Answer: to enforce the legal order

Question: What is the responsibility of government in Hayek's market order?


Answer: would be self-regulating

Context: In the latter half of his career Hayek made a number of contributions to social and political philosophy, which he based on his views on the limits of human knowledge, and the idea of spontaneous order in social institutions. He argues in favour of a society organised around a market order, in which the apparatus of state is employed almost (though not entirely) exclusively to enforce the legal order (consisting of abstract rules, and not particular commands) necessary for a market of free individuals to function. These ideas were informed by a moral philosophy derived from epistemological concerns regarding the inherent limits of human knowledge. Hayek argued that his ideal individualistic, free-market polity would be self-regulating to such a degree that it would be 'a society which does not depend for its functioning on our finding good men for running it'.

Question: What would be the cause of the success for the Hayek's ideal free-market?


Answer: good men

Question: What would Hayek's free-market not require in order to function properly?


Answer: social justice

Context: Hayek disapproved of the notion of 'social justice'. He compared the market to a game in which 'there is no point in calling the outcome just or unjust' and argued that 'social justice is an empty phrase with no determinable content'; likewise "the results of the individual's efforts are necessarily unpredictable, and the question as to whether the resulting distribution of incomes is just has no meaning". He generally regarded government redistribution of income or capital as an unacceptable intrusion upon individual freedom: "the principle of distributive justice, once introduced, would not be fulfilled until the whole of society was organized in accordance with it. This would produce a kind of society which in all essential respects would be the opposite of a free society."

Question: What concept did Hayek dislike?


Answer: there is no point in calling the outcome just or unjust

Question: How did Hayek feel regarding income distribution?


Answer: the results of the individual's efforts are necessarily unpredictable

Question: What reason does Hayek provide for differences in income distribution not being a matter of just or unjust?


Answer: the opposite of a free society

Question: According to Hayek, a society in which income is redistributed is what?


Answer: non-interventionist policy

Context: Hayek’s concept of the market as a spontaneous order has been recently applied to ecosystems to defend a broadly non-interventionist policy. Like the market, ecosystems contain complex networks of information, involve an ongoing dynamic process, contain orders within orders, and the entire system operates without being directed by a conscious mind. On this analysis, species takes the place of price as a visible element of the system formed by a complex set of largely unknowable elements. Human ignorance about the countless interactions between the organisms of an ecosystem limits our ability to manipulate nature. Since humans rely on the ecosystem to sustain themselves, we have a prima facie obligation to not disrupt such systems. This analysis of ecosystems as spontaneous orders does not rely on markets qualifying as spontaneous orders. As such, one need not endorse Hayek’s analysis of markets to endorse ecosystems as spontaneous orders.

Question: What has Hayek's views on the market been used to defend?


Answer: prima facie

Question: What is the term used to describe the obligation for humans to avoid disrupting the ecosystem?


Answer: spontaneous orders

Question: What are ecosystems views to be?


Answer: analysis of markets

Question: One might still support spontaneous orders without agreeing with which of Hayek's assessments?


Answer: our ability to manipulate nature

Question: What is limited by the ignorance of humanity?


Answer: Hayek

Context: With regard to a safety net, Hayek advocated "some provision for those threatened by the extremes of indigence or starvation, be if only in the interest of those who require protection against acts of desperation on the part of the needy." As referenced in the section on "The economic calculation problem," Hayek wrote that "there is no reason why... the state should not help to organize a comprehensive system of social insurance." Summarizing on this topic, Wapshott writes "[Hayek] advocated mandatory universal health care and unemployment insurance, enforced, if not directly provided, by the state." Bernard Harcourt says that "Hayek was adamant about this." In the 1973 Law, Legislation, and Liberty, Hayek wrote:

Question: According to Wapshott, who was promoting the implementation of universal health care?


Answer: the state

Question: Who did Hayek say should provide a safety net for society?


Answer: The economic calculation problem

Question: In which of Hayek's works did he make his statements regarding social insurance?


Answer: Bernard Harcourt

Question: Who made the claim that Hayek was particularly determined regarding his beliefs on social insurance and a safety net?


Answer: Arthur M. Diamond

Context: Arthur M. Diamond argues Hayek's problems arise when he goes beyond claims that can be evaluated within economic science. Diamond argued that: “The human mind, Hayek says, is not just limited in its ability to synthesize a vast array of concrete facts, it is also limited in its ability to give a deductively sound ground to ethics. Here is where the tension develops, for he also wants to give a reasoned moral defense of the free market. He is an intellectual skeptic who wants to give political philosophy a secure intellectual foundation. It is thus not too surprising that what results is confused and contradictory.”

Question: Who criticizes Hayek's ability to provide specific facts?


Answer: economic science

Question: Diamond believes Hayek's weaknesses come out when he steps beyond the bounds of what topic?


Answer: intellectual skeptic

Question: What term does Diamond use to refer to Hayek?


Answer: confused and contradictory

Question: Diamond states that the final result of Hayek's statements are what?


Answer: a transitional period

Context: Asked about the liberal, non-democratic rule by a Chilean interviewer, Hayek is translated from German to Spanish to English as having said, "As long term institutions, I am totally against dictatorships. But a dictatorship may be a necessary system for a transitional period. [...] Personally I prefer a liberal dictatorship to democratic government devoid of liberalism. My personal impression – and this is valid for South America – is that in Chile, for example, we will witness a transition from a dictatorial government to a liberal government." In a letter to the London Times, he defended the Pinochet regime and said that he had "not been able to find a single person even in much maligned Chile who did not agree that personal freedom was much greater under Pinochet than it had been under Allende." Hayek admitted that "it is not very likely that this will succeed, even if, at a particular point in time, it may be the only hope there is.", he explained, however, "It is not certain hope, because it will always depend on the goodwill of an individual, and there are very few individuals one can trust. But if it is the sole opportunity which exists at a particular moment it may be the best solution despite this. And only if and when the dictatorial government is visibly directing its steps towards limited democracy".

Question: At what point did Hayek claim dictatorships may be necessary?


Answer: a liberal dictatorship

Question: What did Hayek claim to prefer over a democratic government in the absence of liberal ideals?


Answer: a liberal government

Question: What did Hayek believe the Chilean government would become in the future?


Answer: Pinochet

Question: As claimed by Hayek, Chilean citizens had more freedom under which ruler?


Answer: totalitarianism

Context: For Hayek, the supposedly stark difference between authoritarianism and totalitarianism has much importance and Hayek places heavy weight on this distinction in his defence of transitional dictatorship. For example, when Hayek visited Venezuela in May 1981, he was asked to comment on the prevalence of totalitarian regimes in Latin America. In reply, Hayek warned against confusing "totalitarianism with authoritarianism," and said that he was unaware of "any totalitarian governments in Latin America. The only one was Chile under Allende". For Hayek, however, the word 'totalitarian' signifies something very specific: the want to “organize the whole of society” to attain a “definite social goal” —which is stark in contrast to “liberalism and individualism”.

Question: Hayek believed that authoritarianism was very different from what?


Answer: Venezuela

Question: What country did Hayek arrive in where he provided his disctinction between totalitarianism and authoritarianism?


Answer: totalitarian governments

Question: What did Hayek believe to be absent from Latin America?


Answer: the want to “organize the whole of society” to attain a “definite social goal”

Question: What is Hayek's definition of totalitarian?


Answer: private investment in the public markets

Context: In 1932, Hayek suggested that private investment in the public markets was a better road to wealth and economic co-ordination in Britain than government spending programs, as argued in a letter he co-signed with Lionel Robbins and others in an exchange of letters with John Maynard Keynes in The Times. The nearly decade long deflationary depression in Britain dating from Churchill's decision in 1925 to return Britain to the gold standard at the old pre-war, pre-inflationary par was the public policy backdrop for Hayek's single public engagement with Keynes over British monetary and fiscal policy, otherwise Hayek and Keynes agreed on many theoretical matters, and their economic disagreements were fundamentally theoretical, having to do almost exclusively with the relation of the economics of extending the length of production to the economics of labour inputs.

Question: What did Hayek claim to be better than investing in government spending programs?


Answer: Lionel Robbins

Question: What other notable figure signed the letter in which Hayek made his statement regarding private investment?


Answer: Churchill

Question: Who was responsible for England's return to the use of gold as standard currency?


Answer: John Maynard Keynes

Question: With whom did Hayek disagree with publicly?


Answer: Kenneth Arrow

Context: Hayek's influence on the development of economics is widely acknowledged. Hayek is the second-most frequently cited economist (after Kenneth Arrow) in the Nobel lectures of the prize winners in economics, which is particularly striking since his own lecture was critical of the field of orthodox economics and neo-classical modelisation. A number of Nobel Laureates in economics, such as Vernon Smith and Herbert A. Simon, recognise Hayek as the greatest modern economist. Another Nobel winner, Paul Samuelson, believed that Hayek was worthy of his award but nevertheless claimed that "there were good historical reasons for fading memories of Hayek within the mainstream last half of the twentieth century economist fraternity. In 1931, Hayek's Prices and Production had enjoyed an ultra-short Byronic success. In retrospect hindsight tells us that its mumbo-jumbo about the period of production grossly misdiagnosed the macroeconomics of the 1927–1931 (and the 1931–2007) historical scene". Despite this comment, Samuelson spent the last 50 years of his life obsessed with the problems of capital theory identified by Hayek and Böhm-Bawerk, and Samuelson flatly judged Hayek to have been right and his own teacher, Joseph Schumpeter, to have been wrong on the central economic question of the 20th century, the feasibility of socialist economic planning in a production goods dominated economy.

Question: Which economist is cited the most by winners of the Nobel prize in that field?


