Input: Read this: Players may only be transferred during transfer windows that are set by the Football Association. The two transfer windows run from the last day of the season to 31 August and from 31 December to 31 January. Player registrations cannot be exchanged outside these windows except under specific licence from the FA, usually on an emergency basis. As of the 2010–11 season, the Premier League introduced new rules mandating that each club must register a maximum 25-man squad of players aged over 21, with the squad list only allowed to be changed in transfer windows or in exceptional circumstances. This was to enable the 'home grown' rule to be enacted, whereby the League would also from 2010 require at least 8 of the named 25 man squad to be made up of 'home-grown players'.
Question: Which rule stated that at least 21 of the 25 men must be "home grown players"?

Output: unanswerable


QUES: The southern side of Miami includes Coral Way, The Roads and Coconut Grove. Coral Way is a historic residential neighborhood built in 1922 connecting Downtown with Coral Gables, and is home to many old homes and tree-lined streets. Coconut Grove was established in 1825 and is the location of Miami's City Hall in Dinner Key, the Coconut Grove Playhouse, CocoWalk, many nightclubs, bars, restaurants and bohemian shops, and as such, is very popular with local college students. It is a historic neighborhood with narrow, winding roads, and a heavy tree canopy. Coconut Grove has many parks and gardens such as Villa Vizcaya, The Kampong, The Barnacle Historic State Park, and is the home of the Coconut Grove Convention Center and numerous historic homes and estates.

When was Coral Way destroyed?
What is the answer?
ANS: unanswerable


QUES: The book aroused international interest and a widespread debate, with no sharp line between scientific issues and ideological, social and religious implications. Much of the initial reaction was hostile, but Darwin had to be taken seriously as a prominent and respected name in science. There was much less controversy than had greeted the 1844 publication Vestiges of Creation, which had been rejected by scientists, but had influenced a wide public readership into believing that nature and human society were governed by natural laws. The Origin of Species as a book of wide general interest became associated with ideas of social reform. Its proponents made full use of a surge in the publication of review journals, and it was given more popular attention than almost any other scientific work, though it failed to match the continuing sales of Vestiges. Darwin's book legitimised scientific discussion of evolutionary mechanisms, and the newly coined term Darwinism was used to cover the whole range of evolutionism, not just his own ideas. By the mid-1870s, evolutionism was triumphant.
What did Darwin's book do for the field of scientific study of evolution?

ANS: Darwin's book legitimised scientific discussion of evolutionary mechanisms


Roman canon law had been criticized by the Presbyterians as early as 1572 in the Admonition to Parliament. The protest centered on the standard defense that canon law could be retained so long as it did not contradict the civil law. According to Polly Ha, the Reformed Church Government refuted this claiming that the bishops had been enforcing canon law for 1500 years.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): For how long did the Reformed Church state that canon had been administered by members of the church?
Ah, so.. 1500 years


Question: Agricultural diversity can also be divided by whether it is ‘planned’ diversity or ‘associated’ diversity. This is a functional classification that we impose and not an intrinsic feature of life or diversity. Planned diversity includes the crops which a farmer has encouraged, planted or raised (e.g.: crops, covers, symbionts and livestock, among others), which can be contrasted with the associated diversity that arrives among the crops, uninvited (e.g.: herbivores, weed species and pathogens, among others).
Try to answer this question if possible: What type of diversity arrives uninvited?
Answer: associated diversity


QUES: "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.
Where were Ottoman madaris built?

ANS:
near mosques