Input: Read this: The football team plays at Ryan Field (formerly known as Dyche Stadium); the basketball, wrestling, and volleyball teams play at Welsh-Ryan Arena. Northwestern's athletic teams are nicknamed the Wildcats. Before 1924, they were known as "The Purple" and unofficially as "The Fighting Methodists." The name Wildcats was bestowed upon the university in 1924 by Wallace Abbey, a writer for the Chicago Daily Tribune who wrote that even in a loss to the University of Chicago, "Football players had not come down from Evanston; wildcats would be a name better suited to [Coach Glenn] Thistletwaite's boys." The name was so popular that university board members made "wildcats" the official nickname just months later. In 1972, the student body voted to change the official nickname from "Wildcats" to "Purple Haze" but the new name never stuck.
Question:  What is the nickname given to Southwestern's athletic teams?

Output: unanswerable


QUES: Eventually, when it was more common for electric recordings to be played back electrically in the 1930s and 1940s, the overall tone was much like listening to a radio of the era. Magnetic pickups became more common and were better designed as time went on, making it possible to improve the damping of spurious resonances. Crystal pickups were also introduced as lower cost alternatives. The dynamic or moving coil microphone was introduced around 1930 and the velocity or ribbon microphone in 1932. Both of these high quality microphones became widespread in motion picture, radio, recording, and public address applications.

When would you have first found the moving coil microphone?
What is the answer?
ANS: around 1930


QUES: In an effort to make its holdings more widely available and more easily accessible, the National Archives began entering into public–private partnerships in 2006. A joint venture with Google will digitize and offer NARA video online. When announcing the agreement, Archivist Allen Weinstein said that this pilot program is
Why did Allen Weinstein create Google in 2006?

ANS: unanswerable


Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to "spruce up" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): What was the name of the book Feynman wrote over light and matter?
Ah, so.. The Character of Physical Law, QED: The Strange Theory of Light and Matter


Question: Although the LaserDisc format was supplanted by DVD by the late 1990s, many LD titles are still highly coveted by movie enthusiasts (for example, Disney's Song of the South which is unavailable in the US in any format, but was issued in Japan on LD). This is largely because there are many films that are still only available on LD and many other LD releases contain supplemental material not available on subsequent DVD versions of those films. Until the end of 2001, many titles were released on VHS, LD, and DVD in Japan.
Try to answer this question if possible: Which collector group highly values LaserDisc for their rareness?
Answer: movie enthusiasts


QUES: Although Ottoman madaris had a number of different branches of study, such as calligraphic sciences, oral sciences, and intellectual sciences, they primarily served the function of an Islamic centre for spiritual learning. "The goal of all knowledge and in particular, of the spiritual sciences is knowledge of God." Religion, for the most part, determines the significance and importance of each science. As İnalcık mentions: "Those which aid religion are good and sciences like astrology are bad." However, even though mathematics, or studies in logic were part of the madrasa's curriculum, they were all centred around religion. Even mathematics had a religious impulse behind its teachings. "The Ulema of the Ottoman medreses held the view that hostility to logic and mathematics was futile since these accustomed the mind to correct thinking and thus helped to reveal divine truths" – key word being "divine". İnalcık also mentions that even philosophy was only allowed to be studied so that it helped to confirm the doctrines of Islam." Hence, madaris – schools were basically religious centres for religious teachings and learning in the Ottoman world. Although scholars such as Goffman have argued that the Ottomans were highly tolerant and lived in a pluralistic society, it seems that schools that were the main centres for learning were in fact heftily religious and were not religiously pluralistic, but centred around Islam. Similarly, in Europe "Jewish children learned the Hebrew letters and texts of basic prayers at home, and then attended a school organised by the synagogue to study the Torah." Wiesner-Hanks also says that Protestants also wanted to teach "proper religious values." This shows that in the early modern period, Ottomans and Europeans were similar in their ideas about how schools should be managed and what they should be primarily focused on. Thus, Ottoman madaris were very similar to present day schools in the sense that they offered a wide range of studies; however, these studies, in their ultimate objective, aimed to further solidify and consolidate Islamic practices and theories.
What religion was at the center of education in the Ottoman Empire?

ANS:
Islam