Question: In general, Hokkien dialects have 5 to 7 phonemic tones. According to the traditional Chinese system, however, there are 7 to 9 "tones",[citation needed] more correctly termed tone classes since two of them are non-phonemic "entering tones" (see the discussion on Chinese tone). Tone sandhi is extensive. There are minor variations between the Quanzhou and Zhangzhou tone systems. Taiwanese tones follow the patterns of Amoy or Quanzhou, depending on the area of Taiwan. Many dialects have an additional phonemic tone ("tone 9" according to the traditional reckoning), used only in special or foreign loan words.
Try to answer this question if possible: How many phonemic tones do Hokkien dialects have?
Answer: 5 to 7
Question: The restoration of power to the patriciate was only temporary. After a period of unrest with repeated violent clashes such as the Züriputsch of 1839, civil war (the Sonderbundskrieg) broke out in 1847 when some Catholic cantons tried to set up a separate alliance (the Sonderbund). The war lasted for less than a month, causing fewer than 100 casualties, most of which were through friendly fire. Yet however minor the Sonderbundskrieg appears compared with other European riots and wars in the 19th century, it nevertheless had a major impact on both the psychology and the society of the Swiss and of Switzerland.
Try to answer this question if possible: What was the name of the Swiss civil war in 1839?
Answer: the Sonderbundskrieg
Question: Suger, friend and confidant of the French Kings, Louis VI and Louis VII, decided in about 1137, to rebuild the great Church of Saint-Denis, attached to an abbey which was also a royal residence. He began with the West Front, reconstructing the original Carolingian façade with its single door. He designed the façade of Saint-Denis to be an echo of the Roman Arch of Constantine with its three-part division and three large portals to ease the problem of congestion. The rose window is the earliest-known example above the West portal in France. The façade combines both round arches and pointed arches of the Gothic style.
Try to answer this question if possible: Which portion the cathedral was the reconstruction of the great Church of Saint-Denis begun?
Answer: the West Front
Question: "The first Ottoman Medrese was created in İznik in 1331 and most Ottoman medreses followed the traditions of Sunni Islam." "When an Ottoman sultan established a new medrese, he would invite scholars from the Islamic world—for example, Murad II brought scholars from Persia, such as ʻAlāʼ al-Dīn and Fakhr al-Dīn who helped enhance the reputation of the Ottoman medrese". This reveals that the Islamic world was interconnected in the early modern period as they travelled around to other Islamic states exchanging knowledge. This sense that the Ottoman Empire was becoming modernised through globalization is also recognised by Hamadeh who says: "Change in the eighteenth century as the beginning of a long and unilinear march toward westernisation reflects the two centuries of reformation in sovereign identity." İnalcık also mentions that while scholars from for example Persia travelled to the Ottomans in order to share their knowledge, Ottomans travelled as well to receive education from scholars of these Islamic lands, such as Egypt, Persia and Turkestan. Hence, this reveals that similar to today's modern world, individuals from the early modern society travelled abroad to receive education and share knowledge and that the world was more interconnected than it seems. Also, it reveals how the system of "schooling" was also similar to today's modern world where students travel abroad to different countries for studies. Examples of Ottoman madaris are the ones built by Mehmed the Conqueror. He built eight madaris that were built "on either side of the mosque where there were eight higher madaris for specialised studies and eight lower medreses, which prepared students for these." The fact that they were built around, or near mosques reveals the religious impulses behind madrasa building and it reveals the interconnectedness between institutions of learning and religion. The students who completed their education in the lower medreses became known as danismends. This reveals that similar to the education system today, the Ottomans' educational system involved different kinds of schools attached to different kinds of levels. For example, there were lower madaris and specialised ones, and for one to get into the specialised area meant that he had to complete the classes in the lower one in order to adequately prepare himself for higher learning.
Try to answer this question if possible:  When was the first Ottoman madrasa torn down?
Answer:
unanswerable