Answer: Paul Samuelson

Question: What Nobel prize winner has spent most of his life studying Hayek's capital theory despite being critical of the man?


Answer: Joseph Schumpeter

Question: On the topic of the practicality of a socialist economy, who does Samuelson believe was wrong?


Answer: Hayek's

Question: On the topic of mainstream economics, whose Nobel lecture was particularly critical?


Answer: Prices and Production

Question: Which of Hayek's works does Samuelson cite as being incorrect regarding macroeconomics?


Answer: Milton Friedman's

Context: Hayek is widely recognised for having introduced the time dimension to the equilibrium construction and for his key role in helping inspire the fields of growth theory, information economics, and the theory of spontaneous order. The "informal" economics presented in Milton Friedman's massively influential popular work Free to Choose (1980), is explicitly Hayekian in its account of the price system as a system for transmitting and co-ordinating knowledge. This can be explained by the fact that Friedman taught Hayek's famous paper "The Use of Knowledge in Society" (1945) in his graduate seminars.

Question: Whose 1980 book mentions "informal" economics?


Answer: Free to Choose

Question: What is the name of the book Friedman released in 1980?


Answer: Hayekian

Question: How is Friedman's book described in regards to the price system?


Answer: The Use of Knowledge in Society

Question: Which of Hayek's works did Friedman once teach?


Answer: Karl Popper

Context: Hayek had a long-standing and close friendship with philosopher of science Karl Popper, also from Vienna. In a letter to Hayek in 1944, Popper stated, "I think I have learnt more from you than from any other living thinker, except perhaps Alfred Tarski." (See Hacohen, 2000). Popper dedicated his Conjectures and Refutations to Hayek. For his part, Hayek dedicated a collection of papers, Studies in Philosophy, Politics, and Economics, to Popper and, in 1982, said that "ever since his Logik der Forschung first came out in 1934, I have been a complete adherent to his general theory of methodology". Popper also participated in the inaugural meeting of the Mont Pelerin Society. Their friendship and mutual admiration, however, do not change the fact that there are important differences between their ideas.

Question: Which fellow Vienna native was Hayek friends with?


Answer: Alfred Tarski

Question: Who is the only exception from whom Hayek claims to have learned more than he did from Popper?


Answer: Conjectures and Refutations

Question: Hayek dedicated many of his papers to Popper based on a dedication Popper made to him in which of his work?


Answer: Logik der Forschung

Question: Which of Popper's works was the first to grasp Hayek's attention?


Answer: the inaugural meeting

Question: Popper was present for which notable Mont Pelerin Society event?


Answer: The Road to Serfdom

Context: Hayek's greatest intellectual debt was to Carl Menger, who pioneered an approach to social explanation similar to that developed in Britain by Bernard Mandeville and the Scottish moral philosophers in the Scottish Enlightenment. He had a wide-reaching influence on contemporary economics, politics, philosophy, sociology, psychology and anthropology. For example, Hayek's discussion in The Road to Serfdom (1944) about truth, falsehood and the use of language influenced some later opponents of postmodernism.

Question: Which of Hayek's books had an impact on those against postmodernism?


Answer: Carl Menger

Question: To whom did Hayek owe his intellectual success?


Answer: Scottish Enlightenment

Question: Carl Menger's work in social explanation was not too different from those in which Scottish period??


Answer: 1979

Context: Hayek received new attention in the 1980s and 1990s with the rise of conservative governments in the United States, United Kingdom, and Canada. After winning the United Kingdom general election, 1979, Margaret Thatcher appointed Keith Joseph, the director of the Hayekian Centre for Policy Studies, as her secretary of state for industry in an effort to redirect parliament's economic strategies. Likewise, David Stockman, Ronald Reagan's most influential financial official in 1981 was an acknowledged follower of Hayek.

Question: In what year was Margaret Thatcher elected Prime Minister?


Answer: Keith Joseph

Question: Whom did the Prime Minister of England choose as secretary of state?


Answer: conservative governments

Question: During the 80s and 90s, three major English speaking nations experienced a political shift to to what?


Answer: director of the Hayekian Centre for Policy Studies

Question: What position did the British Prime Minister's secretary of state previously hold?


Answer: Ronald Reagan's

Question: One of Hayek's supporters served which US president?


Answer: conservatism

Context: Hayek wrote an essay, "Why I Am Not a Conservative" (included as an appendix to The Constitution of Liberty), in which he disparaged conservatism for its inability to adapt to changing human realities or to offer a positive political program, remarking, "Conservatism is only as good as what it conserves." Although he noted that modern day conservatism shares many opinions on economics with classical liberals, particularly a belief in the free market, he believed it's because conservatism wants to "stand still," whereas liberalism embraces the free market because it "wants to go somewhere." Hayek identified himself as a classical liberal, but noted that in the United States it had become almost impossible to use "liberal" in its original definition, and the term "libertarian" has been used instead. In this text, Hayek also opposed conservatism for "its hostility to internationalism and its proneness to a strident nationalism" and its frequent association with imperialism.

Question: What ideology did Hayek not agree with in an essay appended to The Constitution of Liberty?


Answer: libertarian

Question: What word is used in the United States to identify Hayek's ideology?


Answer: internationalism

Question: Which ideology did Hayek believe conservatism discouraged?


Answer: belief in the free market

Question: What does conservatism have in common with classical liberalism?


Answer: "Conservatism is only as good as what it conserves."

Question: What was Hayek's statement regarding conservatism?


Answer: Old Whig

Context: However, for his part, Hayek found this term "singularly unattractive" and offered the term "Old Whig" (a phrase borrowed from Edmund Burke) instead. In his later life, he said, "I am becoming a Burkean Whig." However, Whiggery as a political doctrine had little affinity for classical political economy, the tabernacle of the Manchester School and William Gladstone. His essay has served as an inspiration to other liberal-minded economists wishing to distinguish themselves from conservative thinkers, for example James M. Buchanan's essay "Why I, Too, Am Not a Conservative: The Normative Vision of Classical Liberalism".

Question: What did Hayek suggest as an alternative to being called a libertarian?


Answer: liberal-minded economists

Question: In opposition to conservatives, what group has Hayek's work influenced?


Answer: James M. Buchanan

Question: Who wrote an essay as a result of Hayek's "Why I Am Not a Conservative"?


Answer: Edmund Burke

Question: From whom did Hayek acquire the term he proposed as an alternative to libertarian?


Answer: a Burkean Whig

Question: In his later years, what term did Hayek use to describe himself?


Answer: neoliberalism

Context: His opponents have attacked Hayek as a leading promoter of "neoliberalism". A British scholar, Samuel Brittan, concluded in 2010, "Hayek's book [The Constitution of Liberty] is still probably the most comprehensive statement of the underlying ideas of the moderate free market philosophy espoused by neoliberals." Brittan adds that although Raymond Plant (2009) comes out in the end against Hayek's doctrines, Plant gives The Constitution of Liberty a "more thorough and fair-minded analysis than it has received even from its professed adherents".

Question: What term do those who disagree with Hayek use to describe his ideals?


Answer: Samuel Brittan

Question: Who was it that claimed Hayek's The Constitution of Liberty to be an thorough example of neoliberal philosophy?


Answer: Raymond Plant

Question: Whose ideals does Brittan believe to win out over Hayek's?


Answer: Madsen Pirie

Context: In Why F A Hayek is a Conservative, British policy analyst Madsen Pirie claims Hayek mistakes the nature of the conservative outlook. Conservatives, he says, are not averse to change – but like Hayek, they are highly averse to change being imposed on the social order by people in authority who think they know how to run things better. They wish to allow the market to function smoothly and give it the freedom to change and develop. It is an outlook, says Pirie, that Hayek and conservatives both share.

Question: Who makes the claim that Hayek was actually a conservative?


Answer: people in authority who think they know how to run things better

Question: According to Pirie, conservatives dislike change only when its forced upon them by whom?


Answer: mistakes the nature of the conservative outlook

Question: Pirie believes Hayek to be a conservative for what reason?


Answer: to function smoothly

Question: What does Pirie claim conservatives want for the free market?


Answer: the condition of having at least three loose or liquid bowel movements each day

Context: Diarrhea, also spelled diarrhoea, is the condition of having at least three loose or liquid bowel movements each day. It often lasts for a few days and can result in dehydration due to fluid loss. Signs of dehydration often begin with loss of the normal stretchiness of the skin and irritable behaviour. This can progress to decreased urination, loss of skin color, a fast heart rate, and a decrease in responsiveness as it becomes more severe. Loose but non-watery stools in babies who are breastfed, however, may be normal.

Question: What is diarrhea?


Answer: can result in dehydration due to fluid loss

Question: What is one of the effects of diarrhea?


Answer: loss of the normal stretchiness of the skin and irritable behaviour

Question: What are the warning signs of dehydration?


Answer: decreased urination, loss of skin color, a fast heart rate, and a decrease in responsiveness

Question: What are other signs of dehydration?


Answer: an infection of the intestines

Context: The most common cause is an infection of the intestines due to either a virus, bacteria, or parasite; a condition known as gastroenteritis. These infections are often acquired from food or water that has been contaminated by stool, or directly from another person who is infected. It may be divided into three types: short duration watery diarrhea, short duration bloody diarrhea, and if it lasts for more than two weeks, persistent diarrhea. The short duration watery diarrhea may be due to an infection by cholera, although this is rare in the developed world. If blood is present it is also known as dysentery. A number of non-infectious causes may also result in diarrhea, including hyperthyroidism, lactose intolerance, inflammatory bowel disease, a number of medications, and irritable bowel syndrome. In most cases, stool cultures are not required to confirm the exact cause.

