yz2022/T2P-DownstreamNLP huggingface dataset:
Mosaic

The double indirect method can be used when it is important to see the work during the creation process as it will appear when completed. The tesserae are placed face-up on a medium (often adhesive-backed paper, sticky plastic or soft lime or putty) as it will appear when installed. When the mosaic is complete, a similar medium is placed atop it. The piece is then turned over, the original underlying material is carefully removed, and the piece is installed as in the indirect method described above. In comparison to the indirect method, this is a complex system to use and requires great skill on the part of the operator, to avoid damaging the work. Its greatest advantage lies in the possibility of the operator directly controlling the final result of the work, which is important e.g. when the human figure is involved. This method was created in 1989 by Maurizio Placuzzi and registered for industrial use (patent n. 0000222556) under the name of his company, Sicis International Srl, now Sicis The Art Mosaic Factory Srl.

Question: When was the double indirect method invented?
Answer: 1989

Question: Who invented the double indirect method?
Answer: Maurizio Placuzzi

Question: What is used as a backing adhesive for the double indirect method besides putty or paper?
Answer: sticky plastic
University

Their endowment by a prince or monarch and their role in training government officials made these Mediterranean universities similar to Islamic madrasas, although madrasas were generally smaller and individual teachers, rather than the madrasa itself, granted the license or degree. Scholars like Arnold H. Green and Hossein Nasr have argued that starting in the 10th century, some medieval Islamic madrasahs became universities. George Makdisi and others, however, argue that the European university has no parallel in the medieval Islamic world. Other scholars regard the university as uniquely European in origin and characteristics.

Question: In which century did Islamic madrasas start to transform into universities?
Answer: 10th
University

Although the structural model provided by the University of Paris, where student members are controlled by faculty "masters," provided a standard for universities, the application of this model took at least three different forms. There were universities that had a system of faculties whose teaching addressed a very specific curriculum; this model tended to train specialists. There was a collegiate or tutorial model based on the system at University of Oxford where teaching and organization was decentralized and knowledge was more of a generalist nature. There were also universities that combined these models, using the collegiate model but having a centralized organization.

Question: What were the faculty who supervised students in the University of Paris called?
Answer: masters

Question: The structure of the University of Paris served as what for other universities?
Answer: a standard

Question: Which university had teaching which was more general, and not centralized?
Answer: University of Oxford

Question: How many styles did the University of Paris model end up taking when applied to other universities?
Answer: at least three

Question: What type of student did schools that focus on very specific topics aim to create?
Answer: specialists
University

Although the initial focus of the humanist scholars in the university was the discovery, exposition and insertion of ancient texts and languages into the university, and the ideas of those texts into society generally, their influence was ultimately quite progressive. The emergence of classical texts brought new ideas and led to a more creative university climate (as the notable list of scholars above attests to). A focus on knowledge coming from self, from the human, has a direct implication for new forms of scholarship and instruction, and was the foundation for what is commonly known as the humanities. This disposition toward knowledge manifested in not simply the translation and propagation of ancient texts, but also their adaptation and expansion. For instance, Vesalius was imperative for advocating the use of Galen, but he also invigorated this text with experimentation, disagreements and further research. The propagation of these texts, especially within the universities, was greatly aided by the emergence of the printing press and the beginning of the use of the vernacular, which allowed for the printing of relatively large texts at reasonable prices.

Question: Discovery and exposition were examples of the focus of what type of university scholar?
Answer: humanist
University

An important idea in the definition of a university is the notion of academic freedom. The first documentary evidence of this comes from early in the life of the first university. The University of Bologna adopted an academic charter, the Constitutio Habita, in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education. Today this is claimed as the origin of "academic freedom". This is now widely recognised internationally - on 18 September 1988, 430 university rectors signed the Magna Charta Universitatum, marking the 900th anniversary of Bologna's foundation. The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world.

