Context and question: 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.
What began to happen to universities in the 1500's?
Answer: unanswerable
Context and question: Athanasius knew Greek and admitted not knowing Hebrew [see, e.g., the 39th Festal Letter of St. Athan.]. The Old Testament passages he quotes frequently come from the Septuagint Greek translation. Only rarely did he use other Greek versions (to Aquila once in the Ecthesis, to other versions once or twice on the Psalms), and his knowledge of the Old Testament was limited to the Septuagint. Nonetheless, during his later exile, with no access to a copy of the Scriptures, Athanasius could quote from memory every verse in the Old Testament with a supposed reference to the Trinity without missing any.[citation needed] The combination of Scriptural study and of Greek learning was characteristic of the famous Alexandrian School.
What was not a characteristic of the school?
Answer: unanswerable
Context and question: Research into LCPS (low cost private schools) found that over 5 years to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarised and finding growing coverage in international policy. The polarisation was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable. The report examined the main challenges encountered by development organisations which support LCPSs. Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for:
What was the reason for the polarisation for non-affordable schooling?
Answer:
unanswerable