Question: What is the most common cause of diarrhea?


Answer: a virus, bacteria, or parasite

Question: What can cause an infection in the intestines?


Answer: short duration watery diarrhea, short duration bloody diarrhea, and if it lasts for more than two weeks, persistent diarrhea

Question: What are the three types of diarrhea?


Answer: dysentery

Question: What is it known as if blood is present?


Answer: improved sanitation, clean drinking water, and hand washing with soap

Context: Prevention of infectious diarrhea is by improved sanitation, clean drinking water, and hand washing with soap. Breastfeeding for at least six months is also recommended as is vaccination against rotavirus. Oral rehydration solution (ORS), which is clean water with modest amounts of salts and sugar, is the treatment of choice. Zinc tablets are also recommended. These treatments have been estimated to have saved 50 million children in the past 25 years. When people have diarrhea it is recommended that they continue to eat healthy food and babies continue to be breastfed. If commercial ORS are not available, homemade solutions may be used. In those with severe dehydration, intravenous fluids may be required. Most cases; however, can be managed well with fluids by mouth. Antibiotics, while rarely used, may be recommended in a few cases such as those who have bloody diarrhea and a high fever, those with severe diarrhea following travelling, and those who grow specific bacteria or parasites in their stool. Loperamide may help decrease the number of bowel movement but is not recommended in those with severe disease.

Question: What are some ways to prevent diarrhea?


Answer: Breastfeeding for at least six months

Question: What else can a mom do to prevent diarrhea for her baby?


Answer: Oral rehydration solution (ORS), which is clean water with modest amounts of salts and sugar

Question: What is the treatment of choice for diarrhea?


Answer: cases such as those who have bloody diarrhea and a high fever, those with severe diarrhea following travelling, and those who grow specific bacteria or parasites

Question: What conditions would a doctor prescribe antibiotics?


Answer: 1.7 to 5 billion cases

Context: About 1.7 to 5 billion cases of diarrhea occur per year. It is most common in developing countries, where young children get diarrhea on average three times a year. Total deaths from diarrhea are estimated at 1.26 million in 2013 – down from 2.58 million in 1990. In 2012, it is the second most common cause of deaths in children younger than five (0.76 million or 11%). Frequent episodes of diarrhea are also a common cause of malnutrition and the most common cause in those younger than five years of age. Other long term problems that can result include stunted growth and poor intellectual development.

Question: HOw many cases of diarrhea are there a year?


Answer: average three times a year

Question: How often do kids get diarrhea in developing countries?


Answer: malnutrition

Question: Frequent episodes of diarrhea are common in what type of cases?


Answer: stunted growth and poor intellectual development

Question: What long term issues can arise from frequent diarrhea?


Answer: an increase in the active secretion, or there is an inhibition of absorption

Context: Secretory diarrhea means that there is an increase in the active secretion, or there is an inhibition of absorption. There is little to no structural damage. The most common cause of this type of diarrhea is a cholera toxin that stimulates the secretion of anions, especially chloride ions. Therefore, to maintain a charge balance in the lumen, sodium is carried with it, along with water. In this type of diarrhea intestinal fluid secretion is isotonic with plasma even during fasting. It continues even when there is no oral food intake.

Question: What is secretory diarrhea?


Answer: cause of this type of diarrhea is a cholera toxin that stimulates the secretion of anions, especially chloride ions

Question: What are the causes of secretory diarrhea?


Answer: . There is little to no structural damage.

Question: Is there any structural damage associated with secretory diarrhea?


Answer: s when too much water is drawn into the bowels

Context: Osmotic diarrhea occurs when too much water is drawn into the bowels. If a person drinks solutions with excessive sugar or excessive salt, these can draw water from the body into the bowel and cause osmotic diarrhea. Osmotic diarrhea can also be the result of maldigestion (e.g., pancreatic disease or Coeliac disease), in which the nutrients are left in the lumen to pull in water. Or it can be caused by osmotic laxatives (which work to alleviate constipation by drawing water into the bowels). In healthy individuals, too much magnesium or vitamin C or undigested lactose can produce osmotic diarrhea and distention of the bowel. A person who has lactose intolerance can have difficulty absorbing lactose after an extraordinarily high intake of dairy products. In persons who have fructose malabsorption, excess fructose intake can also cause diarrhea. High-fructose foods that also have a high glucose content are more absorbable and less likely to cause diarrhea. Sugar alcohols such as sorbitol (often found in sugar-free foods) are difficult for the body to absorb and, in large amounts, may lead to osmotic diarrhea. In most of these cases, osmotic diarrhea stops when offending agent (e.g. milk, sorbitol) is stopped.

Question: What occures with osmotic diarrhea?


Answer: If a person drinks solutions with excessive sugar or excessive salt, these can draw water from the body into the bowel

Question: What causes osmotic diarrhea?


Answer: alleviate constipation by drawing water into the bowels

Question: How do osmotic lazatives work?


Answer: too much magnesium or vitamin C or undigested lactose

Question: What can cause osmotic diarrhea in healthy people?


Answer: when there is damage to the mucosal lining or brush border

Context: Inflammatory diarrhea occurs when there is damage to the mucosal lining or brush border, which leads to a passive loss of protein-rich fluids and a decreased ability to absorb these lost fluids. Features of all three of the other types of diarrhea[clarification needed] can be found in this type of diarrhea. It can be caused by bacterial infections, viral infections, parasitic infections, or autoimmune problems such as inflammatory bowel diseases. It can also be caused by tuberculosis, colon cancer, and enteritis.[citation needed]

Question: When does inflammatory diarrhea occur?


Answer: a passive loss of protein-rich fluids and a decreased ability to absorb these lost fluids

Question: What happens with inflammatory diarrhea?


Answer: bacterial infections, viral infections, parasitic infections, or autoimmune problems

Question: What can cause inflammatory diarrhea?


Answer: tuberculosis, colon cancer, and enteritis.

Question: What other causes are there for inflammatory diarrhea?


Answer: a negative impact on both physical fitness and mental development

Context: Diarrheal disease may have a negative impact on both physical fitness and mental development. "Early childhood malnutrition resulting from any cause reduces physical fitness and work productivity in adults," and diarrhea is a primary cause of childhood malnutrition. Further, evidence suggests that diarrheal disease has significant impacts on mental development and health; it has been shown that, even when controlling for helminth infection and early breastfeeding, children who had experienced severe diarrhea had significantly lower scores on a series of tests of intelligence.

Question: Diarrheal disease has what effects on a person?


Answer: reduces physical fitness and work productivity in adults

Question: What can early childhood malnutrition cause?


Answer: diarrhea

Question: What is the cause of childhood malnutrition?


Answer: significantly lower scores on a series of tests of intelligence

Question: Children who have experienced sever diarrhea are more likely to have what effect?


Answer: irritable bowel syndrome

Context: Another possible cause of diarrhea is irritable bowel syndrome (IBS), which usually presents with abdominal discomfort relieved by defecation and unusual stool (diarrhea or constipation) for at least 3 days a week over the previous 3 months. Symptoms of diarrhea-predominant IBS can be managed through a combination of dietary changes, soluble fiber supplements, and/or medications such as loperamide or codeine. About 30% of patients with diarrhea-predominant IBS have bile acid malabsorption diagnosed with an abnormal SeHCAT test.

Question: What is IBS?


Answer: abdominal discomfort relieved by defecation and unusual stool (diarrhea or constipation) for at least 3 days a week over the previous 3 months

Question: What symptoms do you have with IBS?


Answer: a combination of dietary changes, soluble fiber supplements, and/or medications

Question: How can symptoms be managed with IBS?


Answer: Poverty

Context: Poverty is a good indicator of the rate of infectious diarrhea in a population. This association does not stem from poverty itself, but rather from the conditions under which impoverished people live. The absence of certain resources compromises the ability of the poor to defend themselves against infectious diarrhea. "Poverty is associated with poor housing, crowding, dirt floors, lack of access to clean water or to sanitary disposal of fecal waste (sanitation), cohabitation with domestic animals that may carry human pathogens, and a lack of refrigerated storage for food, all of which increase the frequency of diarrhea... Poverty also restricts the ability to provide age-appropriate, nutritionally balanced diets or to modify diets when diarrhea develops so as to mitigate and repair nutrient losses. The impact is exacerbated by the lack of adequate, available, and affordable medical care."

Question: What is a good indicator of the rate of infectious diarrhea?


Answer: from the conditions under which impoverished people live

Question: Why does living in poverty raise your risk of diarrhea?


Answer: the lack of adequate, available, and affordable medical care.

Question: What causes this to be exacerbated?


Answer: for health and functioning, including the prevention of infectious diarrhea

Context: Proper nutrition is important for health and functioning, including the prevention of infectious diarrhea. It is especially important to young children who do not have a fully developed immune system. Zinc deficiency, a condition often found in children in developing countries can, even in mild cases, have a significant impact on the development and proper functioning of the human immune system. Indeed, this relationship between zinc deficiency reduced immune functioning corresponds with an increased severity of infectious diarrhea. Children who have lowered levels of zinc have a greater number of instances of diarrhea, severe diarrhea, and diarrhea associated with fever. Similarly, vitamin A deficiency can cause an increase in the severity of diarrheal episodes, however there is some discrepancy when it comes to the impact of vitamin A deficiency on the rate of disease. While some argue that a relationship does not exist between the rate of disease and vitamin A status, others suggest an increase in the rate associated with deficiency. Given that estimates suggest 127 million preschool children worldwide are vitamin A deficient, this population has the potential for increased risk of disease contraction.

Question: Why is proper nutrition important?


