Question: When was the double indirect method invented?

Answer: 1989

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. <hl> 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. <hl>

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 <hl> 1989 <hl> 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: Who invented the double indirect method?

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.

Answer: Maurizio Placuzzi

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. <hl> 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. <hl>

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 <hl> Maurizio Placuzzi <hl> 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: What is used as a backing adhesive for the double indirect method besides putty or paper?

Answer: sticky plastic

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. <hl> 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. <hl> 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.

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, <hl> sticky plastic <hl> 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: What is the typical size of a ceramic mosaic tile?

A tile mosaic is a digital image made up of individual tiles, arranged in a non-overlapping fashion, e.g. to make a static image on a shower room or bathing pool floor, by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in × 1 in (25 mm × 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in × 2 in (51 mm × 51 mm) are used). These digital images are coarse in resolution and often simply express text, such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme.

Answer: 1 in × 1 in

<hl> A tile mosaic is a digital image made up of individual tiles, arranged in a non-overlapping fashion, e.g. to make a static image on a shower room or bathing pool floor, by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in × 1 in (25 mm × 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in × 2 in (51 mm × 51 mm) are used). <hl> These digital images are coarse in resolution and often simply express text, such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme.

A tile mosaic is a digital image made up of individual tiles, arranged in a non-overlapping fashion, e.g. to make a static image on a shower room or bathing pool floor, by breaking the image down into square pixels formed from ceramic tiles (a typical size is <hl> 1 in × 1 in <hl> (25 mm × 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in × 2 in (51 mm × 51 mm) are used). These digital images are coarse in resolution and often simply express text, such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme.


Question: What is usually the purpose of a tile mosaic in pools?

Answer: express text

A tile mosaic is a digital image made up of individual tiles, arranged in a non-overlapping fashion, e.g. to make a static image on a shower room or bathing pool floor, by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in × 1 in (25 mm × 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in × 2 in (51 mm × 51 mm) are used). <hl> These digital images are coarse in resolution and often simply express text , such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme. <hl>

A tile mosaic is a digital image made up of individual tiles, arranged in a non-overlapping fashion, e.g. to make a static image on a shower room or bathing pool floor, by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in × 1 in (25 mm × 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in × 2 in (51 mm × 51 mm) are used). These digital images are coarse in resolution and often simply <hl> express text <hl>, such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme.

These digital images are coarse in resolution and often simply <hl> express text <hl> , such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme.


Question: Where is the most common application of tile mosaics?

Answer: on a shower room or bathing pool floor

<hl> A tile mosaic is a digital image made up of individual tiles, arranged in a non-overlapping fashion, e.g. to make a static image on a shower room or bathing pool floor , by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in × 1 in (25 mm × 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in × 2 in (51 mm × 51 mm) are used). <hl> These digital images are coarse in resolution and often simply express text, such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme.

A tile mosaic is a digital image made up of individual tiles, arranged in a non-overlapping fashion, e.g. to make a static image <hl> on a shower room or bathing pool floor <hl>, by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in × 1 in (25 mm × 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in × 2 in (51 mm × 51 mm) are used). These digital images are coarse in resolution and often simply express text, such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme.

A tile mosaic is a digital image made up of individual tiles, arranged in a non-overlapping fashion, e.g. to make a static image <hl> on a shower room or bathing pool floor <hl> , by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in × 1 in (25 mm × 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in × 2 in (51 mm × 51 mm) are used).


Question: How should the tiles be aligned next to each other?

Answer: in a non-overlapping fashion

<hl> A tile mosaic is a digital image made up of individual tiles, arranged in a non-overlapping fashion , e.g. to make a static image on a shower room or bathing pool floor, by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in × 1 in (25 mm × 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in × 2 in (51 mm × 51 mm) are used). <hl> These digital images are coarse in resolution and often simply express text, such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme.

A tile mosaic is a digital image made up of individual tiles, arranged <hl> in a non-overlapping fashion <hl>, e.g. to make a static image on a shower room or bathing pool floor, by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in × 1 in (25 mm × 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in × 2 in (51 mm × 51 mm) are used). These digital images are coarse in resolution and often simply express text, such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme.

A tile mosaic is a digital image made up of individual tiles, arranged <hl> in a non-overlapping fashion <hl> , e.g. to make a static image on a shower room or bathing pool floor, by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in × 1 in (25 mm × 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in × 2 in (51 mm × 51 mm) are used).


