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The history of emotions has become an increasingly popular topic recently, with some scholars arguing that it is an essential category of analysis, not unlike class, race, or gender. Historians, like other social scientists, assume that emotions, feelings and their expressions are regulated in different ways by both different cultures and different historical times, and constructivist school of history claims even that some sentiments and meta-emotions, for example Schadenfreude, are learnt and not only regulated by culture. Historians of emotion trace and analyse the changing norms and rules of feeling, while examining emotional regimes, codes, and lexicons from social, cultural or political history perspectives. Others focus on the history of medicine, science or psychology. What somebody can and may feel (and show) in a given situation, towards certain people or things, depends on social norms and rules. It is thus historically variable and open to change. Several research centers have opened in the past few years in Germany, England, Spain, Sweden and Australia.
Along with Germany, England, Spain and Australia, where has a research center on the history of emotions recently opened?
A: Sweden

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In the 20th century, as Beijing, Shanghai, Nanjing, and Wuhan had all been occupied by the Japanese during the Second Sino-Japanese War, the capital of the Republic of China had been temporary relocated to Chongqing, then a major city in Sichuan. An enduring legacy of this move is that nearby inland provinces, such as Shaanxi, Gansu, and Guizhou, which previously never had modern Western-style universities, began to be developed in this regard. The difficulty of accessing the region overland from the eastern part of China and the foggy climate hindering the accuracy of Japanese bombing of the Sichuan Basin, made the region the stronghold of Chiang Kai-Shek's Kuomintang government during 1938-45, and led to the Bombing of Chongqing.
What are some reasons for the lack of accurate Japanese bombing during the Second Sino-Japanese War in the Sichuan Basin?
A: The difficulty of accessing the region overland from the eastern part of China and the foggy climate

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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 14501650 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.
What type of epistemology was adopted for a short period of time in MIddle Eastern universities?
A: unanswerable

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Nasser was greatly influenced by Egyptian nationalism, as espoused by politician Mustafa Kamel, poet Ahmed Shawqi, and his anti-colonialist instructor at the Royal Military Academy, Aziz al-Masri, to whom Nasser expressed his gratitude in a 1961 newspaper interview. He was especially influenced by Egyptian writer Tawfiq al-Hakim's novel Return of the Spirit, in which al-Hakim wrote that the Egyptian people were only in need of a "man in whom all their feelings and desires will be represented, and who will be for them a symbol of their objective". Nasser later credited the novel as his inspiration to launch the 1952 revolution.
What poet did Nasser read?
A:
Ahmed Shawqi