Article: There has been much debate over categorizing the situation in Darfur as genocide. The ongoing conflict in Darfur, Sudan, which started in 2003, was declared a "genocide" by United States Secretary of State Colin Powell on 9 September 2004 in testimony before the Senate Foreign Relations Committee. Since that time however, no other permanent member of the UN Security Council followed suit. In fact, in January 2005, an International Commission of Inquiry on Darfur, authorized by UN Security Council Resolution 1564 of 2004, issued a report to the Secretary-General stating that "the Government of the Sudan has not pursued a policy of genocide." Nevertheless, the Commission cautioned that "The conclusion that no genocidal policy has been pursued and implemented in Darfur by the Government authorities, directly or through the militias under their control, should not be taken in any way as detracting from the gravity of the crimes perpetrated in that region. International offences such as the crimes against humanity and war crimes that have been committed in Darfur may be no less serious and heinous than genocide."

Question: In 2003 what well known U.S. Secretary of State declared the situation in Darfur as an act of genocide?
Ans: Colin Powell

Article: The changes brought about by these developments have led many scholars to view this period as the end of the Middle Ages and beginning of modern history and early modern Europe. However, the division is somewhat artificial, since ancient learning was never entirely absent from European society. As a result there was developmental continuity between the ancient age (via classical antiquity) and the modern age. Some historians, particularly in Italy, prefer not to speak of the late Middle Ages at all, but rather see the high period of the Middle Ages transitioning to the Renaissance and the modern era.

Question: What do many scholars regard the Late Middle Ages as the beginning of?
Ans: modern history and early modern Europe

Article: In 1781, Immanuel Kant published the Critique of Pure Reason, one of the most influential works in the history of the philosophy of space and time. He describes time as an a priori notion that, together with other a priori notions such as space, allows us to comprehend sense experience. Kant denies that either space or time are substance, entities in themselves, or learned by experience; he holds, rather, that both are elements of a systematic framework we use to structure our experience. Spatial measurements are used to quantify how far apart objects are, and temporal measurements are used to quantitatively compare the interval between (or duration of) events. Although space and time are held to be transcendentally ideal in this sense, they are also empirically realthat is, not mere illusions.

Question: What did Kant describe time as?
Ans: a priori notion

Article: The word madrasah derives from the triconsonantal Semitic root -- D-R-S 'to learn, study', through the wazn (form/stem) (); mafal(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 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 danismends. The usual Arabic word for a university, however, is (jamiah). 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: During the Ottoman Empire, what types of schools were typical?
Ans:
lower schools and specialised