praj-17/QA-MCQ-Open-ended huggingface dataset:
Title: University
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.

question: What were the faculty who supervised students in the University of Paris called? 

answer: masters

question: The structure of the University of Paris served as what for other universities? 

answer: a standard

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

answer: specialists

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

answer: University of Oxford

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

answer: at least three
Title: University
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.

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

answer: the curriculum and research of the Middle Ages

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

answer: Galen and Arabic scholarship

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

answer: Humanist

question: Niccolò Leoniceno was a professor of what subject? 

answer: medicine

question: Which individual added a humanist view into the Corpus Juris? 

answer: Andreas Alciatus
Title: University
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.

question: Discovery and exposition were examples of the focus of what type of university scholar? 

answer: humanist

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

answer: the humanities

question: What work did Vesalius push the study of? 

answer: Galen

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

answer: the printing press
Title: University
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.

question: In multiple countries in Europe students can attend a university with what kind if financial burden? 

answer: without tuition fees

question: Until what year were public universities in nordic nation free of tuition? 

answer: around 2005

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

answer: foreign students

question: In terms of Universities in Denmark what is the fee status for citizens of EFA states? 

answer: exempted from tuition fees

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

answer: increased
Title: University
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.

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

answer: college

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

answer: Varsity

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

answer: uni

question: The nation of Ghana shortens university to what? 

answer: varsity

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

answer: 19th
Title: 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).

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

answer: two

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

answer: non-degree-granting

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

answer: four

question: What is McGill University in Canada an example of? 

answer: medical schools

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

answer: undergraduate
Title: University
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.

question: How many vice presidents do most universities have? 

answer: at least one

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

answer: a board of trustees

question: Who controls public universities? 

answer: government-run higher education boards

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

answer: schools or faculties

question: Besides students, what is the source of funds of private universities? 

answer: business corporations
Title: University
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.

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

answer: varies widely

question: Outside of state funded schools, and funds coming from donors, how might a university collect funds? 

answer: fees which students attending the university

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

answer: accommodation
Title: University
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.

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

answer: intergovernmental

question: In terms of intergovernmental universities, what is EUCLID? 

answer: Pôle Universitaire Euclide, Euclid University

question: What is a mission of EUCLID as it relates to signatory nations? 

answer: sustainable development

question: What type of school is the European University Institute? 

answer: post-graduate

question: What type of study does the European University Institute focus on? 

answer: social sciences
Title: University
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.

question: What was a focus of the National University of Ireland during the beginning of Irish Independence? 

answer: Irish language and Irish culture

question: In what nation did the University Revolution occur? 

answer: Argentina

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

answer: 1918

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

answer: Reforms
Title: University
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."

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

answer: 1963

question: What nation did the 1963 Robbins Report focus on? 

answer: the United Kingdom

question: What should a university promote, according to the Robbins Report? 

answer: general powers of the mind

question: Universities should maintain what, according to the Robbins Report? 

answer: research in balance with teaching

question: The Robbins Report says universities should transmit what? 

answer: a common culture and common standards of citizenship
Title: University
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.

question: Ending with what century did religion play a smaller part in the curriculum of universities? 

answer: 19th

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

answer: the German university model

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

answer: science

question: Who was Sir Keith Murray? 

answer: chairman of the University Grants Committee

question: What university did Sir Samuel Curran contribute to the creation of? 

answer: the University of Strathclyde
Title: University
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.

question: At the end of what period would universities become alike to contemporary universities? 

answer: the end of the early modern period

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

answer: mechanistic

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

answer: humanities

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

answer: 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? 

answer: Aristotle
Title: University
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.

question: Scientists and universities were competing for what? 

answer: limited resources

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

answer: free

question:  Governments created universities to serve as what? 

answer: an alternative to traditional universities

question: What type of entity created competition with government created universities? 

answer: private benefactors
Title: University
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.

question: What percentage of scientists from 1450–1650 in the Dictionary of Scientific Biography were taught in a university? 

answer: more than 80%

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

answer: considerable reluctance

question: What university was Melancthon from? 

answer: University of Wittenberg

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

answer: legitimacy and respectability

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

answer: Cartesian
Title: University
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.

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

answer: Aristotelian

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

answer: autonomy

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

answer: a general scholar

question: A hierarchy of scientific disciplines came out of what? 

answer: the scientific revolution

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

answer: first