Context and question: With the example of the Ming court's relationship with the fifth Karmapa and other Tibetan leaders, Norbu states that Chinese Communist historians have failed to realize the significance of the religious aspect of the Ming-Tibetan relationship. He writes that the meetings of lamas with the Emperor of China were exchanges of tribute between "the patron and the priest" and were not merely instances of a political subordinate paying tribute to a superior. He also notes that the items of tribute were Buddhist artifacts which symbolized "the religious nature of the relationship." Josef Kolmas writes that the Ming dynasty did not exercise any direct political control over Tibet, content with their tribute relations that were "almost entirely of a religious character." Patricia Ann Berger writes that the Yongle Emperor's courting and granting of titles to lamas was his attempt to "resurrect the relationship between China and Tibet established earlier by the Yuan dynastic founder Khubilai Khan and his guru Phagpa." She also writes that the later Qing emperors and their Mongol associates viewed the Yongle Emperor's relationship with Tibet as "part of a chain of reincarnation that saw this Han Chinese emperor as yet another emanation of Manjusri."
According to Norbu who failed to realize the significance of the religious aspect of the Ming-Tibetan relationship?
Answer: Chinese Communist historians
Context and question: "The roots of all our modern academic fields can be found within the pages of literature." Literature in all its forms can be seen as written records, whether the literature itself be factual or fictional, it is still quite possible to decipher facts through things like characters' actions and words or the authors' style of writing and the intent behind the words. The plot is for more than just entertainment purposes; within it lies information about economics, psychology, science, religions, politics, cultures, and social depth. Studying and analyzing literature becomes very important in terms of learning about our history. Through the study of past literature we are able to learn about how society has evolved and about the societal norms during each of the different periods all throughout history. This can even help us to understand references made in more modern literature because authors often make references to Greek mythology and other old religious texts or historical moments. Not only is there literature written on each of the aforementioned topics themselves, and how they have evolved throughout history (like a book about the history of economics or a book about evolution and science, for example) but we can also learn about these things in fictional works. Authors often include historical moments in their works, like when Lord Byron talks about the Spanish and the French in ''Childe Harold's Pilgrimage: Canto I'' and expresses his opinions through his character Childe Harold. Through literature we are able to continuously uncover new information about history. It is easy to see how all academic fields have roots in literature. Information became easier to pass down from generation to generation once we began to write it down. Eventually everything was written down, from things like home remedies and cures for illness, or how to build shelter to traditions and religious practices. From there people were able to study literature, improve on ideas, further our knowledge, and academic fields such as the medical field or trades could be started. In much the same way as the literature that we study today continue to be updated as we continue to evolve and learn more and more.
Who is the main character in "Childe Harold's: Canto I?"
Answer: unanswerable
Context and question: The New York City Public Schools system, managed by the New York City Department of Education, is the largest public school system in the United States, serving about 1.1 million students in more than 1,700 separate primary and secondary schools. The city's public school system includes nine specialized high schools to serve academically and artistically gifted students.
How many high schools for gifted students does New York City have?
Answer:
nine