QUES: Modern evolutionary theory continues to develop. Darwin's theory of evolution by natural selection, with its tree-like model of branching common descent, has become the unifying theory of the life sciences. The theory explains the diversity of living organisms and their adaptation to the environment. It makes sense of the geologic record, biogeography, parallels in embryonic development, biological homologies, vestigiality, cladistics, phylogenetics and other fields, with unrivalled explanatory power; it has also become essential to applied sciences such as medicine and agriculture. Despite the scientific consensus, a religion-based political controversy has developed over how evolution is taught in schools, especially in the United States.
What kind of controversy has begun within school systems about Darwin's theory?

ANS: a religion-based political controversy

QUES: The ability of birds to return to precise locations across vast distances has been known for some time; in an experiment conducted in the 1950s a Manx shearwater released in Boston returned to its colony in Skomer, Wales, within 13 days, a distance of 5,150 km (3,200 mi). Birds navigate during migration using a variety of methods. For diurnal migrants, the sun is used to navigate by day, and a stellar compass is used at night. Birds that use the sun compensate for the changing position of the sun during the day by the use of an internal clock. Orientation with the stellar compass depends on the position of the constellations surrounding Polaris. These are backed up in some species by their ability to sense the Earth's geomagnetism through specialised photoreceptors.
Some species use specialised photoreceptors to sense what?

ANS: the Earth's geomagnetism

QUES: Before the latter half of the 18th century, grain, timber and then coal were Plymouth's main imports. During this time the real source of wealth was from the neighbouring town of Plymouth Dock (renamed in 1824 to Devonport) and the major employer in the entire region was the dockyard. The Three Towns conurbation of Plymouth, Stonehouse and Devonport enjoyed some prosperity during the late 18th and early 19th century and were enriched by a series of neo-classical urban developments designed by London architect John Foulston. Foulston was important for both Devonport and Plymouth and was responsible for several grand public buildings, many now destroyed, including the Athenaeum, the Theatre Royal and Royal Hotel, and much of Union Street.
On what street did many of the buildings designed by John Foulston reside?

ANS: Union Street

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