Question: Why has production automation become popular?

With high cost of labor in developed countries, production automation has become increasingly popular. Rather than being assembled by hand, mosaics designed using computer aided design (CAD) software can be assembled by a robot. Production can be greater than 10 times faster with higher accuracy. But these "computer" mosaics have a different look than hand-made "artisanal" mosaics. With robotic production, colored tiles are loaded into buffers, and then the robot picks and places tiles individually according to a command file from the design software.

Answer: high cost of labor in developed countries

<hl> With high cost of labor in developed countries , production automation has become increasingly popular. <hl> Rather than being assembled by hand, mosaics designed using computer aided design (CAD) software can be assembled by a robot. Production can be greater than 10 times faster with higher accuracy. But these "computer" mosaics have a different look than hand-made "artisanal" mosaics. With robotic production, colored tiles are loaded into buffers, and then the robot picks and places tiles individually according to a command file from the design software.

With <hl> high cost of labor in developed countries <hl>, production automation has become increasingly popular. Rather than being assembled by hand, mosaics designed using computer aided design (CAD) software can be assembled by a robot. Production can be greater than 10 times faster with higher accuracy. But these "computer" mosaics have a different look than hand-made "artisanal" mosaics. With robotic production, colored tiles are loaded into buffers, and then the robot picks and places tiles individually according to a command file from the design software.

With <hl> high cost of labor in developed countries <hl> , production automation has become increasingly popular.


Question: Which software can aid in the design of robotically created mosaics?

Answer: CAD

With high cost of labor in developed countries, production automation has become increasingly popular. <hl> Rather than being assembled by hand, mosaics designed using computer aided design ( CAD ) software can be assembled by a robot. <hl> Production can be greater than 10 times faster with higher accuracy. But these "computer" mosaics have a different look than hand-made "artisanal" mosaics. With robotic production, colored tiles are loaded into buffers, and then the robot picks and places tiles individually according to a command file from the design software.

With high cost of labor in developed countries, production automation has become increasingly popular. Rather than being assembled by hand, mosaics designed using computer aided design (<hl> CAD <hl>) software can be assembled by a robot. Production can be greater than 10 times faster with higher accuracy. But these "computer" mosaics have a different look than hand-made "artisanal" mosaics. With robotic production, colored tiles are loaded into buffers, and then the robot picks and places tiles individually according to a command file from the design software.

Rather than being assembled by hand, mosaics designed using computer aided design ( <hl> CAD <hl> ) software can be assembled by a robot.


Question: How much faster is automated creation over handmade?

Answer: 10 times faster

With high cost of labor in developed countries, production automation has become increasingly popular. Rather than being assembled by hand, mosaics designed using computer aided design (CAD) software can be assembled by a robot. <hl> Production can be greater than 10 times faster with higher accuracy. <hl> But these "computer" mosaics have a different look than hand-made "artisanal" mosaics. With robotic production, colored tiles are loaded into buffers, and then the robot picks and places tiles individually according to a command file from the design software.

With high cost of labor in developed countries, production automation has become increasingly popular. Rather than being assembled by hand, mosaics designed using computer aided design (CAD) software can be assembled by a robot. Production can be greater than <hl> 10 times faster <hl> with higher accuracy. But these "computer" mosaics have a different look than hand-made "artisanal" mosaics. With robotic production, colored tiles are loaded into buffers, and then the robot picks and places tiles individually according to a command file from the design software.


Question: How does the robot pick the tiles it places?

Answer: a command file

With high cost of labor in developed countries, production automation has become increasingly popular. Rather than being assembled by hand, mosaics designed using computer aided design (CAD) software can be assembled by a robot. Production can be greater than 10 times faster with higher accuracy. But these "computer" mosaics have a different look than hand-made "artisanal" mosaics. <hl> With robotic production, colored tiles are loaded into buffers, and then the robot picks and places tiles individually according to a command file from the design software. <hl>

With high cost of labor in developed countries, production automation has become increasingly popular. Rather than being assembled by hand, mosaics designed using computer aided design (CAD) software can be assembled by a robot. Production can be greater than 10 times faster with higher accuracy. But these "computer" mosaics have a different look than hand-made "artisanal" mosaics. With robotic production, colored tiles are loaded into buffers, and then the robot picks and places tiles individually according to <hl> a command file <hl> from the design software.


