Input: Read this: During a panel discussion at Harvard University's reunion for African American alumni during the 200304 academic year, two prominent black professors at the institutionLani Guinier and Henry Louis Gatespointed out an unintended effect of affirmative action policies at Harvard. They stated that only about a third of black Harvard undergraduates were from families in which all four grandparents were born into the African American community. The majority of black students at Harvard were Caribbean and African immigrants or their children, with some others the mixed-race children of biracial couples. One Harvard student, born in the South Bronx to a black family whose ancestors have been in the United States for multiple generations, said that there were so few Harvard students from the historic African American community that they took to calling themselves "the descendants" (i.e., descendants of American slaves). The reasons for this underrepresentation of historic African Americans, and possible remedies, remain a subject of debate.
Question: Other than the reasons for the under representation of African Americans, what else is still up for debate?

Output: possible remedies

QUES: Nasser's involvement in political activity increased throughout his school years, such that he only attended 45 days of classes during his last year of secondary school. Despite it having the almost unanimous backing of Egypt's political forces, Nasser strongly objected to the 1936 Anglo-Egyptian Treaty because it stipulated the continued presence of British military bases in the country. Nonetheless, political unrest in Egypt declined significantly and Nasser resumed his studies at al-Nahda, where he received his leaving certificate later that year.

From where did Nasser graduate?
What is the answer?
ANS: al-Nahda

QUES: Women could not be professed to the Dominican religious life before the age of thirteen. The formula for profession contained in the Constitutions of Montargis Priory (1250) demands that nuns pledge obedience to God, the Blessed Virgin, their prioress and her successors according to the Rule of St. Augustine and the institute of the order, until death. The clothing of the sisters consisted of a white tunic and scapular, a leather belt, a black mantle, and a black veil. Candidates to profession were tested to reveal whether they were actually married women who had merely separated from their husbands. Their intellectual abilities were also tested. Nuns were to be silent in places of prayer, the cloister, the dormitory, and refectory. Silence was maintained unless the prioress granted an exception for a specific cause. Speaking was allowed in the common parlor, but it was subordinate to strict rules, and the prioress, subprioress or other senior nun had to be present.
What type of veil did the sisters not have to wear?

ANS: unanswerable

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.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): Which university is said to have started faculty governance?
Ah, so.. University of Paris

Question: The English concentrated on the spirit of the events of Christ's life, not the literality of events. They neither expected nor sought the appearance of the stigmata or any other physical manifestation. They wanted to create in themselves that environment that allowed Jesus to fulfill His divine mission, insofar as they were able. At the center of this environment was love: the love that Christ showed for humanity in becoming human. Christ's love reveals the mercy of God and His care for His creation. English Dominican mystics sought through this love to become images of God. Love led to spiritual growth that, in turn, reflected an increase in love for God and humanity. This increase in universal love allowed men's wills to conform to God's will, just as Christ's will submitted to the Father's will.
Try to answer this question if possible: What does love lead to according to French mystics?
Answer: unanswerable

Question: Ski troops were trained for the war, and battles were waged in mountainous areas such as the battle at Riva Ridge in Italy, where the American 10th Mountain Division encountered heavy resistance in February 1945. At the end of the war, a substantial amount of Nazi plunder was found stored in Austria, where Hitler had hoped to retreat as the war drew to a close. The salt mines surrounding the Altaussee area, where American troops found 75 kilos of gold coins stored in a single mine, were used to store looted art, jewels, and currency; vast quantities of looted art were found and returned to the owners.
Try to answer this question if possible: Where was the battle at Riva Ridge?
Answer:
Italy