Context and question: Later, the 3rd dynasty of Ur under Ur-Nammu and Shulgi, whose power extended as far as southern Assyria, was the last great "Sumerian renaissance", but already the region was becoming more Semitic than Sumerian, with the rise in power of the Akkadian speaking Semites in Assyria and elsewhere, and the influx of waves of Semitic Martu (Amorites) who were to found several competing local powers including Isin, Larsa, Eshnunna and eventually Babylon. The last of these eventually came to dominate the south of Mesopotamia as the Babylonian Empire, just as the Old Assyrian Empire had already done so in the north from the late 21st century BC. The Sumerian language continued as a sacerdotal language taught in schools in Babylonia and Assyria, much as Latin was used in the Medieval period, for as long as cuneiform was utilized.
Who guided Ur during the last gasp of power?
Answer: Ur-Nammu and Shulgi
Context and question: Iran has a paramilitary, volunteer militia force within the IRGC, called the Basij, which includes about 90,000 full-time, active-duty uniformed members. Up to 11 million men and women are members of the Basij who could potentially be called up for service; GlobalSecurity.org estimates Iran could mobilize "up to one million men". This would be among the largest troop mobilizations in the world. In 2007, Iran's military spending represented 2.6% of the GDP or $102 per capita, the lowest figure of the Persian Gulf nations. Iran's military doctrine is based on deterrence. In 2014 arms spending the country spent $15 billion and was outspent by the states of the Gulf Cooperation Council by a factor of 13.
What is Iran's volunteer militia force named?
Answer: the Basij
Context and question: Expansion caused controversy about Yale's new roles. Noah Porter, moral philosopher, was president from 1871 to 1886. During an age of tremendous expansion in higher education, Porter resisted the rise of the new research university, claiming that an eager embrace of its ideals would corrupt undergraduate education. Many of Porter's contemporaries criticized his administration, and historians since have disparaged his leadership. Levesque argues Porter was not a simple-minded reactionary, uncritically committed to tradition, but a principled and selective conservative. He did not endorse everything old or reject everything new; rather, he sought to apply long-established ethical and pedagogical principles to a rapidly changing culture. He may have misunderstood some of the challenges of his time, but he correctly anticipated the enduring tensions that have accompanied the emergence and growth of the modern university.
What was Porter's reason for striking down the research university?
Answer:
an eager embrace of its ideals would corrupt undergraduate education