Question: What is not the same between hand made and robotic amde mosaics?

Answer: different look

With high cost of labor in developed countries, production automation has become increasingly popular. Rather than being assembled by hand, mosaics designed using computer aided design (CAD) software can be assembled by a robot. Production can be greater than 10 times faster with higher accuracy. <hl> But these "computer" mosaics have a different look than hand-made "artisanal" mosaics. <hl> With robotic production, colored tiles are loaded into buffers, and then the robot picks and places tiles individually according to a command file from the design software.

With high cost of labor in developed countries, production automation has become increasingly popular. Rather than being assembled by hand, mosaics designed using computer aided design (CAD) software can be assembled by a robot. Production can be greater than 10 times faster with higher accuracy. But these "computer" mosaics have a <hl> different look <hl> than hand-made "artisanal" mosaics. With robotic production, colored tiles are loaded into buffers, and then the robot picks and places tiles individually according to a command file from the design software.


Question: From what language does Universitas come from?

The original Latin word "universitas" refers in general to "a number of persons associated into one body, a society, company, community, guild, corporation, etc." At the time of the emergence of urban town life and medieval guilds, specialised "associations of students and teachers with collective legal rights usually guaranteed by charters issued by princes, prelates, or the towns in which they were located" came to be denominated by this general term. Like other guilds, they were self-regulating and determined the qualifications of their members.

Answer: Latin

<hl> The original Latin word "universitas" refers in general to "a number of persons associated into one body, a society, company, community, guild, corporation, etc." <hl> At the time of the emergence of urban town life and medieval guilds, specialised "associations of students and teachers with collective legal rights usually guaranteed by charters issued by princes, prelates, or the towns in which they were located" came to be denominated by this general term. Like other guilds, they were self-regulating and determined the qualifications of their members.

The original <hl> Latin <hl> word "universitas" refers in general to "a number of persons associated into one body, a society, company, community, guild, corporation, etc." At the time of the emergence of urban town life and medieval guilds, specialised "associations of students and teachers with collective legal rights usually guaranteed by charters issued by princes, prelates, or the towns in which they were located" came to be denominated by this general term. Like other guilds, they were self-regulating and determined the qualifications of their members.


Question: What did a universitas have in common with similar guilds?

Answer: they were self-regulating

The original Latin word "universitas" refers in general to "a number of persons associated into one body, a society, company, community, guild, corporation, etc." At the time of the emergence of urban town life and medieval guilds, specialised "associations of students and teachers with collective legal rights usually guaranteed by charters issued by princes, prelates, or the towns in which they were located" came to be denominated by this general term. <hl> Like other guilds, they were self-regulating and determined the qualifications of their members. <hl>

The original Latin word "universitas" refers in general to "a number of persons associated into one body, a society, company, community, guild, corporation, etc." At the time of the emergence of urban town life and medieval guilds, specialised "associations of students and teachers with collective legal rights usually guaranteed by charters issued by princes, prelates, or the towns in which they were located" came to be denominated by this general term. Like other guilds, <hl> they were self-regulating <hl> and determined the qualifications of their members.


Question: Around the beginning of what two things did word universitas start to become prevalent?

Answer: urban town life and medieval guilds

The original Latin word "universitas" refers in general to "a number of persons associated into one body, a society, company, community, guild, corporation, etc." <hl> At the time of the emergence of urban town life and medieval guilds , specialised "associations of students and teachers with collective legal rights usually guaranteed by charters issued by princes, prelates, or the towns in which they were located" came to be denominated by this general term. <hl> Like other guilds, they were self-regulating and determined the qualifications of their members.

The original Latin word "universitas" refers in general to "a number of persons associated into one body, a society, company, community, guild, corporation, etc." At the time of the emergence of <hl> urban town life and medieval guilds <hl>, specialised "associations of students and teachers with collective legal rights usually guaranteed by charters issued by princes, prelates, or the towns in which they were located" came to be denominated by this general term. Like other guilds, they were self-regulating and determined the qualifications of their members.

At the time of the emergence of <hl> urban town life and medieval guilds <hl> , specialised "associations of students and teachers with collective legal rights usually guaranteed by charters issued by princes, prelates, or the towns in which they were located" came to be denominated by this general term.