Question: In terms of academics what is a core requirement of a university?
Answer: academic freedom
University

Although the initial focus of the humanist scholars in the university was the discovery, exposition and insertion of ancient texts and languages into the university, and the ideas of those texts into society generally, their influence was ultimately quite progressive. The emergence of classical texts brought new ideas and led to a more creative university climate (as the notable list of scholars above attests to). A focus on knowledge coming from self, from the human, has a direct implication for new forms of scholarship and instruction, and was the foundation for what is commonly known as the humanities. This disposition toward knowledge manifested in not simply the translation and propagation of ancient texts, but also their adaptation and expansion. For instance, Vesalius was imperative for advocating the use of Galen, but he also invigorated this text with experimentation, disagreements and further research. The propagation of these texts, especially within the universities, was greatly aided by the emergence of the printing press and the beginning of the use of the vernacular, which allowed for the printing of relatively large texts at reasonable prices.

Question: A concentration on the study of the self resulted in what field of study?
Answer: the humanities

Question: What work did Vesalius push the study of?
Answer: Galen
Mosaic

Non-religious Umayyad mosaic works were mainly floor panels which decorated the palaces of the caliphs and other high-ranking officials. They were closely modeled after the mosaics of the Roman country villas, once common in the Eastern Mediterranean. The most superb example can be found in the bath house of Hisham's Palace, Palestine which was made around 744. The main panel depicts a large tree and underneath it a lion attacking a deer (right side) and two deers peacefully grazing (left side). The panel probably represents good and bad governance. Mosaics with classical geometric motifs survived in the bath area of the 8th-century Umayyad palace complex in Anjar, Lebanon. The luxurious desert residence of Al-Walid II in Qasr al-Hallabat (in present-day Jordan) was also decorated with floor mosaics that show a high level of technical skill. The best preserved panel at Hallabat is divided by a Tree of Life flanked by "good" animals on one side and "bad" animals on the other. Among the Hallabat representations are vine scrolls, grapes, pomegranates, oryx, wolves, hares, a leopard, pairs of partridges, fish, bulls, ostriches, rabbits, rams, goats, lions and a snake. At Qastal, near Amman, excavations in 2000 uncovered the earliest known Umayyad mosaics in present-day Jordan, dating probably from the caliphate of Abd al-Malik ibn Marwan (685–705). They cover much of the floor of a finely decorated building that probably served as the palace of a local governor. The Qastal mosaics depict geometrical patterns, trees, animals, fruits and rosettes. Except for the open courtyard, entrance and staircases, the floors of the entire palace were covered in mosaics.

Question: What were the floor panels of the caliphs and high ranking officials modeled after?
Answer: Roman country villas
University

Although the initial focus of the humanist scholars in the university was the discovery, exposition and insertion of ancient texts and languages into the university, and the ideas of those texts into society generally, their influence was ultimately quite progressive. The emergence of classical texts brought new ideas and led to a more creative university climate (as the notable list of scholars above attests to). A focus on knowledge coming from self, from the human, has a direct implication for new forms of scholarship and instruction, and was the foundation for what is commonly known as the humanities. This disposition toward knowledge manifested in not simply the translation and propagation of ancient texts, but also their adaptation and expansion. For instance, Vesalius was imperative for advocating the use of Galen, but he also invigorated this text with experimentation, disagreements and further research. The propagation of these texts, especially within the universities, was greatly aided by the emergence of the printing press and the beginning of the use of the vernacular, which allowed for the printing of relatively large texts at reasonable prices.

Question: What spread the use of texts by Galen within universities?
Answer: the printing press
University

An important idea in the definition of a university is the notion of academic freedom. The first documentary evidence of this comes from early in the life of the first university. The University of Bologna adopted an academic charter, the Constitutio Habita, in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education. Today this is claimed as the origin of "academic freedom". This is now widely recognised internationally - on 18 September 1988, 430 university rectors signed the Magna Charta Universitatum, marking the 900th anniversary of Bologna's foundation. The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world.

