Article: Public bus services within the city are provided by the national bus operator Bus Éireann. City routes are numbered from 201 through to 219 and connect the city centre to the principal suburbs, colleges, shopping centres and places of interest. Two of these bus routes provide orbital services across the Northern and Southern districts of the city respectively. Buses to the outer suburbs, such as Ballincollig, Glanmire, Midleton and Carrigaline are provided from the city's bus terminal at Parnell Place in the city centre. Suburban services also include shuttles to Cork Airport, and a park and ride facility in the south suburbs only.

Question: What do the routes consist of?
Ans: connect the city centre to the principal suburbs, colleges, shopping centres and places of interest


Article: ASCII (i/ˈæski/ ASS-kee), abbreviated from American Standard Code for Information Interchange, is a character-encoding scheme (the IANA prefers the name US-ASCII). ASCII codes represent text in computers, communications equipment, and other devices that use text. Most modern character-encoding schemes are based on ASCII, though they support many additional characters. ASCII was the most common character encoding on the World Wide Web until December 2007, when it was surpassed by UTF-8, which is fully backward compatibe to ASCII.

Question: Who surpassed ASCII?
Ans: UTF-8


Article: The playing time of a phonograph record depended on the turntable speed and the groove spacing. At the beginning of the 20th century, the early discs played for two minutes, the same as early cylinder records. The 12-inch disc, introduced by Victor in 1903, increased the playing time to three and a half minutes. Because a 10-inch 78 rpm record could hold about three minutes of sound per side and the 10-inch size was the standard size for popular music, almost all popular recordings were limited to around three minutes in length. For example, when King Oliver's Creole Jazz Band, including Louis Armstrong on his first recordings, recorded 13 sides at Gennett Records in Richmond, Indiana, in 1923, one side was 2:09 and four sides were 2:52–2:59.

Question: What was the normal size disc for popular music?
Ans: 10-inch


Article: 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 did Ottoman madaris have that was similar to modern American schools?
Ans:
wide range of studies