Input: Article: The territory now contained within Bronx County was originally part of Westchester County, one of the 12 original counties of the English Province of New York. The present Bronx County was contained in the town of Westchester and parts of the towns of Yonkers, Eastchester, and Pelham. In 1846, a new town, West Farms, was created by division of Westchester; in turn, in 1855, the town of Morrisania was created from West Farms. In 1873, the town of Kingsbridge (roughly corresponding to the modern Bronx neighborhoods of Kingsbridge, Riverdale, and Woodlawn) was established within the former borders of Yonkers.

Now answer this question: When was Morrisania created?

Output: 1855

Input: Article: Despite the debatable strategic success and the operational failure of the descent on Rochefort, William Pitt—who saw purpose in this type of asymmetric enterprise—prepared to continue such operations. An army was assembled under the command of Charles Spencer, 3rd Duke of Marlborough; he was aided by Lord George Sackville. The naval squadron and transports for the expedition were commanded by Richard Howe. The army landed on 5 June 1758 at Cancalle Bay, proceeded to St. Malo, and, finding that it would take prolonged siege to capture it, instead attacked the nearby port of St. Servan. It burned shipping in the harbor, roughly 80 French privateers and merchantmen, as well as four warships which were under construction. The force then re-embarked under threat of the arrival of French relief forces. An attack on Havre de Grace was called off, and the fleet sailed on to Cherbourg; the weather being bad and provisions low, that too was abandoned, and the expedition returned having damaged French privateering and provided further strategic demonstration against the French coast.

Now answer this question: What action did Pitt take against France in 1758?

Output: The army landed on 5 June 1758 at Cancalle Bay

Input: 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.

Now answer this question: Where were Ottoman madaris built?

Output:
near mosques