Input: Read this: 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.
Question: What was the essential mission of non-Islamic schools in the Ottoman Empire?

Output: unanswerable


Input: Read this: Impermanence (Pāli: anicca) expresses the Buddhist notion that all compounded or conditioned phenomena (all things and experiences) are inconstant, unsteady, and impermanent. Everything we can experience through our senses is made up of parts, and its existence is dependent on external conditions. Everything is in constant flux, and so conditions and the thing itself are constantly changing. Things are constantly coming into being, and ceasing to be. Since nothing lasts, there is no inherent or fixed nature to any object or experience. According to the doctrine of impermanence, life embodies this flux in the aging process, the cycle of rebirth (saṃsāra), and in any experience of loss. The doctrine asserts that because things are impermanent, attachment to them is futile and leads to suffering (dukkha).
Question: What is in a constant flux?

Output: Everything


Input: Read this: Carnival celebrations, usually referred to as Mardi Gras (Fat Tuesday in French), were first celebrated in the Gulf Coast area, but now occur in many states. Customs originated in the onetime French colonial capitals of Mobile (now in Alabama), New Orleans (Louisiana) and Biloxi (Mississippi), all of which have celebrated for many years with street parades and masked balls. Other major American cities with celebrations include Washington, DC; St. Louis, Missouri; San Francisco; San Diego; Galveston, Texas; and Miami, Pensacola, Tampa, and Orlando in Florida.
Question: What originated in the onetime French colonial capitals?

Output: Customs


Input: Read this: Israel operates under a parliamentary system as a democratic republic with universal suffrage. A member of parliament supported by a parliamentary majority becomes the prime minister—usually this is the chair of the largest party. The prime minister is the head of government and head of the cabinet. Israel is governed by a 120-member parliament, known as the Knesset. Membership of the Knesset is based on proportional representation of political parties, with a 3.25% electoral threshold, which in practice has resulted in coalition governments.
Question: Israel operates under what kind of system?

Output:
parliamentary