Input: Read this: The propagation of universities was not necessarily a steady progression, as the 17th century was rife with events that adversely affected university expansion. Many wars, and especially the Thirty Years' War, disrupted the university landscape throughout Europe at different times. War, plague, famine, regicide, and changes in religious power and structure often adversely affected the societies that provided support for universities. Internal strife within the universities themselves, such as student brawling and absentee professors, acted to destabilize these institutions as well. Universities were also reluctant to give up older curricula, and the continued reliance on the works of Aristotle defied contemporary advancements in science and the arts. This era was also affected by the rise of the nation-state. As universities increasingly came under state control, or formed under the auspices of the state, the faculty governance model (begun by the University of Paris) became more and more prominent. Although the older student-controlled universities still existed, they slowly started to move toward this structural organization. Control of universities still tended to be independent, although university leadership was increasingly appointed by the state.
Question: What spread across Europe at a steady pace?

Output: unanswerable


QUES: Different religious traditions assign differing (though often similar) attributes and characteristics to God, including expansive powers and abilities, psychological characteristics, gender characteristics, and preferred nomenclature. The assignment of these attributes often differs according to the conceptions of God in the culture from which they arise. For example, attributes of God in Christianity, attributes of God in Islam, and the Thirteen Attributes of Mercy in Judaism share certain similarities arising from their common roots.

What do religions share across their belief structures?
What is the answer?
ANS: similarities arising from their common roots


QUES: Actor Dominic West has been unenthusiastic about the career benefits of being an Old Etonian, saying it "is a stigma that is slightly above 'paedophile' in the media in a gallery of infamy", but asked whether he would consider sending his own children there, said "Yes, I would. It’s an extraordinary place... It has the facilities and the excellence of teaching and it will find what you’re good at and nurture it", while the actor Tom Hiddleston says there are widespread misconceptions about Eton, and that "People think it's just full of braying toffs... It isn’t true... It's actually one of the most broadminded places I’ve ever been. The reason it’s a good school is that it encourages people to find the thing they love and to go for it. They champion the talent of the individual and that’s what’s special about it".
Which actor states there are widespread misconceptions about Eton?

ANS: Tom Hiddleston


UCLA professor Richard H. Sander published an article in the November 2004 issue of the Stanford Law Review that questioned the effectiveness of racial preferences in law schools. He noted that, prior to his article, there had been no comprehensive study on the effects of affirmative action. The article presents a study that shows that half of all black law students rank near the bottom of their class after the first year of law school and that black law students are more likely to drop out of law school and to fail the bar exam. The article offers a tentative estimate that the production of new black lawyers in the United States would grow by eight percent if affirmative action programs at all law schools were ended. Less qualified black students would attend less prestigious schools where they would be more closely matched in abilities with their classmates and thus perform relatively better. Sander helped to develop a socioeconomically-based affirmative action plan for the UCLA School of Law after the passage of Proposition 209 in 1996, which prohibited the use of racial preferences by public universities in California. This change occurred after studies showed that the graduation rate of blacks at UCLA was 41%, compared to 73% for whites.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"):  To which university does Richard H. Sander not belong?
Ah, so.. unanswerable


Question: Many accessories have been made for the iPod line. A large number are made by third party companies, although many, such as the iPod Hi-Fi, are made by Apple. Some accessories add extra features that other music players have, such as sound recorders, FM radio tuners, wired remote controls, and audio/visual cables for TV connections. Other accessories offer unique features like the Nike+iPod pedometer and the iPod Camera Connector. Other notable accessories include external speakers, wireless remote controls, protective case, screen films, and wireless earphones. Among the first accessory manufacturers were Griffin Technology, Belkin, JBL, Bose, Monster Cable, and SendStation.
Try to answer this question if possible: What is an example of an iPod accessory made work exercise?
Answer: Nike+iPod pedometer


QUES: To prevent the risk of out-of-phase supplies mixing, sections of line fed from different feeder stations must be kept strictly isolated. This is achieved by Neutral Sections (also known as Phase Breaks), usually provided at feeder stations and midway between them although, typically, only half are in use at any time, the others being provided to allow a feeder station to be shut down and power provided from adjacent feeder stations. Neutral Sections usually consist of an earthed section of wire which is separated from the live wires on either side by insulating material, typically ceramic beads, designed so that the pantograph will smoothly run from one section to the other. The earthed section prevents an arc being drawn from one live section to the other, as the voltage difference may be higher than the normal system voltage if the live sections are on different phases and the protective circuit breakers may not be able to safely interrupt the considerable current that would flow. To prevent the risk of an arc being drawn across from one section of wire to earth, when passing through the neutral section, the train must be coasting and the circuit breakers must be open. In many cases, this is done manually by the drivers. To help them, a warning board is provided just before both the neutral section and an advance warning some distance before. A further board is then provided after the neutral section to tell drivers to re-close the circuit breaker, although drivers must not do this until the rear pantograph has passed this board. In the UK, a system known as Automatic Power Control (APC) automatically opens and closes the circuit breaker, this being achieved by using sets of permanent magnets alongside the track communicating with a detector on the train. The only action needed by the driver is to shut off power and coast and therefore warning boards are still provided at and on the approach to neutral sections.
Charged Sections consist of an earthed section of what?

ANS:
unanswerable