Question: Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450–1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.
Is there an answer to this question: What university was Melancthon from?

Answer: University of Wittenberg


Question: Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe.
Is there an answer to this question: What was the focus of universities in the 20th century?

Answer: science


Question: According to eastern homeland theory, prior to becoming known to the Roman world, Slavic-speaking tribes were part of the many multi-ethnic confederacies of Eurasia – such as the Sarmatian, Hun and Gothic empires. The Slavs emerged from obscurity when the westward movement of Germans in the 5th and 6th centuries CE (thought to be in conjunction with the movement of peoples from Siberia and Eastern Europe: Huns, and later Avars and Bulgars) started the great migration of the Slavs, who settled the lands abandoned by Germanic tribes fleeing the Huns and their allies: westward into the country between the Oder and the Elbe-Saale line; southward into Bohemia, Moravia, much of present-day Austria, the Pannonian plain and the Balkans; and northward along the upper Dnieper river. Perhaps some Slavs migrated with the movement of the Vandals to Iberia and north Africa.
Is there an answer to this question: Who was fleeing from the Germans?

Answer: unanswerable


Question: The adolescent growth spurt is a rapid increase in the individual's height and weight during puberty resulting from the simultaneous release of growth hormones, thyroid hormones, and androgens. Males experience their growth spurt about two years later, on average, than females. During their peak height velocity (the time of most rapid growth), adolescents grow at a growth rate nearly identical to that of a toddler—about 4 inches (10.3 cm) a year for males and 3.5 inches (9 cm) for females. In addition to changes in height, adolescents also experience a significant increase in weight (Marshall, 1978). The weight gained during adolescence constitutes nearly half of one's adult body weight. Teenage and early adult males may continue to gain natural muscle growth even after puberty.
Is there an answer to this question: What is the growth rate during peak height velocity for a male adolescent?

Answer:
4 inches (10.3 cm) a year