Answer: greater number of instances of diarrhea, severe diarrhea, and diarrhea associated with fever

Question: What effects does lower levels of zinc have in children?


Answer: cause an increase in the severity of diarrheal episodes

Question: What can having a vitamin A deficiency cause?


Answer: 127 million

Question: What is the rate of vitamin A deficiency in children worldwide?


Answer: diarrhea may function as an evolved expulsion defense mechanism

Context: According to two researchers, Nesse and Williams, diarrhea may function as an evolved expulsion defense mechanism. As a result, if it is stopped, there might be a delay in recovery. They cite in support of this argument research published in 1973 that found that treating Shigella with the anti-diarrhea drug (Co-phenotrope, Lomotil) caused people to stay feverish twice as long as those not so treated. The researchers indeed themselves observed that: "Lomotil may be contraindicated in shigellosis. Diarrhea may represent a defense mechanism".

Question: What did Nesse and Williams learn?


Answer: there might be a delay in recovery.

Question: If diarrhea is stopped, would could happen?


Answer: caused people to stay feverish twice as long as those not so treated.

Question: What happened with people with Shigella were treated with anti-diarrheal medication?


Answer: Basic sanitation techniques

Context: Basic sanitation techniques can have a profound effect on the transmission of diarrheal disease. The implementation of hand washing using soap and water, for example, has been experimentally shown to reduce the incidence of disease by approximately 42–48%. Hand washing in developing countries, however, is compromised by poverty as acknowledged by the CDC: "Handwashing is integral to disease prevention in all parts of the world; however, access to soap and water is limited in a number of less developed countries. This lack of access is one of many challenges to proper hygiene in less developed countries." Solutions to this barrier require the implementation of educational programs that encourage sanitary behaviours.

Question: What has had major effects on the transmission of diarrheal diseases?


Answer: approximately 42–48%

Question: How much does hand washing reduce the chances of disease?


Answer: access to soap and water is limited

Question: Why do developing countries not wash their hands as much as other countries?


Answer: implementation of educational programs that encourage sanitary behaviours

Question: What is a solution to help this problem?


Answer: water contamination

Context: Given that water contamination is a major means of transmitting diarrheal disease, efforts to provide clean water supply and improved sanitation have the potential to dramatically cut the rate of disease incidence. In fact, it has been proposed that we might expect an 88% reduction in child mortality resulting from diarrheal disease as a result of improved water sanitation and hygiene. Similarly, a meta-analysis of numerous studies on improving water supply and sanitation shows a 22–27% reduction in disease incidence, and a 21–30% reduction in mortality rate associated with diarrheal disease.

Question: What is a major means of the spread of diarrhea disease?


Answer: clean water supply and improved sanitation

Question: What has cut the rate of diarrhea disease incidents?


Answer: 22–27% reduction in disease incidence

Question: What would be the reduction in deisease incedence if there was better water and sanitation?


Answer: it does require targeting certain pathogens for vaccination

Context: Immunization against the pathogens that cause diarrheal disease is a viable prevention strategy, however it does require targeting certain pathogens for vaccination. In the case of Rotavirus, which was responsible for around 6% of diarrheal episodes and 20% of diarrheal disease deaths in the children of developing countries, use of a Rotavirus vaccine in trials in 1985 yielded a slight (2-3%) decrease in total diarrheal disease incidence, while reducing overall mortality by 6-10%. Similarly, a Cholera vaccine showed a strong reduction in morbidity and mortality, though the overall impact of vaccination was minimal as Cholera is not one of the major causative pathogens of diarrheal disease. Since this time, more effective vaccines have been developed that have the potential to save many thousands of lives in developing nations, while reducing the overall cost of treatment, and the costs to society.

Question: What is the downfall of using immunization against the pathogens that cause disease?


Answer: Rotavirus

Question: What is responsible for 6% of dearrheal disease?


Answer: 20%

Question: What percent is the rotavirus responsible for in diarrheal disease deaths?


Answer: (2-3%) decrease in total diarrheal disease incidence

Question: What was the effect of the Rotavirus vaccine?


Answer: 1985

Question: What year was the Rotovirus vaccine used?


Answer: promoting better eating practices

Context: Dietary deficiencies in developing countries can be combated by promoting better eating practices. Supplementation with vitamin A and/or zinc. Zinc supplementation proved successful showing a significant decrease in the incidence of diarrheal disease compared to a control group. The majority of the literature suggests that vitamin A supplementation is advantageous in reducing disease incidence. Development of a supplementation strategy should take into consideration the fact that vitamin A supplementation was less effective in reducing diarrhea incidence when compared to vitamin A and zinc supplementation, and that the latter strategy was estimated to be significantly more cost effective.

Question: What can be done to combate dietary deficiences?


Answer: Zinc

Question: What has been used and shown successful in a decrease in incidence of diarrheal disease?


Answer: zinc supplementation

Question: WHat strategy was found out to be more cost effective?


Answer: replacing lost fluid and salts is the only treatment needed

Context: In many cases of diarrhea, replacing lost fluid and salts is the only treatment needed. This is usually by mouth – oral rehydration therapy – or, in severe cases, intravenously. Diet restrictions such as the BRAT diet are no longer recommended. Research does not support the limiting of milk to children as doing so has no effect on duration of diarrhea. To the contrary, WHO recommends that children with diarrhea continue to eat as sufficient nutrients are usually still absorbed to support continued growth and weight gain, and that continuing to eat also speeds up recovery of normal intestinal functioning. CDC recommends that children and adults with cholera also continue to eat.

Question: What is the basic treatment many cases of diarrhea need?


Answer: This is usually by mouth – oral rehydration therapy – or, in severe cases, intravenously

Question: How is this treatment given?


Answer: BRAT diet

Question: What type of diet is no longer recommended?


Answer: children with diarrhea continue to eat as sufficient nutrients are usually still absorbed to support continued growth and weight gain

Question: What does WHO recommend to do?


Answer: Oral rehydration solution (ORS)

Context: Oral rehydration solution (ORS) (a slightly sweetened and salty water) can be used to prevent dehydration. Standard home solutions such as salted rice water, salted yogurt drinks, vegetable and chicken soups with salt can be given. Home solutions such as water in which cereal has been cooked, unsalted soup, green coconut water, weak tea (unsweetened), and unsweetened fresh fruit juices can have from half a teaspoon to full teaspoon of salt (from one-and-a-half to three grams) added per liter. Clean plain water can also be one of several fluids given. There are commercial solutions such as Pedialyte, and relief agencies such as UNICEF widely distribute packets of salts and sugar. A WHO publication for physicians recommends a homemade ORS consisting of one liter water with one teaspoon salt (3 grams) and two tablespoons sugar (18 grams) added (approximately the "taste of tears"). Rehydration Project recommends adding the same amount of sugar but only one-half a teaspoon of salt, stating that this more dilute approach is less risky with very little loss of effectiveness. Both agree that drinks with too much sugar or salt can make dehydration worse.

Question: What can be used to prevent dehydration?


Answer: salted rice water, salted yogurt drinks, vegetable and chicken soups with salt

Question: What are some good standard home solutions?


Answer: Pedialyte

Question: What is a commercial solution that can also be used?


Answer: one liter water with one teaspoon salt (3 grams) and two tablespoons sugar (18 grams) added

Question: What is the WHO's recipe for ORS?


Answer: Drinks especially high in simple sugars, such as soft drinks and fruit juices

Context: Drinks especially high in simple sugars, such as soft drinks and fruit juices, are not recommended in children under 5 years of age as they may increase dehydration. A too rich solution in the gut draws water from the rest of the body, just as if the person were to drink sea water. Plain water may be used if more specific and effective ORT preparations are unavailable or are not palatable. Additionally, a mix of both plain water and drinks perhaps too rich in sugar and salt can alternatively be given to the same person, with the goal of providing a medium amount of sodium overall. A nasogastric tube can be used in young children to administer fluids if warranted.

Question: What are not recommended for younger kids because it can casue more dehydration?


Answer: A too rich solution in the gut draws water from the rest of the body, just as if the person were to drink sea water

Question: Why are sodas and high sugar fruit juices not recommended?


Answer: A nasogastric tube

Question: What can be used to give fluids when they can not drink?


Answer: a child with diarrhea continue to be fed

Context: WHO recommends a child with diarrhea continue to be fed. Continued feeding speeds the recovery of normal intestinal function. In contrast, children whose food is restricted have diarrhea of longer duration and recover intestinal function more slowly. A child should also continue to be breastfed. The WHO states "Food should never be withheld and the child's usual foods should not be diluted. Breastfeeding should always be continued." And in the specific example of cholera, CDC also makes the same recommendation. In young children who are not breast-fed and live in the developed world, a lactose-free diet may be useful to speed recovery.

Question: What does WHO recommend?


Answer: Continued feeding speeds the recovery of normal intestinal function

Question: What does continuing to eat do for your illness?


Answer: children whose food is restricted have diarrhea of longer duration and recover intestinal function more slowly

Question: What happens when a childs food is restricted?


Answer: they are usually not used except in specific situations

Context: While antibiotics are beneficial in certain types of acute diarrhea, they are usually not used except in specific situations. There are concerns that antibiotics may increase the risk of hemolytic uremic syndrome in people infected with Escherichia coli O157:H7. In resource-poor countries, treatment with antibiotics may be beneficial. However, some bacteria are developing antibiotic resistance, particularly Shigella. Antibiotics can also cause diarrhea, and antibiotic-associated diarrhea is the most common adverse effect of treatment with general antibiotics.

Question: Are antibiotics used in diarrhea instances?


Answer: may increase the risk of hemolytic uremic syndrome in people infected with Escherichia coli O157:H7

Question: What are the concerns with anitbiotics?


