Problem: After the Council, Paul VI contributed in two ways to the continued growth of ecumenical dialogue. The separated brothers and sisters, as he called them, were not able to contribute to the Council as invited observers. After the Council, many of them took initiative to seek out their Catholic counterparts and the Pope in Rome, who welcomed such visits. But the Catholic Church itself recognized from the many previous ecumenical encounters, that much needed to be done within, to be an open partner for ecumenism. To those who are entrusted the highest and deepest truth and therefore, so Paul VI, believed that he had the most difficult part to communicate. Ecumenical dialogue, in the view of Paul VI, requires from a Catholic the whole person: one's entire reason, will, and heart. Paul VI, like Pius XII before him, was reluctant to give in on a lowest possible point. And yet, Paul felt compelled to admit his ardent Gospel-based desire to be everything to everybody and to help all people Being the successor of Peter, he felt the words of Christ, "Do you love me more" like a sharp knife penetrating to the marrow of his soul. These words meant to Paul VI love without limits, and they underscore the Church's fundamental approach to ecumenism.
In how many ways did Paul VI contribute to an ecumenical dialogue between Catholics?
The answer is the following: two

Problem: According to Archibald Sayce, the primitive pictograms of the early Sumerian (i.e. Uruk) era suggest that "Stone was scarce, but was already cut into blocks and seals. Brick was the ordinary building material, and with it cities, forts, temples and houses were constructed. The city was provided with towers and stood on an artificial platform; the house also had a tower-like appearance. It was provided with a door which turned on a hinge, and could be opened with a sort of key; the city gate was on a larger scale, and seems to have been double. The foundation stones — or rather bricks — of a house were consecrated by certain objects that were deposited under them."
What were the foundation stones of Sumerian houses consecrated by?
The answer is the following: objects that were deposited under them

Problem: Founded as the School of Commerce and Finance in 1917, the Olin Business School was named after entrepreneur John M. Olin in 1988. The school's academic programs include BSBA, MBA, Professional MBA (PMBA), Executive MBA (EMBA), MS in Finance, MS in Supply Chain Management, MS in Customer Analytics, Master of Accounting, Global Master of Finance Dual Degree program, and Doctorate programs, as well as non-degree executive education. In 2002, an Executive MBA program was established in Shanghai, in cooperation with Fudan University.
Where was an Executive MBA program established by Washington University in 2002?
The answer is the following: Shanghai

Problem: The formal study of adolescent psychology began with the publication of G. Stanley Hall's "Adolescence in 1904." Hall, who was the first president of the American Psychological Association, viewed adolescence primarily as a time of internal turmoil and upheaval (sturm und drang). This understanding of youth was based on two then new ways of understanding human behavior: Darwin's evolutionary theory and Freud's psychodynamic theory. He believed that adolescence was a representation of our human ancestors' phylogenetic shift from being primitive to being civilized. Hall's assertions stood relatively uncontested until the 1950s when psychologists such as Erik Erikson and Anna Freud started to formulate their theories about adolescence. Freud believed that the psychological disturbances associated with youth were biologically based and culturally universal while Erikson focused on the dichotomy between identity formation and role fulfillment. Even with their different theories, these three psychologists agreed that adolescence was inherently a time of disturbance and psychological confusion. The less turbulent aspects of adolescence, such as peer relations and cultural influence, were left largely ignored until the 1980s. From the '50s until the '80s, the focus of the field was mainly on describing patterns of behavior as opposed to explaining them.
From the '50s to the '80s, was the field's focus devoted to describing patterns of behavior or explaining them?
The answer is the following:
describing