Question: Which individuals usually approved charters for universitas?

Answer: princes, prelates

The original Latin word "universitas" refers in general to "a number of persons associated into one body, a society, company, community, guild, corporation, etc." <hl> At the time of the emergence of urban town life and medieval guilds, specialised "associations of students and teachers with collective legal rights usually guaranteed by charters issued by princes, prelates , or the towns in which they were located" came to be denominated by this general term. <hl> Like other guilds, they were self-regulating and determined the qualifications of their members.

The original Latin word "universitas" refers in general to "a number of persons associated into one body, a society, company, community, guild, corporation, etc." At the time of the emergence of urban town life and medieval guilds, specialised "associations of students and teachers with collective legal rights usually guaranteed by charters issued by <hl> princes, prelates <hl>, or the towns in which they were located" came to be denominated by this general term. Like other guilds, they were self-regulating and determined the qualifications of their members.

At the time of the emergence of urban town life and medieval guilds, specialised "associations of students and teachers with collective legal rights usually guaranteed by charters issued by <hl> princes, prelates <hl> , or the towns in which they were located" came to be denominated by this general term.


Question: In terms of academics what is a core requirement of a 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.

Answer: academic freedom

<hl> An important idea in the definition of a university is the notion of academic freedom . <hl> 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.

An important idea in the definition of a university is the notion of <hl> academic freedom <hl>. 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.

An important idea in the definition of a university is the notion of <hl> academic freedom <hl> .


Question: What was the first university?

Answer: University of Bologna

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. <hl> 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. <hl> 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.

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 <hl> University of Bologna <hl> 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

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. <hl> 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. <hl> 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.

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, <hl> the Constitutio Habita <hl>, 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.

The University of Bologna adopted an academic charter, <hl> the Constitutio Habita <hl> , in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education.


Question: What did the Constitutio Habita say students were allowed?

Answer: unhindered passage in the interests of education

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. <hl> 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 . <hl> 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.

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 <hl> unhindered passage in the interests of education <hl>. 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.

The University of Bologna adopted an academic charter, the Constitutio Habita, in 1158 or 1155, which guaranteed the right of a traveling scholar to <hl> unhindered passage in the interests of education <hl> .


Question: On what date was the Magna Carta Universitatum signed?

Answer: 18 September 1988

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". <hl> 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. <hl> The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world.

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 <hl> 18 September 1988 <hl>, 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.

This is now widely recognised internationally - on <hl> 18 September 1988 <hl> , 430 university rectors signed the Magna Charta Universitatum, marking the 900th anniversary of Bologna's foundation.


Question: Who presided over classes at a scholae monasticae?

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.

Answer: monks and nuns

<hl> 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. <hl> 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.

European higher education took place for hundreds of years in Christian cathedral schools or monastic schools (scholae monasticae), in which <hl> monks and nuns <hl> 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 is a scholae monasticae?

Answer: monastic schools

<hl> 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. <hl> 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.

European higher education took place for hundreds of years in Christian cathedral schools or <hl> monastic schools <hl> (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

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. <hl> The earliest universities were developed under the aegis of the Latin Church by papal bull as studia generalia and perhaps from cathedral schools. <hl> 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.

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 <hl> Latin Church <hl> 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

<hl> 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. <hl> 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.

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 <hl> immediate forerunners <hl> 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: During which era did universities grow out of already extant schools?

Answer: early medieval period

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). <hl> 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. <hl> Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by monasteries.

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 <hl> early medieval period <hl>, 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.

In the <hl> early medieval period <hl> , most new universities were founded from pre-existing schools, usually when these schools were deemed to have become primarily sites of higher education.


Question: Which ancient texts began to see more study after universities were formed?

All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.

Answer: Greek

All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. <hl> The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts. <hl>

All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient <hl> Greek <hl> texts.


Question: What outlook developed the creation of the university system?

Answer: humanism

All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. <hl> The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts. <hl>

All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of <hl> humanism <hl> was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.


Question: Why did rulers and governments in Europe form universities?

Answer: to satisfy a European thirst for knowledge

<hl> All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge , and the belief that society would benefit from the scholarly expertise generated from these institutions. <hl> Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.