Question: What charter is said to be the first establishing academic freedom in a university?
Answer: the Constitutio Habita

Question: What did the Constitutio Habita say students were allowed?
Answer: unhindered passage in the interests of education

Question: On what date was the Magna Carta Universitatum signed?
Answer: 18 September 1988
Mosaic

Non-religious Umayyad mosaic works were mainly floor panels which decorated the palaces of the caliphs and other high-ranking officials. They were closely modeled after the mosaics of the Roman country villas, once common in the Eastern Mediterranean. The most superb example can be found in the bath house of Hisham's Palace, Palestine which was made around 744. The main panel depicts a large tree and underneath it a lion attacking a deer (right side) and two deers peacefully grazing (left side). The panel probably represents good and bad governance. Mosaics with classical geometric motifs survived in the bath area of the 8th-century Umayyad palace complex in Anjar, Lebanon. The luxurious desert residence of Al-Walid II in Qasr al-Hallabat (in present-day Jordan) was also decorated with floor mosaics that show a high level of technical skill. The best preserved panel at Hallabat is divided by a Tree of Life flanked by "good" animals on one side and "bad" animals on the other. Among the Hallabat representations are vine scrolls, grapes, pomegranates, oryx, wolves, hares, a leopard, pairs of partridges, fish, bulls, ostriches, rabbits, rams, goats, lions and a snake. At Qastal, near Amman, excavations in 2000 uncovered the earliest known Umayyad mosaics in present-day Jordan, dating probably from the caliphate of Abd al-Malik ibn Marwan (685–705). They cover much of the floor of a finely decorated building that probably served as the palace of a local governor. The Qastal mosaics depict geometrical patterns, trees, animals, fruits and rosettes. Except for the open courtyard, entrance and staircases, the floors of the entire palace were covered in mosaics.

Question: Any mosaic having secular designs were likely what?
Answer: floor panels
University

Their endowment by a prince or monarch and their role in training government officials made these Mediterranean universities similar to Islamic madrasas, although madrasas were generally smaller and individual teachers, rather than the madrasa itself, granted the license or degree. Scholars like Arnold H. Green and Hossein Nasr have argued that starting in the 10th century, some medieval Islamic madrasahs became universities. George Makdisi and others, however, argue that the European university has no parallel in the medieval Islamic world. Other scholars regard the university as uniquely European in origin and characteristics.

Question: What type of individual funded a Mediterranean university?
Answer: prince or monarch
Mosaic

Non-religious Umayyad mosaic works were mainly floor panels which decorated the palaces of the caliphs and other high-ranking officials. They were closely modeled after the mosaics of the Roman country villas, once common in the Eastern Mediterranean. The most superb example can be found in the bath house of Hisham's Palace, Palestine which was made around 744. The main panel depicts a large tree and underneath it a lion attacking a deer (right side) and two deers peacefully grazing (left side). The panel probably represents good and bad governance. Mosaics with classical geometric motifs survived in the bath area of the 8th-century Umayyad palace complex in Anjar, Lebanon. The luxurious desert residence of Al-Walid II in Qasr al-Hallabat (in present-day Jordan) was also decorated with floor mosaics that show a high level of technical skill. The best preserved panel at Hallabat is divided by a Tree of Life flanked by "good" animals on one side and "bad" animals on the other. Among the Hallabat representations are vine scrolls, grapes, pomegranates, oryx, wolves, hares, a leopard, pairs of partridges, fish, bulls, ostriches, rabbits, rams, goats, lions and a snake. At Qastal, near Amman, excavations in 2000 uncovered the earliest known Umayyad mosaics in present-day Jordan, dating probably from the caliphate of Abd al-Malik ibn Marwan (685–705). They cover much of the floor of a finely decorated building that probably served as the palace of a local governor. The Qastal mosaics depict geometrical patterns, trees, animals, fruits and rosettes. Except for the open courtyard, entrance and staircases, the floors of the entire palace were covered in mosaics.

