Input: Read this: Despite popular conceptions promoted by movies and television, many US police departments prefer not to maintain officers in non-patrol bureaus and divisions beyond a certain period of time, such as in the detective bureau, and instead maintain policies that limit service in such divisions to a specified period of time, after which officers must transfer out or return to patrol duties.[citation needed] This is done in part based upon the perception that the most important and essential police work is accomplished on patrol in which officers become acquainted with their beats, prevent crime by their presence, respond to crimes in progress, manage crises, and practice their skills.[citation needed]
Question: Where do some think the most important police work happens?

Output: on patrol

QUES: 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 Inalck 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". Inalck 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.

What was the essential mission of Islamic schools in the Ottoman Empire?
What is the answer?
ANS: spiritual learning

QUES: However, closing times were increasingly disregarded in the country pubs. In England and Wales by 2000 pubs could legally open from 11 am (12 noon on Sundays) through to 11 pm (10:30 pm on Sundays). That year was also the first to allow continuous opening for 36 hours from 11 am on New Year's Eve to 11 pm on New Year's Day. In addition, many cities had by-laws to allow some pubs to extend opening hours to midnight or 1 am, whilst nightclubs had long been granted late licences to serve alcohol into the morning. Pubs near London's Smithfield market, Billingsgate fish market and Covent Garden fruit and flower market could stay open 24 hours a day since Victorian times to provide a service to the shift working employees of the markets.
In 2000, what was the earliest Welsh and English pubs could open on Sundays?

ANS: 12 noon

The patron saint of Galicia is Saint James the Greater, whose body was discovered according to the Catholic tradition in 814 near Compostela. After that date, the relics of Saint James became an extraordinary centre of pilgrimage and from the 9th century have been kept in the heart of the church the modern-day cathedral dedicated to him. There are many other Galician and associated saints; some of the best-known are: Saint Ansurius, Saint Rudesind, Saint Marina of Augas Santas, Saint Senorina, Trahamunda and Froilan.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): Who is Galicia's patron saint?
Ah, so.. Saint James the Greater

Question: The RIBA has three parts to the education process: Part I which is generally a three-year first degree, a year-out of at least one year work experience in an architectural practice precedes the Part II which is generally a two-year post graduate diploma or masters. A further year out must be taken before the RIBA Part III professional exams can be taken. Overall it takes a minimum of seven years before an architecture student can seek chartered status.
Try to answer this question if possible: What occurs between the second and third parts of the education process prescribed by the Royal Institute?
Answer: A further year out

Input: Read this: In addition to limiting the total average power used by the device, the USB specification limits the inrush current (i.e., that used to charge decoupling and filter capacitors) when the device is first connected. Otherwise, connecting a device could cause problems with the host's internal power. USB devices are also required to automatically enter ultra low-power suspend mode when the USB host is suspended. Nevertheless, many USB host interfaces do not cut off the power supply to USB devices when they are suspended.
Question: When is the inrush current affected by the USB specification?

Output:
when the device is first connected