QUES: Bruce Matthews notes that there is no cohesive presentation of karma in the Sutta Pitaka, which may mean that the doctrine was incidental to the main perspective of early Buddhist soteriology. Schmithausen is a notable scholar who has questioned whether karma already played a role in the theory of rebirth of earliest Buddhism.[page needed][note 32] According to Vetter, "the Buddha at first sought "the deathless" (amata/amrta), which is concerned with the here and now. According to Vetter, only after this realization did he become acquainted with the doctrine of rebirth." Bronkhorst disagrees, and concludes that the Buddha "introduced a concept of karma that differed considerably from the commonly held views of his time." According to Bronkhorst, not physical and mental activities as such were seen as responsible for rebirth, but intentions and desire.
According the Bronkhorst, intentions and desire are responsible for what?

ANS: rebirth

QUES: The Faraday constant F is the charge of one mole of electrons, equal to the Avogadro constant NA multiplied by the elementary charge e. It can be determined by careful electrolysis experiments, measuring the amount of silver dissolved from an electrode in a given time and for a given electric current. In practice, it is measured in conventional electrical units, and so given the symbol F90. Substituting the definitions of NA and e, and converting from conventional electrical units to SI units, gives the relation to the Planck constant.
How is the Farday difference value slowly calculated?

ANS: unanswerable

QUES: The vast Seleucid Empire was, like Egypt, mostly dominated by a Greco-Macedonian political elite. The Greek population of the cities who formed the dominant elite were reinforced by emigration from Greece. These cities included newly founded colonies such as Antioch, the other cities of the Syrian tetrapolis, Seleucia (north of Babylon) and Dura-Europos on the Euphrates. These cities retained traditional Greek city state institutions such as assemblies, councils and elected magistrates, but this was a facade for they were always controlled by the royal Seleucid officials. Apart from these cities, there were also a large number of Seleucid garrisons (choria), military colonies (katoikiai) and Greek villages (komai) which the Seleucids planted throughout the empire to cement their rule. This 'Greco-Macedonian' population (which also included the sons of settlers who had married local women) could make up a phalanx of 35,000 men (out of a total Seleucid army of 80,000) during the reign of Antiochos III. The rest of the army was made up of native troops. Antiochus III the great conducted several vigorous campaigns to retake all the lost provinces of the empire since the death of Seleucus I. After being defeated by Ptolemy IV's forces at Raphia (217), Antiochus III led a long campaign to the east to subdue the far eastern breakaway provinces (212-205) including Bactria, Parthia, Ariana, Sogdiana, Gedrosia and Drangiana. He was successful, bringing back most of these provinces into at least nominal vassalage and receiving tribute from their rulers. After the death of Ptolemy IV (204), Antiochus took advantage of the weakness of Egypt to conquer Coele-Syria in the fifth Syrian war (202-195). He then began expanding his influence into Pergamene territory in Asia and crossed into Europe, fortifying Lysimachia on the hellespont, but his expansion into Anatolia and Greece was abruptly halted after a decisive defeat at the Battle of Magnesia (190 BCE). In the Treaty of Apamea which ended the war, Antiochus lost all of his territories in Anatolia west of the Taurus and was forced to pay a large indemnity of 15,000 talents.
What are Seleucid military colonies called?

ANS: katoikiai

QUES: Nevertheless, Makdisi has asserted that the European university borrowed many of its features from the Islamic madrasa, including the concepts of a degree and doctorate. Makdisi and Hugh Goddard have also highlighted other terms and concepts now used in modern universities which most likely have Islamic origins, including "the fact that we still talk of professors holding the 'Chair' of their subject" being based on the "traditional Islamic pattern of teaching where the professor sits on a chair and the students sit around him", the term 'academic circles' being derived from the way in which Islamic students "sat in a circle around their professor", and terms such as "having 'fellows', 'reading' a subject, and obtaining 'degrees', can all be traced back" to the Islamic concepts of ashab ('companions, as of Muhammad'), qira'ah ('reading aloud the Qur'an') and ijazah ('licence [to teach]') respectively. Makdisi has listed eighteen such parallels in terminology which can be traced back to their roots in Islamic education. Some of the practices now common in modern universities which Makdisi and Goddard trace back to an Islamic root include "practices such as delivering inaugural lectures, wearing academic robes, obtaining doctorates by defending a thesis, and even the idea of academic freedom are also modelled on Islamic custom." The Islamic scholarly system of fatwa and ijma, meaning opinion and consensus respectively, formed the basis of the "scholarly system the West has practised in university scholarship from the Middle Ages down to the present day." According to Makdisi and Goddard, "the idea of academic freedom" in universities was also "modelled on Islamic custom" as practised in the medieval Madrasa system from the 9th century. Islamic influence was "certainly discernible in the foundation of the first deliberately planned university" in Europe, the University of Naples Federico II founded by Frederick II, Holy Roman Emperor in 1224.
What clothing practice did Makdisi believe European schools did not learn from madaris?

ANS:
unanswerable