Q: What is a question about this article? If the question is unanswerable, say "unanswerable".
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.
What was there an indiscernible impact on?
A: unanswerable

Q: What is a question about this article? If the question is unanswerable, say "unanswerable".
Royal assent is not sufficient to give legal effect to an Act of Tynwald. By ancient custom, an act did not come into force until it had been promulgated at an open-air sitting of Tynwald, usually held on Tynwald Hill at St John's on St John's Day (24 June), but, since the adoption of the Gregorian calendar in 1753, on 5 July (or on the following Monday if 5 July is a Saturday or Sunday). Promulgation originally consisted of the reading of the Act in English and Manx; but, after 1865 the reading of the title of the act and a summary of each section were sufficient. This was reduced in 1895 to the titles and a memorandum of the object and purport of the act, and, since 1988, only the short title and a summary of the long title have been read.
Nowadays, only the short title and what else are read?
A: summary of the long title

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Samuel Adelstein described the Lombardi mandolin in 1893 as wider and shorter than the Neapolitan mandolin, with a shallower back and a shorter and wider neck, with six single strings to the regular mandolin's set of 4. The Lombardi was tuned C, D, A, E, B, G. The strings were fastened to the bridge like a guitar's. There were 20 frets, covering three octaves, with an additional 5 notes. When Adelstein wrote, there were no nylon strings, and the gut and single strings "do not vibrate so clearly and sweetly as the double steel string of the Neapolitan."
Who described the Lombardi mandolin as wider and shorter than the Neoapolitan mandolin?
A: Samuel Adelstein

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By 1840, the Market Hall and Sheds, where fresh meat and produce were brought daily, became a hub of commercial activity. The slave trade also depended on the port of Charleston, where ships could be unloaded and the slaves bought and sold. The legal importation of African slaves had ended in 1808, although smuggling was significant. However, the domestic trade was booming. More than one million slaves were transported from the Upper South to the Deep South in the antebellum years, as cotton plantations were widely developed through what became known as the Black Belt. Many slaves were transported in the coastwise slave trade, with slave ships stopping at ports such as Charleston.
What year did the legal importation of slaves start?
A:
unanswerable