Question: Where can the most superb example of Umayyad mosaic floor paneling?
Answer: the bath house of Hisham's Palace

Question: In which present day country would the residence of Al-Walid II in Qasr al-Hallabat be?
Answer: Jordan

Question: At Qastal in 2000 the earliest examples of what were found in Jordan?
Answer: Umayyad mosaics
University

An important idea in the definition of a university is the notion of academic freedom. The first documentary evidence of this comes from early in the life of the first university. The University of Bologna adopted an academic charter, the Constitutio Habita, in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education. Today this is claimed as the origin of "academic freedom". This is now widely recognised internationally - on 18 September 1988, 430 university rectors signed the Magna Charta Universitatum, marking the 900th anniversary of Bologna's foundation. The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world.

Question: What was the first university?
Answer: University of Bologna
University

European higher education took place for hundreds of years in Christian cathedral schools or monastic schools (scholae monasticae), in which monks and nuns taught classes; evidence of these immediate forerunners of the later university at many places dates back to the 6th century. The earliest universities were developed under the aegis of the Latin Church by papal bull as studia generalia and perhaps from cathedral schools. It is possible, however, that the development of cathedral schools into universities was quite rare, with the University of Paris being an exception. Later they were also founded by Kings (University of Naples Federico II, Charles University in Prague, Jagiellonian University in Kraków) or municipal administrations (University of Cologne, University of Erfurt). In the early medieval period, most new universities were founded from pre-existing schools, usually when these schools were deemed to have become primarily sites of higher education. Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by monasteries.

Question: What church is said to be responsible for the formation of universities?
Answer: Latin Church

Question: Who presided over classes at a scholae monasticae?
Answer: monks and nuns

Question: What is a scholae monasticae?
Answer: monastic schools
University

Many scholars (including Makdisi) have argued that early medieval universities were influenced by the religious madrasahs in Al-Andalus, the Emirate of Sicily, and the Middle East (during the Crusades). Other scholars see this argument as overstated. Lowe and Yasuhara have recently drawn on the well-documented influences of scholarship from the Islamic world on the universities of Western Europe to call for a reconsideration of the development of higher education, turning away from a concern with local institutional structures to a broader consideration within a global context.

Question: Madrasas in which specific location are said to have guided the formation of medieval universities?
Answer: Al-Andalus

Question: Some scholars think that universities come from what, rather than solely local influences?
Answer: a global context
University

European higher education took place for hundreds of years in Christian cathedral schools or monastic schools (scholae monasticae), in which monks and nuns taught classes; evidence of these immediate forerunners of the later university at many places dates back to the 6th century. The earliest universities were developed under the aegis of the Latin Church by papal bull as studia generalia and perhaps from cathedral schools. It is possible, however, that the development of cathedral schools into universities was quite rare, with the University of Paris being an exception. Later they were also founded by Kings (University of Naples Federico II, Charles University in Prague, Jagiellonian University in Kraków) or municipal administrations (University of Cologne, University of Erfurt). In the early medieval period, most new universities were founded from pre-existing schools, usually when these schools were deemed to have become primarily sites of higher education. Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by monasteries.

Question: In the chronology of academic institutions, where are Christian cathedral schools compared to universities?
Answer: immediate forerunners
University

A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.

Question: What was a focus of the National University of Ireland during the beginning of Irish Independence?
Answer: Irish language and Irish culture

Question: In what nation did the University Revolution occur?
Answer: Argentina
University

Many scholars (including Makdisi) have argued that early medieval universities were influenced by the religious madrasahs in Al-Andalus, the Emirate of Sicily, and the Middle East (during the Crusades). Other scholars see this argument as overstated. Lowe and Yasuhara have recently drawn on the well-documented influences of scholarship from the Islamic world on the universities of Western Europe to call for a reconsideration of the development of higher education, turning away from a concern with local institutional structures to a broader consideration within a global context.

Question: During what notable Middle East conflict is it believed by some that Universities received influence from madrasas?
Answer: the Crusades
University

A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.

Question: In what year did Argentina's University Revolution occur?
Answer: 1918
University

In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."

Question: In what year did the Robbins report say that universities should have four objectives to remain balanced?
Answer: 1963
University

A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.

Question: What was the result of the University Revolution in Argentina?
Answer: Reforms