For the first billion years, any free oxygen produced by these organisms combined with dissolved iron in the oceans to form banded iron formations. When such oxygen sinks became saturated, free oxygen began to outgas from the oceans 3–2.7 billion years ago, reaching 10% of its present level around 1.7 billion years ago.
Output: What did oxygen reach 1.2 billion years ago?
Passage: The decidedly anti-Aristotelian and anti-clerical music theorist Vincenzo Galilei (ca. 1520–1591), father of Galileo and the inventor of monody, made use of the method in successfully solving musical problems, firstly, of tuning such as the relationship of pitch to string tension and mass in stringed instruments, and to volume of air in wind instruments; and secondly to composition, by his various suggestions to composers in his Dialogo della musica antica e moderna (Florence, 1581). The Italian word he used for "experiment" was esperienza. It is known that he was the essential pedagogical influence upon the young Galileo, his eldest son (cf. Coelho, ed. Music and Science in the Age of Galileo Galilei), arguably one of the most influential empiricists in history. Vincenzo, through his tuning research, found the underlying truth at the heart of the misunderstood myth of 'Pythagoras' hammers' (the square of the numbers concerned yielded those musical intervals, not the actual numbers, as believed), and through this and other discoveries that demonstrated the fallibility of traditional authorities, a radically empirical attitude developed, passed on to Galileo, which regarded "experience and demonstration" as the sine qua non of valid rational enquiry.
Output: When was Galileo born?
Passage: The decidedly anti-Aristotelian and anti-clerical music theorist Vincenzo Galilei (ca. 1520–1591), father of Galileo and the inventor of monody, made use of the method in successfully solving musical problems, firstly, of tuning such as the relationship of pitch to string tension and mass in stringed instruments, and to volume of air in wind instruments; and secondly to composition, by his various suggestions to composers in his Dialogo della musica antica e moderna (Florence, 1581). The Italian word he used for "experiment" was esperienza. It is known that he was the essential pedagogical influence upon the young Galileo, his eldest son (cf. Coelho, ed. Music and Science in the Age of Galileo Galilei), arguably one of the most influential empiricists in history. Vincenzo, through his tuning research, found the underlying truth at the heart of the misunderstood myth of 'Pythagoras' hammers' (the square of the numbers concerned yielded those musical intervals, not the actual numbers, as believed), and through this and other discoveries that demonstrated the fallibility of traditional authorities, a radically empirical attitude developed, passed on to Galileo, which regarded "experience and demonstration" as the sine qua non of valid rational enquiry.
Output: When did Galileo die?
Passage: The decidedly anti-Aristotelian and anti-clerical music theorist Vincenzo Galilei (ca. 1520–1591), father of Galileo and the inventor of monody, made use of the method in successfully solving musical problems, firstly, of tuning such as the relationship of pitch to string tension and mass in stringed instruments, and to volume of air in wind instruments; and secondly to composition, by his various suggestions to composers in his Dialogo della musica antica e moderna (Florence, 1581). The Italian word he used for "experiment" was esperienza. It is known that he was the essential pedagogical influence upon the young Galileo, his eldest son (cf. Coelho, ed. Music and Science in the Age of Galileo Galilei), arguably one of the most influential empiricists in history. Vincenzo, through his tuning research, found the underlying truth at the heart of the misunderstood myth of 'Pythagoras' hammers' (the square of the numbers concerned yielded those musical intervals, not the actual numbers, as believed), and through this and other discoveries that demonstrated the fallibility of traditional authorities, a radically empirical attitude developed, passed on to Galileo, which regarded "experience and demonstration" as the sine qua non of valid rational enquiry.
Output: Who wrote Music and Science in the age of Galileo?