Answer: some bacteria are developing antibiotic resistance

Question: What are bacteria doing that makes them not work as well?


Answer: Arabic

Context: Madrasa (Arabic: مدرسة, madrasah, pl. مدارس, madāris, Turkish: Medrese) is the Arabic word for any type of educational institution, whether secular or religious (of any religion). The word is variously transliterated madrasah, madarasaa, medresa, madrassa, madraza, medrese, etc. In the West, the word usually refers to a specific type of religious school or college for the study of the Islamic religion, though this may not be the only subject studied. Not all students in madaris are Muslims; there is also a modern curriculum.

Question: What are the origins of the word madrasa?


Answer: any type

Question: What type of educational institution does the term madrasa refer?


Answer: Islamic

Question: In Western culture, the term madrasa widely refers to the practices of what religion?


Answer: Not all

Question: How many students enrolled in madaris are Muslim?


Answer: triconsonantal Semitic

Context: The word madrasah derives from the triconsonantal Semitic root د-ر-س D-R-S 'to learn, study', through the wazn (form/stem) مفعل(ة); mafʻal(ah), meaning "a place where something is done". Therefore, madrasah literally means "a place where learning and studying take place". The word is also present as a loanword with the same innocuous meaning in many Arabic-influenced languages, such as: Urdu, Bengali, Hindi, Persian, Turkish, Azeri, Kurdish, Indonesian, Malay and Bosnian / Croatian. In the Arabic language, the word مدرسة madrasah simply means the same as school does in the English language, whether that is private, public or parochial school, as well as for any primary or secondary school whether Muslim, non-Muslim, or secular. Unlike the use of the word school in British English, the word madrasah more closely resembles the term school in American English, in that it can refer to a university-level or post-graduate school as well as to a primary or secondary school. For example, in the Ottoman Empire during the Early Modern Period, madaris had lower schools and specialised schools where the students became known as danişmends. The usual Arabic word for a university, however, is جامعة (jāmiʻah). The Hebrew cognate midrasha also connotes the meaning of a place of learning; the related term midrash literally refers to study or learning, but has acquired mystical and religious connotations.

Question: What are the root origins of the word madrasah?


Answer: a place where learning and studying take place

Question: What is the literal translation of madrasah?


Answer: same as school does in the English language

Question: In Arabic, what does madarasah mean?


Answer: lower schools and specialised

Question: During the Ottoman Empire, what types of schools were typical?


Answer: danişmends

Question: What were the students in madaris called?


Answer: Islamic institutions

Context: However, in English, the term madrasah usually refers to the specifically Islamic institutions. A typical Islamic school usually offers two courses of study: a ḥifẓ course teaching memorization of the Qur'an (the person who commits the entire Qurʼan to memory is called a ḥāfiẓ); and an ʻālim course leading the candidate to become an accepted scholar in the community. A regular curriculum includes courses in Arabic, tafsir (Qur'anic interpretation), sharīʻah (Islamic law), hadiths (recorded sayings and deeds of Muhammad), mantiq (logic), and Muslim history. In the Ottoman Empire, during the Early Modern Period, the study of hadiths was introduced by Süleyman I. Depending on the educational demands, some madaris also offer additional advanced courses in Arabic literature, English and other foreign languages, as well as science and world history. Ottoman madaris along with religious teachings also taught "styles of writing, grammary, syntax, poetry, composition, natural sciences, political sciences, and etiquette."

Question: What is the English connotative understanding of the word madrash?


Answer: memorization of the Qur'an

Question: What is taught through a hifz class or set of classes?


Answer: Islamic law

Question: What is shariah?


Answer: logic

Question: What is the discipline taught in mantiq courses?


Answer: ʻālim

Question: What set of courses does someone need to take for preparation to be considered as a scholar?


Answer: all ages

Context: People of all ages attend, and many often move on to becoming imams.[citation needed] The certificate of an ʻālim, for example, requires approximately twelve years of study.[citation needed] A good number of the ḥuffāẓ (plural of ḥāfiẓ) are the product of the madaris. The madaris also resemble colleges, where people take evening classes and reside in dormitories. An important function of the madaris is to admit orphans and poor children in order to provide them with education and training. Madaris may enroll female students; however, they study separately from the men.[citation needed]

Question: What age groups are usually enrolled in madaris?


Answer: approximately twelve years

Question: How long does someone have to be enrolled in alim courses to earn a certificate or graduate?


Answer: people take evening classes and reside in dormitories

Question: In what ways are madaris similar to western colleges?


Answer: provide them with education and training

Question: Why do madaris extend enrollment to children of less fortunate circumstances?


Answer: they study separately from the men

Question: What is the format for co-education for women in madaris?


Answer: education in the light of Islam itself

Context: The term "Islamic education" means education in the light of Islam itself, which is rooted in the teachings of the Quran - holy book of Muslims. Islamic education and Muslim education are not the same. Because Islamic education has epistemological integration which is founded on Tawhid - Oneness or monotheism. For details Read "A Qur’anic Methodology for Integrating Knowledge and Education: Implications for Malaysia’s Islamic Education Strategy" written Tareq M Zayed and "Knowledge of Shariah and Knowledge to Manage ‘Self’ and ‘System’: Integration of Islamic Epistemology with the Knowledge and Education" authored by Tareq M Zayed

Question: What is the meaning of Islamic education?


Answer: Quran

Question: What book is the basis for education in Islamic traditions?


Answer: Muslim education

Question: What types of education greatly differs from Islamic education?


Answer: monotheism

Question: What is Islamic religion traditionally considered as far as theology is concerned?


Answer: the estate of Hazrat Zaid bin Arkam

Context: The first institute of madrasa education was at the estate of Hazrat Zaid bin Arkam near a hill called Safa, where Hazrat Muhammad was the teacher and the students were some of his followers.[citation needed] After Hijrah (migration) the madrasa of "Suffa" was established in Madina on the east side of the Al-Masjid an-Nabawi mosque. Hazrat 'Ubada bin Samit was appointed there by Hazrat Muhammad as teacher and among the students.[citation needed] In the curriculum of the madrasa, there were teachings of The Qur'an,The Hadith, fara'iz, tajweed, genealogy, treatises of first aid, etc. There were also trainings of horse-riding, art of war, handwriting and calligraphy, athletics and martial arts. The first part of madrasa based education is estimated from the first day of "nabuwwat" to the first portion of the "Umaiya" caliphate.[citation needed]

Question: Where was the first madrasa located?


Answer: Hazrat Muhammad

Question: Who was the teacher at the first madrasa?


Answer: Hazrat 'Ubada bin Samit

Question: Who was named as a teacher at the second madrasa, housed in a mosque?


Answer: calligraphy

Question: What handwriting art form was taught in the early madaris?


Answer: athletics and martial arts

Question: What type of physical fitness activities were taught in the early madaris?


Answer: ruling elite

Context: During the rule of the Fatimid and Mamluk dynasties and their successor states in the medieval Middle East, many of the ruling elite founded madaris through a religious endowment known as the waqf. Not only was the madrasa a potent symbol of status but it was an effective means of transmitting wealth and status to their descendants. Especially during the Mamlūk period, when only former slaves could assume power, the sons of the ruling Mamlūk elite were unable to inherit. Guaranteed positions within the new madaris thus allowed them to maintain status. Madaris built in this period include the Mosque-Madrasah of Sultan Ḥasan in Cairo.

Question: Which class of people founded the madaris during the medieval period?


Answer: through a religious endowment

Question: How were the madaris funded during the medieval period?


Answer: former slaves

Question: What class of people inherited status during the Mamluk Period?


Answer: Guaranteed positions within the new madaris

Question: What allowed the ruling elite to maintain power during the Mamluk period?


Answer: Cairo

Question: In what city was the Mosque-Madrasah of Sultan Hasan?


Answer: royal courts

Context: At the beginning of the Caliphate or Islamic Empire, the reliance on courts initially confined sponsorship and scholarly activities to major centres. Within several centuries, the development of Muslim educational institutions such as the madrasah and masjid eventually introduced such activities to provincial towns and dispersed them across the Islamic legal schools and Sufi orders. In addition to religious subjects, they also taught the "rational sciences," as varied as mathematics, astronomy, astrology, geography, alchemy, philosophy, magic, and occultism, depending on the curriculum of the specific institution in question. The madaris, however, were not centres of advanced scientific study; scientific advances in Islam were usually carried out by scholars working under the patronage of royal courts. During this time,[when?] the Caliphate experienced a growth in literacy, having the highest literacy rate of the Middle Ages, comparable to classical Athens' literacy in antiquity but on a much larger scale. The emergence of the maktab and madrasa institutions played a fundamental role in the relatively high literacy rates of the medieval Islamic world.

Question: Who traditionally paid for scholars to study natural sciences?


Answer: Caliphate

Question: What group of people had the highest literacy rates during the Middle Ages?


Answer: maktab and madrasa institutions

Question: What schools had the biggest impact on the rising literacy rates in the Caliphate?


Answer: several centuries

Question: How long did it take for madaris to spread to smaller cities and towns?


Answer: 10th century

Context: In the medieval Islamic world, an elementary school was known as a maktab, which dates back to at least the 10th century. Like madaris (which referred to higher education), a maktab was often attached to an endowed mosque. In the 11th century, the famous Persian Islamic philosopher and teacher Ibn Sīnā (known as Avicenna in the West), in one of his books, wrote a chapter about the maktab entitled "The Role of the Teacher in the Training and Upbringing of Children," as a guide to teachers working at maktab schools. He wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils, as well as the usefulness of group discussions and debates. Ibn Sīnā described the curriculum of a maktab school in some detail, describing the curricula for two stages of education in a maktab school.

