Input: Read this: Political anthropology concerns the structure of political systems, looked at from the basis of the structure of societies. Political anthropology developed as a discipline concerned primarily with politics in stateless societies, a new development started from the 1960s, and is still unfolding: anthropologists started increasingly to study more "complex" social settings in which the presence of states, bureaucracies and markets entered both ethnographic accounts and analysis of local phenomena. The turn towards complex societies meant that political themes were taken up at two main levels. First of all, anthropologists continued to study political organization and political phenomena that lay outside the state-regulated sphere (as in patron-client relations or tribal political organization). Second of all, anthropologists slowly started to develop a disciplinary concern with states and their institutions (and of course on the relationship between formal and informal political institutions). An anthropology of the state developed, and it is a most thriving field today. Geertz' comparative work on "Negara", the Balinese state is an early, famous example.
Question: When did the study of stateless societies begin?

Output: unanswerable

Input: Read this: During the summers at Nohant, particularly in the years 183943, Chopin found quiet, productive days during which he composed many works, including his Polonaise in A-flat major, Op. 53. Among the visitors to Nohant were Delacroix and the mezzo-soprano Pauline Viardot, whom Chopin had advised on piano technique and composition. Delacroix gives an account of staying at Nohant in a letter of 7 June 1842:
Question: What is the example given of a work produced by Frederic during calm summers at Nohant?

Output: Polonaise in A-flat major, Op. 53

Input: Read this: Census-wise, the state is placed 21st on the population chart, followed by Tripura at 22nd place. Kangra district was top ranked with a population strength of 1,507,223 (21.98%), Mandi district 999,518 (14.58%), Shimla district 813,384 (11.86%), Solan district 576,670 (8.41%), Sirmaur district 530,164 (7.73%), Una district 521,057 (7.60%), Chamba district 518,844 (7.57%), Hamirpur district 454,293 (6.63%), Kullu district 437,474 (6.38%), Bilaspur district 382,056 (5.57%), Kinnaur district 84,298 (1.23%) and Lahaul Spiti 31,528 (0.46%).
Question: Was place is Lahaul Spiti on the population chart, even though it came first?

Output: unanswerable

Input: Read this: "The first Ottoman Medrese was created in Iznik 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 worldfor example, Murad II brought scholars from Persia, such as Ala' al-Din and Fakhr al-Din 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." Inalck 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: When was the first Ottoman madrasa torn down?

Output:
unanswerable