Passage: The decidedly anti-Aristotelian and anti-clerical music theorist Vincenzo Galilei (ca. 1520–1591), father of Galileo and the inventor of monody, made use of the method in successfully solving musical problems, firstly, of tuning such as the relationship of pitch to string tension and mass in stringed instruments, and to volume of air in wind instruments; and secondly to composition, by his various suggestions to composers in his Dialogo della musica antica e moderna (Florence, 1581). The Italian word he used for "experiment" was esperienza. It is known that he was the essential pedagogical influence upon the young Galileo, his eldest son (cf. Coelho, ed. Music and Science in the Age of Galileo Galilei), arguably one of the most influential empiricists in history. Vincenzo, through his tuning research, found the underlying truth at the heart of the misunderstood myth of 'Pythagoras' hammers' (the square of the numbers concerned yielded those musical intervals, not the actual numbers, as believed), and through this and other discoveries that demonstrated the fallibility of traditional authorities, a radically empirical attitude developed, passed on to Galileo, which regarded "experience and demonstration" as the sine qua non of valid rational enquiry.
Output: When did Vincenzo discover the meaning of Pythagoras' hammers'?
Passage: The decidedly anti-Aristotelian and anti-clerical music theorist Vincenzo Galilei (ca. 1520–1591), father of Galileo and the inventor of monody, made use of the method in successfully solving musical problems, firstly, of tuning such as the relationship of pitch to string tension and mass in stringed instruments, and to volume of air in wind instruments; and secondly to composition, by his various suggestions to composers in his Dialogo della musica antica e moderna (Florence, 1581). The Italian word he used for "experiment" was esperienza. It is known that he was the essential pedagogical influence upon the young Galileo, his eldest son (cf. Coelho, ed. Music and Science in the Age of Galileo Galilei), arguably one of the most influential empiricists in history. Vincenzo, through his tuning research, found the underlying truth at the heart of the misunderstood myth of 'Pythagoras' hammers' (the square of the numbers concerned yielded those musical intervals, not the actual numbers, as believed), and through this and other discoveries that demonstrated the fallibility of traditional authorities, a radically empirical attitude developed, passed on to Galileo, which regarded "experience and demonstration" as the sine qua non of valid rational enquiry.
Output: Where was Galileo born?
Passage: After 1517, when the new invention of printing made these texts widely available, the Dutch humanist Erasmus, who had studied Greek at the Venetian printing house of Aldus Manutius, began a philological analysis of the Gospels in the spirit of Valla, comparing the Greek originals with their Latin translations with a view to correcting errors and discrepancies in the latter. Erasmus, along with the French humanist Jacques Lefèvre d'Étaples, began issuing new translations, laying the groundwork for the Protestant Reformation. Henceforth Renaissance humanism, particularly in the German North, became concerned with religion, while Italian and French humanism concentrated increasingly on scholarship and philology addressed to a narrow audience of specialists, studiously avoiding topics that might offend despotic rulers or which might be seen as corrosive of faith. After the Reformation, critical examination of the Bible did not resume until the advent of the so-called Higher criticism of the 19th-century German Tübingen school.
Output: When are these texts first able to reach no amount of people?
Passage: After 1517, when the new invention of printing made these texts widely available, the Dutch humanist Erasmus, who had studied Greek at the Venetian printing house of Aldus Manutius, began a philological analysis of the Gospels in the spirit of Valla, comparing the Greek originals with their Latin translations with a view to correcting errors and discrepancies in the latter. Erasmus, along with the French humanist Jacques Lefèvre d'Étaples, began issuing new translations, laying the groundwork for the Protestant Reformation. Henceforth Renaissance humanism, particularly in the German North, became concerned with religion, while Italian and French humanism concentrated increasingly on scholarship and philology addressed to a narrow audience of specialists, studiously avoiding topics that might offend despotic rulers or which might be seen as corrosive of faith. After the Reformation, critical examination of the Bible did not resume until the advent of the so-called Higher criticism of the 19th-century German Tübingen school.
Output: What text no longer remains without the type of thorough review that others texts had received by the 12th century?
