Context and question: The Armenian Genocide caused widespread emigration that led to the settlement of Armenians in various countries in the world. Armenians kept to their traditions and certain diasporans rose to fame with their music. In the post-Genocide Armenian community of the United States, the so-called "kef" style Armenian dance music, using Armenian and Middle Eastern folk instruments (often electrified/amplified) and some western instruments, was popular. This style preserved the folk songs and dances of Western Armenia, and many artists also played the contemporary popular songs of Turkey and other Middle Eastern countries from which the Armenians emigrated. Richard Hagopian is perhaps the most famous artist of the traditional "kef" style and the Vosbikian Band was notable in the 40s and 50s for developing their own style of "kef music" heavily influenced by the popular American Big Band Jazz of the time. Later, stemming from the Middle Eastern Armenian diaspora and influenced by Continental European (especially French) pop music, the Armenian pop music genre grew to fame in the 60s and 70s with artists such as Adiss Harmandian and Harout Pamboukjian performing to the Armenian diaspora and Armenia. Also with artists such as Sirusho, performing pop music combined with Armenian folk music in today's entertainment industry. Other Armenian diasporans that rose to fame in classical or international music circles are world-renowned French-Armenian singer and composer Charles Aznavour, pianist Sahan Arzruni, prominent opera sopranos such as Hasmik Papian and more recently Isabel Bayrakdarian and Anna Kasyan. Certain Armenians settled to sing non-Armenian tunes such as the heavy metal band System of a Down (which nonetheless often incorporates traditional Armenian instrumentals and styling into their songs) or pop star Cher. Ruben Hakobyan (Ruben Sasuntsi) is a well recognized Armenian ethnographic and patriotic folk singer who has achieved widespread national recognition due to his devotion to Armenian folk music and exceptional talent. In the Armenian diaspora, Armenian revolutionary songs are popular with the youth.[citation needed] These songs encourage Armenian patriotism and are generally about Armenian history and national heroes.
What two pop artists became famous in Turkey the 40's and 50's?
Answer: unanswerable
Context and question: 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 did Ottoman madaris have that was similar to modern American schools?
Answer: wide range of studies
Context and question: The goalkeepers are the only players allowed to touch the ball with their hands or arms while it is in play and only in their penalty area. Outfield players mostly use their feet to strike or pass the ball, but may also use their head or torso to do so instead. The team that scores the most goals by the end of the match wins. If the score is level at the end of the game, either a draw is declared or the game goes into extra time and/or a penalty shootout depending on the format of the competition. The Laws of the Game were originally codified in England by The Football Association in 1863. Association football is governed internationally by the International Federation of Association Football (FIFA; French: Fédération Internationale de Football Association), which organises World Cups for both men and women every four years.
What country did the Laws of the Game come from?
Answer:
England