All over Europe rulers and city governments began to create universities <hl> to satisfy a European thirst for knowledge <hl>, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.

All over Europe rulers and city governments began to create universities <hl> to satisfy a European thirst for knowledge <hl> , and the belief that society would benefit from the scholarly expertise generated from these institutions.


Question: What type of governments were involved in creating universities?

Answer: city governments

<hl> All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. <hl> Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.

All over Europe rulers and <hl> city governments <hl> began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.


Question: Roughly how many pages of the works of Aristotle were translated by the 12th century?

The rediscovery of Aristotle's works–more than 3000 pages of it would eventually be translated –fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of Western thought." After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this "scholasticism" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.

Answer: more than 3000 pages

<hl> The rediscovery of Aristotle's works– more than 3000 pages of it would eventually be translated –fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. <hl> Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of Western thought." After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this "scholasticism" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.

The rediscovery of Aristotle's works–<hl> more than 3000 pages <hl> of it would eventually be translated –fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of Western thought." After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this "scholasticism" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.

The rediscovery of Aristotle's works– <hl> more than 3000 pages <hl> of it would eventually be translated –fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century.


Question: Richard Dales believes that the work of Aristotle represents the turning point of what?

Answer: Western thought

The rediscovery of Aristotle's works–more than 3000 pages of it would eventually be translated –fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. <hl> Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of Western thought ." <hl> After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this "scholasticism" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.

The rediscovery of Aristotle's works–more than 3000 pages of it would eventually be translated –fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of <hl> Western thought <hl>." After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this "scholasticism" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.

Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of <hl> Western thought <hl> ."


Question: What word described the early attempts to understand the work of Aristotle?

Answer: scholasticism

The rediscovery of Aristotle's works–more than 3000 pages of it would eventually be translated –fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of Western thought." After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. <hl> The efforts of this " scholasticism " were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. <hl> This became the primary mission of lecturers, and the expectation of students.

The rediscovery of Aristotle's works–more than 3000 pages of it would eventually be translated –fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of Western thought." After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this "<hl> scholasticism <hl>" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.

The efforts of this " <hl> scholasticism <hl> " were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason.


Question: What faculty did scholars attempt to use to prove the thoughts of Aristotle?

Answer: reason

The rediscovery of Aristotle's works–more than 3000 pages of it would eventually be translated –fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of Western thought." After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. <hl> The efforts of this "scholasticism" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason . <hl> This became the primary mission of lecturers, and the expectation of students.

The rediscovery of Aristotle's works–more than 3000 pages of it would eventually be translated –fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of Western thought." After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this "scholasticism" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through <hl> reason <hl>. This became the primary mission of lecturers, and the expectation of students.

The efforts of this "scholasticism" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through <hl> reason <hl> .


Question: What language did 12th century scholars studying Aristotle speak in?

Answer: Latin

The rediscovery of Aristotle's works–more than 3000 pages of it would eventually be translated –fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of Western thought." <hl> After Aristotle re-emerged, a community of scholars, primarily communicating in Latin , accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. <hl> The efforts of this "scholasticism" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.

The rediscovery of Aristotle's works–more than 3000 pages of it would eventually be translated –fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of Western thought." After Aristotle re-emerged, a community of scholars, primarily communicating in <hl> Latin <hl>, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this "scholasticism" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.

After Aristotle re-emerged, a community of scholars, primarily communicating in <hl> Latin <hl> , accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church.


Question: Which language was used in lectures in early European universities?

The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions. The structure of northern universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna. Among the southern universities, a further distinction has been noted between those of northern Italy, which followed the pattern of Bologna as a "self-regulating, independent corporation of scholars" and those of southern Italy and Iberia, which were "founded by royal and imperial charter to serve the needs of government."

Answer: Latin

The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. <hl> Latin was the language of the university, used for all texts, lectures, disputations and examinations. <hl> Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions. The structure of northern universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna. Among the southern universities, a further distinction has been noted between those of northern Italy, which followed the pattern of Bologna as a "self-regulating, independent corporation of scholars" and those of southern Italy and Iberia, which were "founded by royal and imperial charter to serve the needs of government."

The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. <hl> Latin <hl> was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions. The structure of northern universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna. Among the southern universities, a further distinction has been noted between those of northern Italy, which followed the pattern of Bologna as a "self-regulating, independent corporation of scholars" and those of southern Italy and Iberia, which were "founded by royal and imperial charter to serve the needs of government."