Passage: After 1517, when the new invention of printing made these texts widely available, the Dutch humanist Erasmus, who had studied Greek at the Venetian printing house of Aldus Manutius, began a philological analysis of the Gospels in the spirit of Valla, comparing the Greek originals with their Latin translations with a view to correcting errors and discrepancies in the latter. Erasmus, along with the French humanist Jacques Lefèvre d'Étaples, began issuing new translations, laying the groundwork for the Protestant Reformation. Henceforth Renaissance humanism, particularly in the German North, became concerned with religion, while Italian and French humanism concentrated increasingly on scholarship and philology addressed to a narrow audience of specialists, studiously avoiding topics that might offend despotic rulers or which might be seen as corrosive of faith. After the Reformation, critical examination of the Bible did not resume until the advent of the so-called Higher criticism of the 19th-century German Tübingen school.
Output: Where was Renaissance humanism against the law?
Passage: After 1517, when the new invention of printing made these texts widely available, the Dutch humanist Erasmus, who had studied Greek at the Venetian printing house of Aldus Manutius, began a philological analysis of the Gospels in the spirit of Valla, comparing the Greek originals with their Latin translations with a view to correcting errors and discrepancies in the latter. Erasmus, along with the French humanist Jacques Lefèvre d'Étaples, began issuing new translations, laying the groundwork for the Protestant Reformation. Henceforth Renaissance humanism, particularly in the German North, became concerned with religion, while Italian and French humanism concentrated increasingly on scholarship and philology addressed to a narrow audience of specialists, studiously avoiding topics that might offend despotic rulers or which might be seen as corrosive of faith. After the Reformation, critical examination of the Bible did not resume until the advent of the so-called Higher criticism of the 19th-century German Tübingen school.
Output: What focused on dismissing scholarship and philology?
Passage: After 1517, when the new invention of printing made these texts widely available, the Dutch humanist Erasmus, who had studied Greek at the Venetian printing house of Aldus Manutius, began a philological analysis of the Gospels in the spirit of Valla, comparing the Greek originals with their Latin translations with a view to correcting errors and discrepancies in the latter. Erasmus, along with the French humanist Jacques Lefèvre d'Étaples, began issuing new translations, laying the groundwork for the Protestant Reformation. Henceforth Renaissance humanism, particularly in the German North, became concerned with religion, while Italian and French humanism concentrated increasingly on scholarship and philology addressed to a narrow audience of specialists, studiously avoiding topics that might offend despotic rulers or which might be seen as corrosive of faith. After the Reformation, critical examination of the Bible did not resume until the advent of the so-called Higher criticism of the 19th-century German Tübingen school.
Output: What 18th century German school has no criticisms?
Passage: 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.
Output: Ending with what century did German play a smaller part in the curriculum of universities?
Passage: 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.
Output: What model of university structure was being used throughout the world at the finish of the 20th century?
Passage: 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.
Output: What were the focus of grants in the 19th century?
Passage: 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.
Output: Who formed a university in Germany?
Passage: 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.
Output: What became less accessible to the masses?
Passage: Some buyers lamented the small size of the first Japanese compacts, and both Toyota and Nissan (then known as Datsun) introduced larger cars such as the Toyota Corona Mark II, the Toyota Cressida, the Mazda 616 and Datsun 810, which added passenger space and amenities such as air conditioning, power steering, AM-FM radios, and even power windows and central locking without increasing the price of the vehicle. A decade after the 1973 oil crisis, Honda, Toyota and Nissan, affected by the 1981 voluntary export restraints, opened US assembly plants and established their luxury divisions (Acura, Lexus and Infiniti, respectively) to distinguish themselves from their mass-market brands.
Output: In 1973 what did Mazda open in the US?
Passage: Some buyers lamented the small size of the first Japanese compacts, and both Toyota and Nissan (then known as Datsun) introduced larger cars such as the Toyota Corona Mark II, the Toyota Cressida, the Mazda 616 and Datsun 810, which added passenger space and amenities such as air conditioning, power steering, AM-FM radios, and even power windows and central locking without increasing the price of the vehicle. A decade after the 1973 oil crisis, Honda, Toyota and Nissan, affected by the 1981 voluntary export restraints, opened US assembly plants and established their luxury divisions (Acura, Lexus and Infiniti, respectively) to distinguish themselves from their mass-market brands.
