Problem: The wildcard round returned in season eight, wherein there were three groups of twelve, with three contestants moving forward – the highest male, the highest female, and the next highest-placed singer - for each night, and four wildcards were chosen by the judges to produce a final 13. Starting season ten, the girls and boys perform on separate nights. In seasons ten and eleven, five of each gender were chosen, and three wildcards were chosen by the judges to form a final 13. In season twelve, the top twenty semifinalists were split into gender groups, with five of each gender advancing to form the final 10. In season thirteen, there were thirty semifinalists, but only twenty semifinalists (ten for each gender) were chosen by the judges to perform on the live shows, with five in each gender and three wildcards chosen by the judges composing the final 13.
How many wildcard contestants were advanced in the competition in season ten?
The answer is the following: three

Problem: The bibliographer Ronald B. McKerrow introduced the term copy-text in his 1904 edition of the works of Thomas Nashe, defining it as "the text used in each particular case as the basis of mine." McKerrow was aware of the limitations of the stemmatic method, and believed it was more prudent to choose one particular text that was thought to be particularly reliable, and then to emend it only where the text was obviously corrupt. The French critic Joseph Bédier likewise became disenchanted with the stemmatic method, and concluded that the editor should choose the best available text, and emend it as little as possible.
What was the initial definition of copy-text?
The answer is the following: the text used in each particular case as the basis of mine

Problem: Communication within peer groups allows adolescents to explore their feelings and identity as well as develop and evaluate their social skills. Peer groups offer members the opportunity to develop social skills such as empathy, sharing, and leadership. Adolescents choose peer groups based on characteristics similarly found in themselves. By utilizing these relationships, adolescents become more accepting of who they are becoming. Group norms and values are incorporated into an adolescent’s own self-concept. Through developing new communication skills and reflecting upon those of their peers, as well as self-opinions and values, an adolescent can share and express emotions and other concerns without fear of rejection or judgment. Peer groups can have positive influences on an individual, such as on academic motivation and performance. However, while peers may facilitate social development for one another they may also hinder it. Peers can have negative influences, such as encouraging experimentation with drugs, drinking, vandalism, and stealing through peer pressure. Susceptibility to peer pressure increases during early adolescence, peaks around age 14, and declines thereafter. Further evidence of peers hindering social development has been found in Spanish teenagers, where emotional (rather than solution-based) reactions to problems and emotional instability have been linked with physical aggression against peers. Both physical and relational aggression are linked to a vast number of enduring psychological difficulties, especially depression, as is social rejection. Because of this, bullied adolescents often develop problems that lead to further victimization. Bullied adolescents are both more likely to continued to be bullied and to bully others in the future. However, this relationship is less stable in cases of cyberbullying, a relatively new issue among adolescents.
What is one area in which peer groups can have positive influences on an individual?
The answer is the following: academic motivation and performance

Problem: The mid 20th century saw a series of studies relying to the role of science in a social context, starting from Thomas Kuhn's The Structure of Scientific Revolutions in 1962. It opened the study of science to new disciplines by suggesting that the evolution of science was in part sociologically determined and that positivism did not explain the actual interactions and strategies of the human participants in science. As Thomas Kuhn put it, the history of science may be seen in more nuanced terms, such as that of competing paradigms or conceptual systems in a wider matrix that includes intellectual, cultural, economic and political themes outside of science. "Partly by selection and partly by distortion, the scientists of earlier ages are implicitly presented as having worked upon the same set of fixed problems and in accordance with the same set of fixed canons that the most recent revolution in scientific theory and method made seem scientific."
Where did the social aspect of science originate?
The answer is the following:
Thomas Kuhn's The Structure of Scientific Revolutions in 1962