Question: When were the first recorded Islamic elementary schools?


Answer: maktab

Question: What term refers to Islamic elementary schools?


Answer: Ibn Sīnā

Question: Who wrote a training guide for Islamic maktab teachers?


Answer: classes

Question: What did Ibn Sina prefer over private tutors?


Answer: two

Question: How many component of education did Ibn Sina describe in their teachings?


Answer: manual skills

Context: Ibn Sīnā refers to the secondary education stage of maktab schooling as a period of specialisation when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be allowed to choose and specialise in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account.

Question: What type of skills did Ibn Sina state children should learn in secondary education?


Answer: 14

Question: According to Ibn Sina, at what age should children choose a direction for their education?


Answer: flexibility

Question: According to Ibn Sina, what is needed to support transition at the secondary stage of education?


Answer: future career

Question: What should secondary training provide a student in the secondary stage of school?


Answer: religious sciences

Context: During its formative period, the term madrasah referred to a higher education institution, whose curriculum initially included only the "religious sciences", whilst philosophy and the secular sciences were often excluded. The curriculum slowly began to diversify, with many later madaris teaching both the religious and the "secular sciences", such as logic, mathematics and philosophy. Some madaris further extended their curriculum to history, politics, ethics, music, metaphysics, medicine, astronomy and chemistry. The curriculum of a madrasah was usually set by its founder, but most generally taught both the religious sciences and the physical sciences. Madaris were established throughout the Islamic world, examples being the 9th century University of al-Qarawiyyin, the 10th century al-Azhar University (the most famous), the 11th century Niẓāmīyah, as well as 75 madaris in Cairo, 51 in Damascus and up to 44 in Aleppo between 1155 and 1260. Many more were also established in the Andalusian cities of Córdoba, Seville, Toledo, Granada (Madrasah of Granada), Murcia, Almería, Valencia and Cádiz during the Caliphate of Córdoba.

Question: What discipline was studied in traditional madrasah?


Answer: philosophy and the secular sciences

Question: What was traditionally left out of the madrasah curriculum?


Answer: its founder

Question: Who decided the content that would be delivered in a particular madrasah?


Answer: al-Azhar University

Question: What is the most widely known madrasah?


Answer: 75

Question: How many madaris have been founded in Cairo?


Answer: fiqh

Context: Madaris were largely centred on the study of fiqh (Islamic jurisprudence). The ijāzat al-tadrīs wa-al-iftāʼ ("licence to teach and issue legal opinions") in the medieval Islamic legal education system had its origins in the 9th century after the formation of the madhāhib (schools of jurisprudence). George Makdisi considers the ijāzah to be the origin of the European doctorate. However, in an earlier article, he considered the ijāzah to be of "fundamental difference" to the medieval doctorate, since the former was awarded by an individual teacher-scholar not obliged to follow any formal criteria, whereas the latter was conferred on the student by the collective authority of the faculty. To obtain an ijāzah, a student "had to study in a guild school of law, usually four years for the basic undergraduate course" and ten or more years for a post-graduate course. The "doctorate was obtained after an oral examination to determine the originality of the candidate's theses", and to test the student's "ability to defend them against all objections, in disputations set up for the purpose." These were scholarly exercises practised throughout the student's "career as a graduate student of law." After students completed their post-graduate education, they were awarded ijazas giving them the status of faqīh 'scholar of jurisprudence', muftī 'scholar competent in issuing fatwās', and mudarris 'teacher'.

Question: What term refers to Islamic law?


Answer: 9th century

Question: When did Islamic law school begin?


Answer: ten or more years

Question: How long did a student have to study law, in early Islamic law graduate schools, in order to graduate?


Answer: European doctorate

Question: What traditional schooling has been considered modeled after the traditional Islamic graduate schools?


Answer: licence to teach

Context: The Arabic term ijāzat al-tadrīs was awarded to Islamic scholars who were qualified to teach. According to Makdisi, the Latin title licentia docendi 'licence to teach' in the European university may have been a translation of the Arabic, but the underlying concept was very different. A significant difference between the ijāzat al-tadrīs and the licentia docendi was that the former was awarded by the individual scholar-teacher, while the latter was awarded by the chief official of the university, who represented the collective faculty, rather than the individual scholar-teacher.

Question: What did earning the ijazat al-tadris award students?


Answer: individual scholar-teacher

Question: Who awarded a teaching license in Islamic schools?


Answer: chief official of the university

Question: Who awarded a teaching license in European schools?


Answer: licentia docendi

Question: What type of license is closely related to the ijazat al-tadris?


Answer: whether certain opinions of law were orthodox

Context: Much of the study in the madrasah college centred on examining whether certain opinions of law were orthodox. This scholarly process of "determining orthodoxy began with a question which the Muslim layman, called in that capacity mustaftī, presented to a jurisconsult, called mufti, soliciting from him a response, called fatwa, a legal opinion (the religious law of Islam covers civil as well as religious matters). The mufti (professor of legal opinions) took this question, studied it, researched it intensively in the sacred scriptures, in order to find a solution to it. This process of scholarly research was called ijtihād, literally, the exertion of one's efforts to the utmost limit."

Question: What determination of the study of law was held to much debate?


Answer: civil as well as religious

Question: What type of matters are covered through Islamic law?


Answer: fatwa

Question: What is the Islamic term for issuing a legal opinion?


Answer: process of scholarly research

Question: What is ijtihad?


Answer: 10th century

Context: There is disagreement whether madaris ever became universities. Scholars like Arnold H. Green and Seyyed Hossein Nasr have argued that starting in the 10th century, some medieval Islamic madaris indeed became universities. George Makdisi and others, however, argue that the European university has no parallel in the medieval Islamic world. Darleen Pryds questions this view, pointing out that madaris and European universities in the Mediterranean region shared similar foundations by princely patrons and were intended to provide loyal administrators to further the rulers' agenda. Other scholars regard the university as uniquely European in origin and characteristics.

Question: When did some madaris become considered like traditional colleges?


Answer: princely patrons

Question: What class of people founded both European universities and Islamic madaris


Answer: further the rulers' agenda

Question: What was considered to be the underlying purpose of madaris?


Answer: George Makdisi

Question: Who argued that European universities and Islamic madaris have very little in common?


Answer: 859

Context: al-Qarawīyīn University in Fez, Morocco is recognised by many historians as the oldest degree-granting university in the world, having been founded in 859 by Fatima al-Fihri. While the madrasa college could also issue degrees at all levels, the jāmiʻahs (such as al-Qarawīyīn and al-Azhar University) differed in the sense that they were larger institutions, more universal in terms of their complete source of studies, had individual faculties for different subjects, and could house a number of mosques, madaris, and other institutions within them. Such an institution has thus been described as an "Islamic university".

Question: When was al-Qarawiyin University founded?


Answer: Fatima al-Fihri

Question: Who founded al-Qarawiyin University?


Answer: all levels

Question: What types of degrees were earned at al-Qarawiyin University?


Answer: mosques

Question: What religious buildings were housed inside al-Qarawiyin University?


Answer: individual faculties for different subjects

Question: What types of teachers were at al-Qarawiyin University?


Answer: 975

Context: Al-Azhar University, founded in Cairo, Egypt in 975 by the Ismaʻīlī Shīʻī Fatimid dynasty as a jāmiʻah, had individual faculties for a theological seminary, Islamic law and jurisprudence, Arabic grammar, Islamic astronomy, early Islamic philosophy and logic in Islamic philosophy. The postgraduate doctorate in law was only obtained after "an oral examination to determine the originality of the candidate's theses", and to test the student's "ability to defend them against all objections, in disputations set up for the purpose." ‘Abd al-Laṭīf al-Baghdādī also delivered lectures on Islamic medicine at al-Azhar, while Maimonides delivered lectures on medicine and astronomy there during the time of Saladin. Another early jāmiʻah was the Niẓāmīyah of Baghdād (founded 1091), which has been called the "largest university of the Medieval world." Mustansiriya University, established by the ʻAbbāsid caliph al-Mustanṣir in 1233, in addition to teaching the religious subjects, offered courses dealing with philosophy, mathematics and the natural sciences.

Question: When was Al-Azhar University founded?


Answer: Cairo, Egypt

Question: Where is Al-Azhar University located?


Answer: an oral examination

Question: What was required to earn a law degree at Al-Azhar University?


Answer: Maimonides

Question: Who was an astronomy professor at Al-Azhar University?


Answer: largest university of the Medieval world

Question: What is Nizamiyah of Baghdad most known for?


Answer: Islamic religious law of sharīʻah

Context: However, the classification of madaris as "universities" is disputed on the question of understanding of each institution on its own terms. In madaris, the ijāzahs were only issued in one field, the Islamic religious law of sharīʻah, and in no other field of learning. Other academic subjects, including the natural sciences, philosophy and literary studies, were only treated "ancillary" to the study of the Sharia. For example, a natural science like astronomy was only studied (if at all) to supply religious needs, like the time for prayer. This is why Ptolemaic astronomy was considered adequate, and is still taught in some modern day madaris. The Islamic law undergraduate degree from al-Azhar, the most prestigious madrasa, was traditionally granted without final examinations, but on the basis of the students' attentive attendance to courses. In contrast to the medieval doctorate which was granted by the collective authority of the faculty, the Islamic degree was not granted by the teacher to the pupil based on any formal criteria, but remained a "personal matter, the sole prerogative of the person bestowing it; no one could force him to give one".

Question: What field does the ijazah signify expertise in?


Answer: supply religious needs

Question: What was the purpose of studying natural sciences in madaris?