Output: What did Mazda establish in the US in 1973?
Passage: Some buyers lamented the small size of the first Japanese compacts, and both Toyota and Nissan (then known as Datsun) introduced larger cars such as the Toyota Corona Mark II, the Toyota Cressida, the Mazda 616 and Datsun 810, which added passenger space and amenities such as air conditioning, power steering, AM-FM radios, and even power windows and central locking without increasing the price of the vehicle. A decade after the 1973 oil crisis, Honda, Toyota and Nissan, affected by the 1981 voluntary export restraints, opened US assembly plants and established their luxury divisions (Acura, Lexus and Infiniti, respectively) to distinguish themselves from their mass-market brands.
Output: What did Mazda want to distinguish itself from by opening assembly plants in 1973?
Passage: Some buyers lamented the small size of the first Japanese compacts, and both Toyota and Nissan (then known as Datsun) introduced larger cars such as the Toyota Corona Mark II, the Toyota Cressida, the Mazda 616 and Datsun 810, which added passenger space and amenities such as air conditioning, power steering, AM-FM radios, and even power windows and central locking without increasing the price of the vehicle. A decade after the 1973 oil crisis, Honda, Toyota and Nissan, affected by the 1981 voluntary export restraints, opened US assembly plants and established their luxury divisions (Acura, Lexus and Infiniti, respectively) to distinguish themselves from their mass-market brands.
Output: What did some buyers not like about Acuras?
Passage: Some buyers lamented the small size of the first Japanese compacts, and both Toyota and Nissan (then known as Datsun) introduced larger cars such as the Toyota Corona Mark II, the Toyota Cressida, the Mazda 616 and Datsun 810, which added passenger space and amenities such as air conditioning, power steering, AM-FM radios, and even power windows and central locking without increasing the price of the vehicle. A decade after the 1973 oil crisis, Honda, Toyota and Nissan, affected by the 1981 voluntary export restraints, opened US assembly plants and established their luxury divisions (Acura, Lexus and Infiniti, respectively) to distinguish themselves from their mass-market brands.
Output: What are two things that were added to the Lexus in 1981?
Passage: Black labor played a crucial role in Miami's early development. During the beginning of the 20th century, migrants from the Bahamas and African-Americans constituted 40 percent of the city's population. Whatever their role in the city's growth, their community's growth was limited to a small space. When landlords began to rent homes to African-Americans in neighborhoods close to Avenue J (what would later become NW Fifth Avenue), a gang of white man with torches visited the renting families and warned them to move or be bombed.
Output: In the early 1800s, what percentage of Miami's population was of African origin?
Passage: Black labor played a crucial role in Miami's early development. During the beginning of the 20th century, migrants from the Bahamas and African-Americans constituted 40 percent of the city's population. Whatever their role in the city's growth, their community's growth was limited to a small space. When landlords began to rent homes to African-Americans in neighborhoods close to Avenue J (what would later become NW Fifth Avenue), a gang of white man with torches visited the renting families and warned them to move or be bombed.
Output: In the early 1900s, what percentage of Miami's population was of Indian origin?
Passage: Black labor played a crucial role in Miami's early development. During the beginning of the 20th century, migrants from the Bahamas and African-Americans constituted 40 percent of the city's population. Whatever their role in the city's growth, their community's growth was limited to a small space. When landlords began to rent homes to African-Americans in neighborhoods close to Avenue J (what would later become NW Fifth Avenue), a gang of white man with torches visited the renting families and warned them to move or be bombed.
Output: What was NW Fourth Avenue previously called?
Passage: Black labor played a crucial role in Miami's early development. During the beginning of the 20th century, migrants from the Bahamas and African-Americans constituted 40 percent of the city's population. Whatever their role in the city's growth, their community's growth was limited to a small space. When landlords began to rent homes to African-Americans in neighborhoods close to Avenue J (what would later become NW Fifth Avenue), a gang of white man with torches visited the renting families and warned them to move or be bombed.
