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"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.

Where were Ottoman madaris built?
Answer: near mosques
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The nation almost immediately fell into civil war that involved various factions fighting one another; these factions were often distinguished by clan loyalties. More than 500,000 residents fled during this time because of persecution, increased poverty and better economic opportunities in the West or in other former Soviet republics. Emomali Rahmon came to power in 1992, defeating former prime minister Abdumalik Abdullajanov in a November presidential election with 58% of the vote. The elections took place shortly after the end of the war, and Tajikistan was in a state of complete devastation. The estimated dead numbered over 100,000. Around 1.2 million people were refugees inside and outside of the country. In 1997, a ceasefire was reached between Rahmon and opposition parties under the guidance of Gerd D. Merrem, Special Representative to the Secretary General, a result widely praised as a successful United Nations peace keeping initiative. The ceasefire guaranteed 30% of ministerial positions would go to the opposition. Elections were held in 1999, though they were criticized by opposition parties and foreign observers as unfair and Rahmon was re-elected with 98% of the vote. Elections in 2006 were again won by Rahmon (with 79% of the vote) and he began his third term in office. Several opposition parties boycotted the 2006 election and the Organization for Security and Cooperation in Europe (OSCE) criticized it, although observers from the Commonwealth of Independent States claimed the elections were legal and transparent. Rahmon's administration came under further criticism from the OSCE in October 2010 for its censorship and repression of the media. The OSCE claimed that the Tajik Government censored Tajik and foreign websites and instituted tax inspections on independent printing houses that led to the cessation of printing activities for a number of independent newspapers.

What did the ceasefire guaranteed?
Answer: 30% of ministerial positions would go to the opposition
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An adolescent's environment plays a huge role in their identity development. While most adolescent studies are conducted on white, middle class children, studies show that the more privileged upbringing people have, the more successfully they develop their identity. The forming of an adolescent's identity is a crucial time in their life. It has been recently found that demographic patterns suggest that the transition to adulthood is now occurring over a longer span of years than was the case during the middle of the 20th century. Accordingly, youth, a period that spans late adolescence and early adulthood, has become a more prominent stage of the life course. This therefore has caused various factors to become important during this development. So many factors contribute to the developing social identity of an adolescent from commitment, to coping devices, to social media. All of these factors are affected by the environment an adolescent grows up in. A child from a more privileged upbringing is exposed to more opportunities and better situations in general. An adolescent from an inner city or a crime-driven neighborhood is more likely to be exposed to an environment that can be detrimental to their development. Adolescence is a sensitive period in the development process, and exposure to the wrong things at that time can have a major effect on future decisions. While children that grow up in nice suburban communities are not exposed to bad environments they are more likely to participate in activities that can benefit their identity and contribute to a more successful identity development.

Is an inner city or crime-driven neighborhood more or less likely to be detrimental to one's development?
Answer:
more likely