Answer: the teacher

Question: Who decided if a student earned a law degree in undergraduate madaris?


Answer: Ptolemaic astronomy

Question: What scientific discipline is still taught in modern madaris?


Answer: al-Azhar

Question: What is considered the most famous madrasa?


Answer: Medievalist specialists

Context: Medievalist specialists who define the university as a legally autonomous corporation disagree with the term "university" for the Islamic madaris and jāmi‘ahs because the medieval university (from Latin universitas) was structurally different, being a legally autonomous corporation rather than a waqf institution like the madrasa and jāmiʻah. Despite the many similarities, medieval specialists have coined the term "Islamic college" for madrasa and jāmiʻah to differentiate them from the legally autonomous corporations that the medieval European universities were. In a sense, the madrasa resembles a university college in that it has most of the features of a university, but lacks the corporate element. Toby Huff summarises the difference as follows:

Question: Who argues that madaris are not the same as traditional European universities?


Answer: madrasa and jāmiʻah

Question: What are two examples of waqfs?


Answer: Islamic college

Question: What do scholars that specialize in the medieval period describe madaris as?


Answer: corporate element

Question: What do scholars believe is missing from madaris that prevent them from being considered universities?


Answer: 11th and 12th centuries

Context: As Muslim institutions of higher learning, the madrasa had the legal designation of waqf. In central and eastern Islamic lands, the view that the madrasa, as a charitable endowment, will remain under the control of the donor (and their descendent), resulted in a "spurt" of establishment of madaris in the 11th and 12th centuries. However, in Western Islamic lands, where the Maliki views prohibited donors from controlling their endowment, madaris were not as popular. Unlike the corporate designation of Western institutions of higher learning, the waqf designation seemed to have led to the exclusion of non-orthodox religious subjects such a philosophy and natural science from the curricula. The madrasa of al-Qarawīyīn, one of the two surviving madaris that predate the founding of the earliest medieval universities and are thus claimed to be the "first universities" by some authors, has acquired official university status as late as 1947. The other, al-Azhar, did acquire this status in name and essence only in the course of numerous reforms during the 19th and 20th century, notably the one of 1961 which introduced non-religious subjects to its curriculum, such as economics, engineering, medicine, and agriculture. It should also be noted that many medieval universities were run for centuries as Christian cathedral schools or monastic schools prior to their formal establishment as universitas scholarium; evidence of these immediate forerunners of the university dates back to the 6th century AD, thus well preceding the earliest madaris. George Makdisi, who has published most extensively on the topic concludes in his comparison between the two institutions:

Question: When did more madaris begin to form more rapidly?


Answer: Western Islamic lands

Question: Where are madaris considered less desirable?


Answer: 1947

Question: When did the al-Qarawiyin officially become a university?


Answer: the donor

Question: When the madaris are considered as a charity, who controls the school?


Answer: economics, engineering, medicine, and agriculture

Question: What disciplines were introduced at al-Azhar in 1961?


Answer: European university

Context: Nevertheless, Makdisi has asserted that the European university borrowed many of its features from the Islamic madrasa, including the concepts of a degree and doctorate. Makdisi and Hugh Goddard have also highlighted other terms and concepts now used in modern universities which most likely have Islamic origins, including "the fact that we still talk of professors holding the 'Chair' of their subject" being based on the "traditional Islamic pattern of teaching where the professor sits on a chair and the students sit around him", the term 'academic circles' being derived from the way in which Islamic students "sat in a circle around their professor", and terms such as "having 'fellows', 'reading' a subject, and obtaining 'degrees', can all be traced back" to the Islamic concepts of aṣḥāb ('companions, as of Muhammad'), qirāʼah ('reading aloud the Qur'an') and ijāzah ('licence [to teach]') respectively. Makdisi has listed eighteen such parallels in terminology which can be traced back to their roots in Islamic education. Some of the practices now common in modern universities which Makdisi and Goddard trace back to an Islamic root include "practices such as delivering inaugural lectures, wearing academic robes, obtaining doctorates by defending a thesis, and even the idea of academic freedom are also modelled on Islamic custom." The Islamic scholarly system of fatwá and ijmāʻ, meaning opinion and consensus respectively, formed the basis of the "scholarly system the West has practised in university scholarship from the Middle Ages down to the present day." According to Makdisi and Goddard, "the idea of academic freedom" in universities was also "modelled on Islamic custom" as practised in the medieval Madrasa system from the 9th century. Islamic influence was "certainly discernible in the foundation of the first deliberately planned university" in Europe, the University of Naples Federico II founded by Frederick II, Holy Roman Emperor in 1224.

Question: What institutions have been considered to take some its ideas from madaris?


Answer: eighteen

Question: How many corollaries dd Makdisi make between Islamic language and European educational practices?


Answer: degree and doctorate

Question: What Eurpoean university practices are considered to be adapted from madaris?


Answer: academic

Question: What freedom specifically did Makdisi believe European schools learned from Islamic traditions?


Answer: wearing academic robes

Question: What clothing practice did Makdisi believe European schools learned from madaris?


Answer: Christian

Context: However, all of these facets of medieval university life are considered by standard scholarship to be independent medieval European developments with no tracable Islamic influence. Generally, some reviewers have pointed out the strong inclination of Makdisi of overstating his case by simply resting on "the accumulation of close parallels", but all the while failing to point to convincing channels of transmission between the Muslim and Christian world. Norman Daniel points out that the Arab equivalent of the Latin disputation, the taliqa, was reserved for the ruler's court, not the madrasa, and that the actual differences between Islamic fiqh and medieval European civil law were profound. The taliqa only reached Islamic Spain, the only likely point of transmission, after the establishment of the first medieval universities. In fact, there is no Latin translation of the taliqa and, most importantly, no evidence of Latin scholars ever showing awareness of Arab influence on the Latin method of disputation, something they would have certainly found noteworthy. Rather, it was the medieval reception of the Greek Organon which set the scholastic sic et non in motion. Daniel concludes that resemblances in method had more to with the two religions having "common problems: to reconcile the conflicting statements of their own authorities, and to safeguard the data of revelation from the impact of Greek philosophy"; thus Christian scholasticism and similar Arab concepts should be viewed in terms of a parallel occurrence, not of the transmission of ideas from one to the other, a view shared by Hugh Kennedy.

Question: What other religion was considered to share parallels in teaching styles with the Muslim faith?


Answer: overstating his case

Question: What was Makdisi accused of doing when evaluating the parallels between European and Islamic schools?


Answer: civil law

Question: What is the European version of fiqh?


Answer: parallel occurrence

Question: What do scholars believe is the reason for similarities between Islamic and European schools?


Answer: less than one percent

Context: Prior to the 12th century, women accounted for less than one percent of the world’s Islamic scholars. However, al-Sakhawi and Mohammad Akram Nadwi have since found evidence of over 8,000 female scholars since the 15th century. al-Sakhawi devotes an entire volume of his 12-volume biographical dictionary al-Ḍawʾ al-lāmiʻ to female scholars, giving information on 1,075 of them. More recently, the scholar Mohammad Akram Nadwi, currently a researcher from the Oxford Centre for Islamic Studies, has written 40 volumes on the muḥaddithāt (the women scholars of ḥadīth), and found at least 8,000 of them.

Question: What percentage of Islamic women were educated before the 1200s?


Answer: over 8,000

Question: How many female Islamic scholars were on record after the 1400s?


Answer: al-Ḍawʾ al-lāmiʻ

Question: In what book was a section reserved for the study of Islamic female students?


Answer: 1,075

Question: How many female students were discussed in the al-Daw' al-Iami?


Answer: music, dancing and poetry

Context: From around 750, during the Abbasid Caliphate, women “became renowned for their brains as well as their beauty”. In particular, many well known women of the time were trained from childhood in music, dancing and poetry. Mahbuba was one of these. Another feminine figure to be remembered for her achievements was Tawaddud, "a slave girl who was said to have been bought at great cost by Hārūn al-Rashīd because she had passed her examinations by the most eminent scholars in astronomy, medicine, law, philosophy, music, history, Arabic grammar, literature, theology and chess". Moreover, among the most prominent feminine figures was Shuhda who was known as "the Scholar" or "the Pride of Women" during the 12th century in Baghdad. Despite the recognition of women's aptitudes during the Abbasid dynasty, all these came to an end in Iraq with the sack of Baghdad in 1258.

Question: What disciplines were women trained in during the first century?


Answer: Shuhda

Question: Who was the most well known female scholar in Islamic schools?


Answer: Baghdad

Question: Where did Shuhda attend school?


Answer: 1258

Question: When was formal education for Islamic women halted?


Answer: Abbasid

Question: During which Caliphate did Islamic women begin attending formal school?


Answer: scholars and teachers

Context: According to the Sunni scholar Ibn ʻAsākir in the 12th century, there were opportunities for female education in the medieval Islamic world, writing that women could study, earn ijazahs (academic degrees), and qualify as scholars and teachers. This was especially the case for learned and scholarly families, who wanted to ensure the highest possible education for both their sons and daughters. Ibn ʻAsakir had himself studied under 80 different female teachers in his time. Female education in the Islamic world was inspired by Muhammad's wives, such as Khadijah, a successful businesswoman. According to a hadith attributed to Muhammad, he praised the women of Medina because of their desire for religious knowledge:

Question: What titles could women earn by going to Islamic schools?


Answer: learned and scholarly families

Question: Who wanted to ensured that their daughters were educated in Islamic schools?


Answer: their desire for religious knowledge

Question: Why did the prophet Muhammad esteem women in Medina?


Answer: Muhammad's wives

Question: Who created a pathway for education for women in the Islamic world?