Output: What was SW Fifth Avenue previously called?
Passage: Black labor played a crucial role in Miami's early development. During the beginning of the 20th century, migrants from the Bahamas and African-Americans constituted 40 percent of the city's population. Whatever their role in the city's growth, their community's growth was limited to a small space. When landlords began to rent homes to African-Americans in neighborhoods close to Avenue J (what would later become NW Fifth Avenue), a gang of white man with torches visited the renting families and warned them to move or be bombed.
Output: Where did a portion of Miami's black population migrate from in the early 1800s?
Passage: Popper had his own sophisticated views on evolution that go much beyond what the frequently-quoted passages say. In effect, Popper agreed with some of the points of both creationists and naturalists, but also disagreed with both views on crucial aspects. Popper understood the universe as a creative entity that invents new things, including life, but without the necessity of something like a god, especially not one who is pulling strings from behind the curtain. He said that evolution must, as the creationists say, work in a goal-directed way but disagreed with their view that it must necessarily be the hand of god that imposes these goals onto the stage of life.
Output: What did Popper not have sophisticated views on?
Passage: Popper had his own sophisticated views on evolution that go much beyond what the frequently-quoted passages say. In effect, Popper agreed with some of the points of both creationists and naturalists, but also disagreed with both views on crucial aspects. Popper understood the universe as a creative entity that invents new things, including life, but without the necessity of something like a god, especially not one who is pulling strings from behind the curtain. He said that evolution must, as the creationists say, work in a goal-directed way but disagreed with their view that it must necessarily be the hand of god that imposes these goals onto the stage of life.
Output: What did Darwin understand the universe as?
Passage: Popper had his own sophisticated views on evolution that go much beyond what the frequently-quoted passages say. In effect, Popper agreed with some of the points of both creationists and naturalists, but also disagreed with both views on crucial aspects. Popper understood the universe as a creative entity that invents new things, including life, but without the necessity of something like a god, especially not one who is pulling strings from behind the curtain. He said that evolution must, as the creationists say, work in a goal-directed way but disagreed with their view that it must necessarily be the hand of god that imposes these goals onto the stage of life.
Output: Who thought that the universe necessitated a god?
Passage: Popper had his own sophisticated views on evolution that go much beyond what the frequently-quoted passages say. In effect, Popper agreed with some of the points of both creationists and naturalists, but also disagreed with both views on crucial aspects. Popper understood the universe as a creative entity that invents new things, including life, but without the necessity of something like a god, especially not one who is pulling strings from behind the curtain. He said that evolution must, as the creationists say, work in a goal-directed way but disagreed with their view that it must necessarily be the hand of god that imposes these goals onto the stage of life.
Output: What didn't go beyond what the frequently-quoted passages said?
Passage: Popper had his own sophisticated views on evolution that go much beyond what the frequently-quoted passages say. In effect, Popper agreed with some of the points of both creationists and naturalists, but also disagreed with both views on crucial aspects. Popper understood the universe as a creative entity that invents new things, including life, but without the necessity of something like a god, especially not one who is pulling strings from behind the curtain. He said that evolution must, as the creationists say, work in a goal-directed way but disagreed with their view that it must necessarily be the hand of god that imposes these goals onto the stage of life.
Output: Who thought that evolution did not work in a goal-directed way?
Passage: After the disastrous 1757 British campaigns (resulting in a failed expedition against Louisbourg and the Siege of Fort William Henry, which was followed by Indian torture and massacres of British victims), the British government fell. William Pitt came to power and significantly increased British military resources in the colonies at a time when France was unwilling to risk large convoys to aid the limited forces it had in New France. France concentrated its forces against Prussia and its allies in the European theatre of the war. Between 1758 and 1760, the British military launched a campaign to capture the Colony of Canada. They succeeded in capturing territory in surrounding colonies and ultimately Quebec. Though the British were later defeated at Sainte Foy in Quebec, the French ceded Canada in accordance with the 1763 treaty.
Output: Who decreased British military resources in colonies?