Question: 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.
Is there an answer to this question: What religion was at the center of education in the Ottoman Empire?

Answer: Islam

Question: The disadvantage of the ski-jump is the penalty it exacts on aircraft size, payload, and fuel load (and thus range); heavily laden aircraft can not launch using a ski-jump because their high loaded weight requires either a longer takeoff roll than is possible on a carrier deck, or assistance from a catapult or JATO rocket. For example, the Russian Su-33 is only able to launch from the carrier Admiral Kuznetsov with a minimal armament and fuel load. Another disadvantage is on mixed flight deck operations where helicopters are also present such as a US Landing Helicopter Dock or Landing Helicopter Assault amphibious assault ship a ski jump is not included as this would eliminate one or more helicopter landing areas, this flat deck limits the loading of Harriers but is somewhat mitigated by the longer rolling start provided by a long flight deck compared to many STOVL carriers.
Is there an answer to this question: What cannot launch using a ski-jump due to their high loaded weight?

Answer: heavily laden aircraft

Question: Copyright infringement disputes are usually resolved through direct negotiation, a notice and take down process, or litigation in civil court. Egregious or large-scale commercial infringement, especially when it involves counterfeiting, is sometimes prosecuted via the criminal justice system. Shifting public expectations, advances in digital technology, and the increasing reach of the Internet have led to such widespread, anonymous infringement that copyright-dependent industries now focus less on pursuing individuals who seek and share copyright-protected content online, and more on expanding copyright law to recognize and penalize as "indirect" infringers the service providers and software distributors which are said to facilitate and encourage individual acts of infringement by others.
Is there an answer to this question: Why has copyright infringement decreased recently?

Answer: unanswerable

Question: There are at least two major approaches to understanding cognitive change during adolescence. One is the constructivist view of cognitive development. Based on the work of Piaget, it takes a quantitative, state-theory approach, hypothesizing that adolescents' cognitive improvement is relatively sudden and drastic. The second is the information-processing perspective, which derives from the study of artificial intelligence and attempts to explain cognitive development in terms of the growth of specific components of the thinking process.
Is there an answer to this question: What view towards cognitive development during adolescence did Piaget take?

Answer:
constructivist