Problem: During the 1990s, several research papers and popular books wrote on what came to be called the "Mozart effect": an observed temporary, small elevation of scores on certain tests as a result of listening to Mozart's works. The approach has been popularized in a book by Don Campbell, and is based on an experiment published in Nature suggesting that listening to Mozart temporarily boosted students' IQ by 8 to 9 points. This popularized version of the theory was expressed succinctly by the New York Times music columnist Alex Ross: "researchers... have determined that listening to Mozart actually makes you smarter." Promoters marketed CDs claimed to induce the effect. Florida passed a law requiring toddlers in state-run schools to listen to classical music every day, and in 1998 the governor of Georgia budgeted $105,000 per year to provide every child born in Georgia with a tape or CD of classical music. One of the co-authors of the original studies of the Mozart effect commented "I don't think it can hurt. I'm all for exposing children to wonderful cultural experiences. But I do think the money could be better spent on music education programs."
Where was the experiment originally published?
The answer is the following: Nature


The principal official languages (German, French, and Italian) have terms, not used outside of Switzerland, known as Helvetisms. German Helvetisms are, roughly speaking, a large group of words typical of Swiss Standard German, which do not appear either in Standard German, nor in other German dialects. These include terms from Switzerland's surrounding language cultures (German Billette from French), from similar term in another language (Italian azione used not only as act but also as discount from German Aktion). The French spoken in Switzerland has similar terms, which are equally known as Helvetisms. The most frequent characteristics of Helvetisms are in vocabulary, phrases, and pronunciation, but certain Helvetisms denote themselves as special in syntax and orthography likewise. Duden, one of the prescriptive sources for Standard German, is aware of about 3000 Helvetisms. Current French dictionaries, such as the Petit Larousse, include several hundred Helvetisms.
What are terms that are not used outside of Switzerland known as?
Helvetisms


Input: History of science
With the division of the Roman Empire, the Western Roman Empire lost contact with much of its past. In the Middle East, Greek philosophy was able to find some support under the newly created Arab Empire. With the spread of Islam in the 7th and 8th centuries, a period of Muslim scholarship, known as the Islamic Golden Age, lasted until the 13th century. This scholarship was aided by several factors. The use of a single language, Arabic, allowed communication without need of a translator. Access to Greek texts from the Byzantine Empire, along with Indian sources of learning, provided Muslim scholars a knowledge base to build upon.

What time period was marked by the spreading of Islam?
Output: the 7th and 8th centuries


Input: Article: Outsourcing production to low wage countries like Bangladesh, China, India and Sri Lanka became possible when the Multi Fibre Agreement (MFA) was abolished. The MFA, which placed quotas on textiles imports, was deemed a protectionist measure.[citation needed] Globalization is often quoted as the single most contributing factor to the poor working conditions of garment workers. Although many countries recognize treaties like the International Labor Organization, which attempt to set standards for worker safety and rights, many countries have made exceptions to certain parts of the treaties or failed to thoroughly enforce them. India for example has not ratified sections 87 and 92 of the treaty.[citation needed]

Now answer this question: What did the MFA put quotas on?

Output: textiles imports


Article: Nevertheless, Makdisi has asserted that the European university borrowed many of its features from the Islamic madrasa, including the concepts of a degree and doctorate. Makdisi and Hugh Goddard have also highlighted other terms and concepts now used in modern universities which most likely have Islamic origins, including "the fact that we still talk of professors holding the 'Chair' of their subject" being based on the "traditional Islamic pattern of teaching where the professor sits on a chair and the students sit around him", the term 'academic circles' being derived from the way in which Islamic students "sat in a circle around their professor", and terms such as "having 'fellows', 'reading' a subject, and obtaining 'degrees', can all be traced back" to the Islamic concepts of aṣḥāb ('companions, as of Muhammad'), qirāʼah ('reading aloud the Qur'an') and ijāzah ('licence [to teach]') respectively. Makdisi has listed eighteen such parallels in terminology which can be traced back to their roots in Islamic education. Some of the practices now common in modern universities which Makdisi and Goddard trace back to an Islamic root include "practices such as delivering inaugural lectures, wearing academic robes, obtaining doctorates by defending a thesis, and even the idea of academic freedom are also modelled on Islamic custom." The Islamic scholarly system of fatwá and ijmāʻ, meaning opinion and consensus respectively, formed the basis of the "scholarly system the West has practised in university scholarship from the Middle Ages down to the present day." According to Makdisi and Goddard, "the idea of academic freedom" in universities was also "modelled on Islamic custom" as practised in the medieval Madrasa system from the 9th century. Islamic influence was "certainly discernible in the foundation of the first deliberately planned university" in Europe, the University of Naples Federico II founded by Frederick II, Holy Roman Emperor in 1224.

Question: What institutions have been considered to take some its ideas from madaris?
Ans: European university


Input: Avicenna
Ibn Sina subsequently settled at Rey, in the vicinity of modern Tehran, the home town of Rhazes; where Majd Addaula, a son of the last Buwayhid emir, was nominal ruler under the regency of his mother (Seyyedeh Khatun). About thirty of Ibn Sina's shorter works are said to have been composed in Rey. Constant feuds which raged between the regent and her second son, Shams al-Daula, however, compelled the scholar to quit the place. After a brief sojourn at Qazvin he passed southwards to Hamadãn where Shams al-Daula, another Buwayhid emir, had established himself. At first, Ibn Sina entered into the service of a high-born lady; but the emir, hearing of his arrival, called him in as medical attendant, and sent him back with presents to his dwelling. Ibn Sina was even raised to the office of vizier. The emir decreed that he should be banished from the country. Ibn Sina, however, remained hidden for forty days in sheikh Ahmed Fadhel's house, until a fresh attack of illness induced the emir to restore him to his post. Even during this perturbed time, Ibn Sina persevered with his studies and teaching. Every evening, extracts from his great works, the Canon and the Sanatio, were dictated and explained to his pupils. On the death of the emir, Ibn Sina ceased to be vizier and hid himself in the house of an apothecary, where, with intense assiduity, he continued the composition of his works.

What office did Ibn Sina receive in Hamadan?
Output:
office of vizier