Article: "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.

Question: Where were Ottoman madaris built?
Ans: near mosques


Article: Southampton is a major UK port which has good transport links with the rest of the country. The M27 motorway, linking places along the south coast of England, runs just to the north of the city. The M3 motorway links the city to London and also, via a link to the A34 (part of the European route E05) at Winchester, with the Midlands and North. The M271 motorway is a spur of the M27, linking it with the Western Docks and city centre.

Question: Which motorway connects Southampton to London?
Ans: M3


Article: Viviparous mammals are in the subclass Theria; those living today are in the marsupial and placental infraclasses. A marsupial has a short gestation period, typically shorter than its estrous cycle, and gives birth to an undeveloped newborn that then undergoes further development; in many species, this takes place within a pouch-like sac, the marsupium, located in the front of the mother's abdomen. This is the plesyomorphic condition among viviparous mammals; the presence of epipubic bones in all non-placental mammals prevents the expansion of the torso needed for full pregnancy. Even non-placental eutherians probably reproduced this way.

Question: What is present in all non-placental mammals?
Ans: epipubic bones


Article: In March 1861, Victoria's mother died, with Victoria at her side. Through reading her mother's papers, Victoria discovered that her mother had loved her deeply; she was heart-broken, and blamed Conroy and Lehzen for "wickedly" estranging her from her mother. To relieve his wife during her intense and deep grief, Albert took on most of her duties, despite being ill himself with chronic stomach trouble. In August, Victoria and Albert visited their son, the Prince of Wales, who was attending army manoeuvres near Dublin, and spent a few days holidaying in Killarney. In November, Albert was made aware of gossip that his son had slept with an actress in Ireland. Appalled, Albert travelled to Cambridge, where his son was studying, to confront him. By the beginning of December, Albert was very unwell. He was diagnosed with typhoid fever by William Jenner, and died on 14 December 1861. Victoria was devastated. She blamed her husband's death on worry over the Prince of Wales's philandering. He had been "killed by that dreadful business", she said. She entered a state of mourning and wore black for the remainder of her life. She avoided public appearances, and rarely set foot in London in the following years. Her seclusion earned her the nickname "widow of Windsor".

Question: What was Albert ill with?
Ans:
chronic stomach trouble