Article: Literature consists of written productions, often restricted to those deemed to have artistic or intellectual value. Its Latin root literatura/litteratura (derived itself from littera, letter or handwriting) was used to refer to all written accounts, but intertwined with the roman concept of cultura: learning or cultivation. Literature often uses language differently than ordinary language (see literariness). Literature can be classified according to whether it is fiction or non-fiction and whether it is poetry or prose; it can be further distinguished according to major forms such as the novel, short story or drama; and works are often categorised according to historical periods or their adherence to certain aesthetic features or expectations (genre).

Question: Prose literature can be sub-divided into what formats?
Ans: the novel, short story or drama

Article: The influence of cubism extended to other artistic fields, outside painting and sculpture. In literature, the written works of Gertrude Stein employ repetition and repetitive phrases as building blocks in both passages and whole chapters. Most of Stein's important works utilize this technique, including the novel The Making of Americans (190608). Not only were they the first important patrons of Cubism, Gertrude Stein and her brother Leo were also important influences on Cubism as well. Picasso in turn was an important influence on Stein's writing.

Question: What was the title of Gertrude Stein's 1906-1908 book?
Ans: The Making of Americans

Article: The Roman Republic (Latin: Res publica Romana; Classical Latin: [res pub.l.ka roma.na]) was the period of ancient Roman civilization beginning with the overthrow of the Roman Kingdom, traditionally dated to 509 BC, and ending in 27 BC with the establishment of the Roman Empire. It was during this period that Rome's control expanded from the city's immediate surroundings to hegemony over the entire Mediterranean world. During the first two centuries of its existence, the Roman Republic expanded through a combination of conquest and alliance, from central Italy to the entire Italian peninsula. By the following century, it included North Africa, Spain, and what is now southern France. Two centuries after that, towards the end of the 1st century BC, it included the rest of modern France, Greece, and much of the eastern Mediterranean. By this time, internal tensions led to a series of civil wars, culminating with the assassination of Julius Caesar, which led to the transition from republic to empire. The exact date of transition can be a matter of interpretation. Historians have variously proposed Julius Caesar's crossing of the Rubicon River in 49 BC, Caesar's appointment as dictator for life in 44 BC, and the defeat of Mark Antony and Cleopatra at the Battle of Actium in 31 BC. However, most use the same date as did the ancient Romans themselves, the Roman Senate's grant of extraordinary powers to Octavian and his adopting the title Augustus in 27 BC, as the defining event ending the Republic.

Question: What do most consider to be the event that ended the Roman Republic?
Ans: Roman Senate's grant of extraordinary powers to Octavian

Article: Jean Macfarlane founded the University of California, Berkeley's Institute of Human Development, formerly called the Institute of Child Welfare, in 1927. The Institute was instrumental in initiating studies of healthy development, in contrast to previous work that had been dominated by theories based on pathological personalities. The studies looked at human development during the Great Depression and World War II, unique historical circumstances under which a generation of children grew up. The Oakland Growth Study, initiated by Harold Jones and Herbert Stolz in 1931, aimed to study the physical, intellectual, and social development of children in the Oakland area. Data collection began in 1932 and continued until 1981, allowing the researchers to gather longitudinal data on the individuals that extended past adolescence into adulthood. Jean Macfarlane launched the Berkeley Guidance Study, which examined the development of children in terms of their socioeconomic and family backgrounds. These studies provided the background for Glen Elder in the 1960s, to propose a life-course perspective of adolescent development. Elder formulated several descriptive principles of adolescent development. The principle of historical time and place states that an individual's development is shaped by the period and location in which they grow up. The principle of the importance of timing in one's life refers to the different impact that life events have on development based on when in one's life they occur. The idea of linked lives states that one's development is shaped by the interconnected network of relationships of which one is a part; and the principle of human agency asserts that one's life course is constructed via the choices and actions of an individual within the context of their historical period and social network.

Question: What year did data for the Oakland Growth Study stop being collected?
Ans:
1981