Question: For what subjects did professors use the work of Hippocrates?

Answer: medicine

The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. <hl> Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine . <hl> Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions. The structure of northern universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna. Among the southern universities, a further distinction has been noted between those of northern Italy, which followed the pattern of Bologna as a "self-regulating, independent corporation of scholars" and those of southern Italy and Iberia, which were "founded by royal and imperial charter to serve the needs of government."

The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for <hl> medicine <hl>. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions. The structure of northern universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna. Among the southern universities, a further distinction has been noted between those of northern Italy, which followed the pattern of Bologna as a "self-regulating, independent corporation of scholars" and those of southern Italy and Iberia, which were "founded by royal and imperial charter to serve the needs of government."

Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for <hl> medicine <hl> .


Question: What type of subjects did the universities of northern Europe focus on?

Answer: arts and theology

The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. <hl> Italian universities focused on law and medicine, while the northern universities focused on the arts and theology . <hl> There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions. The structure of northern universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna. Among the southern universities, a further distinction has been noted between those of northern Italy, which followed the pattern of Bologna as a "self-regulating, independent corporation of scholars" and those of southern Italy and Iberia, which were "founded by royal and imperial charter to serve the needs of government."

The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the <hl> arts and theology <hl>. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions. The structure of northern universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna. Among the southern universities, a further distinction has been noted between those of northern Italy, which followed the pattern of Bologna as a "self-regulating, independent corporation of scholars" and those of southern Italy and Iberia, which were "founded by royal and imperial charter to serve the needs of government."

Italian universities focused on law and medicine, while the northern universities focused on the <hl> arts and theology <hl> .


Question: What type of degree was given out at a English university?

Answer: bachelor's degrees

The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. <hl> English, French and German universities usually awarded bachelor's degrees , with the exception of degrees in theology, for which the doctorate was more common. <hl> Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions. The structure of northern universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna. Among the southern universities, a further distinction has been noted between those of northern Italy, which followed the pattern of Bologna as a "self-regulating, independent corporation of scholars" and those of southern Italy and Iberia, which were "founded by royal and imperial charter to serve the needs of government."

The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded <hl> bachelor's degrees <hl>, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions. The structure of northern universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna. Among the southern universities, a further distinction has been noted between those of northern Italy, which followed the pattern of Bologna as a "self-regulating, independent corporation of scholars" and those of southern Italy and Iberia, which were "founded by royal and imperial charter to serve the needs of government."

English, French and German universities usually awarded <hl> bachelor's degrees <hl> , with the exception of degrees in theology, for which the doctorate was more common.


Question: What type of university was an Islamic madrasa akin to?

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.

Answer: Mediterranean universities

<hl> 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. <hl> 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.

Their endowment by a prince or monarch and their role in training government officials made these <hl> Mediterranean universities <hl> 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

<hl> 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. <hl> 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.

Their endowment by a <hl> prince or monarch <hl> 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: From where did a degree come in a madrasa?

Answer: individual teachers

<hl> 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. <hl> 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.

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 <hl> individual teachers <hl>, 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.

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 <hl> individual teachers <hl> , rather than the madrasa itself, granted the license or degree.


Question: In which century did Islamic madrasas start to transform into universities?

Answer: 10th

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. <hl> Scholars like Arnold H. Green and Hossein Nasr have argued that starting in the 10th century, some medieval Islamic madrasahs became universities. <hl> 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.

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 <hl> 10th <hl> 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: Madrasas in which specific location are said to have guided the formation of medieval universities?

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.

Answer: Al-Andalus

<hl> 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). <hl> 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.

Many scholars (including Makdisi) have argued that early medieval universities were influenced by the religious madrasahs in <hl> Al-Andalus <hl>, 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.

Many scholars (including Makdisi) have argued that early medieval universities were influenced by the religious madrasahs in <hl> Al-Andalus <hl> , the Emirate of Sicily, and the Middle East (during the Crusades).


Question: Some scholars think that universities come from what, rather than solely local influences?

Answer: a global context

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. <hl> 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 . <hl>

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 <hl> a global context <hl>.

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 <hl> a global context <hl> .