QUES: The Japanese responded to the Allied attacks by launching an offensive of their own into India in the middle of March, across the mountainous and densely forested frontier. This attack, codenamed Operation U-Go, was advocated by Lieutenant General Renya Mutaguchi, the recently promoted commander of the Japanese Fifteenth Army; Imperial General Headquarters permitted it to proceed, despite misgivings at several intervening headquarters. Although several units of the British Fourteenth Army had to fight their way out of encirclement, by early April they had concentrated around Imphal in Manipur state. A Japanese division which had advanced to Kohima in Nagaland cut the main road to Imphal, but failed to capture the whole of the defences at Kohima. During April, the Japanese attacks against Imphal failed, while fresh Allied formations drove the Japanese from the positions they had captured at Kohima.
What did the Japanese cut?

ANS: main road to Imphal

QUES: A year before Alfonso III "the Great" of Asturias death, three of Alfonso's sons rose in rebellion and forced him to abdicate, partitioning the kingdom among them. The eldest son, García, became king of León. The second son, Ordoño, reigned in Galicia, while the third, Fruela, received Asturias with Oviedo as his capital. Alfonso died in Zamora, probably in 910. His former realm would be reunited when first García died childless and León passed to Ordoño. He in turn died when his children were too young to ascend; Fruela became king of a reunited crown. His death the next year initiated a series of internecine struggles that led to unstable succession for over a century. It continued under that name[clarification needed] until incorporated into the Kingdom of Castile in 1230, after Ferdinand III became joint king of the two kingdoms. This was done to avoid dynastic feuds and to maintain the Christian Kingdoms strong enough to prevent complete Muslim take over of the Iberian Peninsula and to further the Reconquista of Iberia by Christian armies.
Who was the second son of Alfonso III and what did he become king of?

ANS: Ordoño, reigned in Galicia

QUES: In military affairs, the use of infantry with specialised roles increased. Along with the still-dominant heavy cavalry, armies often included mounted and infantry crossbowmen, as well as sappers and engineers. Crossbows, which had been known in Late Antiquity, increased in use partly because of the increase in siege warfare in the 10th and 11th centuries.[AB] The increasing use of crossbows during the 12th and 13th centuries led to the use of closed-face helmets, heavy body armour, as well as horse armour. Gunpowder was known in Europe by the mid-13th century with a recorded use in European warfare by the English against the Scots in 1304, although it was merely used as an explosive and not as a weapon. Cannon were being used for sieges in the 1320s, and hand-held guns were in use by the 1360s.
Against whom was gunpowder used in 1304?

ANS: the Scots

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