Answer: Khadijah

Question: Which one of Muhammad's wives had a particular impact on his view of women and education?


Answer: Ottomans

Context: "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.

Question: Who traveled abroad to get an education at madaris?


Answer: eight

Question: How many madaris were started by Mehmed the Conqueror?


Answer: complete the classes in the lower one

Question: How would a student matriculate to the next level of schooling in the Ottoman Empire?


Answer: near mosques

Question: Where were Ottoman madaris built?


Answer: 1331

Question: When was the first Ottoman madrasa built?


Answer: spiritual learning

Context: 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 Islamic schools in the Ottoman Empire?


Answer: confirm the doctrines of Islam

Question: Why was philosophy taught in Ottoman madaris?


Answer: pluralistic

Question: What type of social structure did the Ottoman Empire have?


Answer: Islam

Question: What religion was at the center of education in the Ottoman Empire?


Answer: wide range of studies

Question: What did Ottoman madaris have that was similar to modern American schools?


Answer: aid to the poor through soup kitchens

Context: As with any other country during the Early Modern Period, such as Italy and Spain in Europe, the Ottoman social life was interconnected with the medrese. Medreses were built in as part of a Mosque complex where many programmes, such as aid to the poor through soup kitchens, were held under the infrastructure of a mosque, which reveals the interconnectedness of religion and social life during this period. "The mosques to which medreses were attached, dominated the social life in Ottoman cities." Social life was not dominated by religion only in the Muslim world of the Ottoman Empire; it was also quite similar to the social life of Europe during this period. As Goffman says: "Just as mosques dominated social life for the Ottomans, churches and synagogues dominated life for the Christians and Jews as well." Hence, social life and the medrese were closely linked, since medreses taught many curricula, such as religion, which highly governed social life in terms of establishing orthodoxy. "They tried moving their developing state toward Islamic orthodoxy." Overall, the fact that mosques contained medreses comes to show the relevance of education to religion in the sense that education took place within the framework of religion and religion established social life by trying to create a common religious orthodoxy. Hence, medreses were simply part of the social life of society as students came to learn the fundamentals of their societal values and beliefs.

Question: What kind of social service was provided through the madaris?


Answer: religion

Question: What had a hold over social life in the Ottoman Empire as well as other cultures?


Answer: medreses

Question: Where did students learn about religious and social norms?


Answer: Islamic orthodoxy

Question: What practice was desired through connecting religion and schools?


Answer: Deobandis

Context: In India the majority of these schools follow the Hanafi school of thought. The religious establishment forms part of the mainly two large divisions within the country, namely the Deobandis, who dominate in numbers (of whom the Darul Uloom Deoband constitutes one of the biggest madaris) and the Barelvis, who also make up a sizeable portion (Sufi-oriented). Some notable establishments include: Al Jamiatul Ashrafia, Mubarakpur, Manzar Islam Bareilly, Jamia Nizamdina New Delhi, Jamia Nayeemia Muradabad which is one of the largest learning centres for the Barelvis. The HR[clarification needed] ministry of the government of India has recently[when?] declared that a Central Madrasa Board would be set up. This will enhance the education system of madaris in India. Though the madaris impart Quranic education mainly, efforts are on to include Mathematics, Computers and science in the curriculum. In July 2015, the state government of Maharashtra created a stir de-recognised madrasa education, receiving critisicm from several political parties with the NCP accusing the ruling BJP of creating Hindu-Muslim friction in the state, and Kamal Farooqui of the All India Muslim Personal Law Board saying it was "ill-designed"

Question: What group makes up a larger percentage of people in India?


Answer: Hindu-Muslim friction

Question: What problems are arising due to the political conflicts over schools?


Answer: Jamia Nayeemia Muradabad

Question: What is the largest school for Barelvis people in India?


Answer: Mathematics, Computers and science

Question: What disciplines does India want to introduce to madaris?


Answer: 2015

Question: In what year did the Indian government begin to stop recognizing madaris as schools?


Answer: over 500,000

Context: Today, the system of Arabic and Islamic education has grown and further integrated with Kerala government administration. In 2005, an estimated 6,000 Muslim Arabic teachers taught in Kerala government schools, with over 500,000 Muslim students. State-appointed committees, not private mosques or religious scholars outside the government, determine the curriculum and accreditation of new schools and colleges. Primary education in Arabic and Islamic studies is available to Kerala Muslims almost entirely in after-school madrasa programs - sharply unlike full-time madaris common in north India, which may replace formal schooling. Arabic colleges (over eleven of which exist within the state-run University of Calicut and the Kannur University) provide B.A. and Masters' level degrees. At all levels, instruction is co-educational, with many women instructors and professors. Islamic education boards are independently run by the following organizations, accredited by the Kerala state government: Samastha Kerala Islamic Education Board, Kerala Nadvathul Mujahideen, Jamaat-e-Islami Hind, and Jamiat Ulema-e-Hind.

Question: How many Muslim students are there in Kerala?


Answer: 6,000

Question: How many Muslim teachers are there in Kerala?


Answer: State-appointed committees

Question: Who determines the content taught in Arabic public schools?


Answer: after-school

Question: What types of programs provide traditional Islamic teaching?


Answer: co-educational

Question: What is the format of school for girls and boys?


Answer: students

Context: In Southeast Asia, Muslim students have a choice of attending a secular government or an Islamic school. Madaris or Islamic schools are known as Sekolah Agama (Malay: religious school) in Malaysia and Indonesia, โรงเรียนศาสนาอิสลาม (Thai: school of Islam) in Thailand and madaris in the Philippines. In countries where Islam is not the majority or state religion, Islamic schools are found in regions such as southern Thailand (near the Thai-Malaysian border) and the southern Philippines in Mindanao, where a significant Muslim population can be found.

Question: Who decides if Muslims attend secular schools or traditional madaris?


Answer: Sekolah Agama

Question: What are madaris referred to as in Indonesia and Malaysia?


Answer: Mindanao

Question: What region of the Philippines has a large Muslim population?


Answer: southern

Question: What region of Thailand has madaris?


Answer: six

Context: In Singapore, madrasahs are private schools which are overseen by Majlis Ugama Islam Singapura (MUIS, English: Islamic Religious Council of Singapore). There are six Madrasahs in Singapore, catering to students from Primary 1 to Secondary 4. Four Madrasahs are coeducational and two are for girls. Students take a range of Islamic Studies subjects in addition to mainstream MOE curriculum subjects and sit for the PSLE and GCE 'O' Levels like their peers. In 2009, MUIS introduced the "Joint Madrasah System" (JMS), a joint collaboration of Madrasah Al-Irsyad Al-Islamiah primary school and secondary schools Madrasah Aljunied Al-Islamiah (offering the ukhrawi, or religious stream) and Madrasah Al-Arabiah Al-Islamiah (offering the academic stream). The JMS aims to introduce the International Baccalaureate (IB) programme into the Madrasah Al-Arabiah Al-Islamiah by 2019. Students attending a madrasah are required to wear the traditional Malay attire, including the songkok for boys and tudong for girls, in contrast to mainstream government schools which ban religious headgear as Singapore is officially a secular state. For students who wish to attend a mainstream school, they may opt to take classes on weekends at the madrasah instead of enrolling full-time.

Question: How many madrasahs are in Sinagapore?


Answer: International Baccalaureate

Question: What program is being installed in madrasahs in Singapore?


Answer: 2019

Question: What year is it planned for IB programs to be in place at Madrasah Al-Arabiah Al-Islamiah?


Answer: the songkok for boys and tudong for girls

Question: What will the uniform be at Madrasah Al-Arabiah Al-Islamiah?


Answer: 16

Context: In 2004, madaris were mainstreamed in 16 Regions nationwide, primarily in Muslim-majority areas in Mindanao under the auspices of the Department of Education (DepEd). The DepEd adopted Department Order No. 51, which instituted Arabic-language and Islamic Values instruction for Muslim children in state schools, and authorised implementation of the Standard Madrasa Curriculum (SMC) in private-run madaris. While there are state-recognised Islamic schools, such as Ibn Siena Integrated School in the Islamic City of Marawi, Sarang Bangun LC in Zamboanga and SMIE in Jolo, their Islamic studies programmes initially varied in application and content.

Question: How many regions in Singapore have widely accepted madaris?


Answer: Department Order No. 51

Question: What law protects the teaching of Arabic and Islamic traditions in Mindanao?


Answer: Muslim

Question: What religion do most people practice in Mindanao?


Answer: 2004

Question: When did madaris become more accepted in Mindanao?


Answer: Standard Madrasa Curriculum (SMC)

Question: What curriculum is used in non public madaris in Mindanao?


Answer: 1983

Context: The first Madressa established in North America, Al-Rashid Islamic Institute, was established in Cornwall, Ontario in 1983 and has graduates who are Hafiz (Quran) and Ulama. The seminary was established by Mazhar Alam under the direction of his teacher the leading Indian Tablighi scholar Muhammad Zakariya Kandhlawi and focuses on the traditional Hanafi school of thought and shuns Salafist / Wahabi teachings. Due to its proximity to the US border city of Messina the school has historically had a high ratio of US students. Their most prominent graduate Shaykh Muhammad Alshareef completed his Hifz in the early 1990s then went on to deviate from his traditional roots and form the Salafist organization the AlMaghrib Institute.

Question: When was the first madrasa started in North America?


Answer: US

Question: What country has many students that attend Al-Rashid Islamic Institute?


Answer: Cornwall, Ontario

Question: Where is Al-Rashid Islamic Institute?


Answer: AlMaghrib Institute

Question: What organization did Shaykh Muhammad Alsahareef start?