rajpurkar/squad huggingface dataset:
Title: Madrasa

From around 750, during the Abbasid Caliphate, women “became renowned for their brains as well as their beauty”. In particular, many well known women of the time were trained from childhood in music, dancing and poetry. Mahbuba was one of these. Another feminine figure to be remembered for her achievements was Tawaddud, "a slave girl who was said to have been bought at great cost by Hārūn al-Rashīd because she had passed her examinations by the most eminent scholars in astronomy, medicine, law, philosophy, music, history, Arabic grammar, literature, theology and chess". Moreover, among the most prominent feminine figures was Shuhda who was known as "the Scholar" or "the Pride of Women" during the 12th century in Baghdad. Despite the recognition of women's aptitudes during the Abbasid dynasty, all these came to an end in Iraq with the sack of Baghdad in 1258.

Question: What disciplines were women trained in during the first century?
Answer: music, dancing and poetry

Question: Who was the most well known female scholar in Islamic schools?
Answer: Shuhda

Question: Where did Shuhda attend school?
Answer: Baghdad

Question: When was formal education for Islamic women halted?
Answer: 1258

Question: During which Caliphate did Islamic women begin attending formal school?
Answer: Abbasid
Title: Madrasa

According to the Sunni scholar Ibn ʻAsākir in the 12th century, there were opportunities for female education in the medieval Islamic world, writing that women could study, earn ijazahs (academic degrees), and qualify as scholars and teachers. This was especially the case for learned and scholarly families, who wanted to ensure the highest possible education for both their sons and daughters. Ibn ʻAsakir had himself studied under 80 different female teachers in his time. Female education in the Islamic world was inspired by Muhammad's wives, such as Khadijah, a successful businesswoman. According to a hadith attributed to Muhammad, he praised the women of Medina because of their desire for religious knowledge:

Question: What titles could women earn by going to Islamic schools?
Answer: scholars and teachers

Question: Who wanted to ensured that their daughters were educated in Islamic schools?
Answer: learned and scholarly families

Question: Why did the prophet Muhammad esteem women in Medina?
Answer: their desire for religious knowledge

Question: Who created a pathway for education for women in the Islamic world?
Answer: Muhammad's wives

Question: Which one of Muhammad's wives had a particular impact on his view of women and education?
Answer: Khadijah
Title: Madrasa

"The first Ottoman Medrese was created in İznik 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 world—for example, Murad II brought scholars from Persia, such as ʻAlāʼ al-Dīn and Fakhr al-Dīn 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." İnalcık 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: Who traveled abroad to get an education at madaris?
Answer: Ottomans

Question: How many madaris were started by Mehmed the Conqueror?
Answer: eight

Question: How would a student matriculate to the next level of schooling in the Ottoman Empire?
Answer: complete the classes in the lower one

Question: Where were Ottoman madaris built?
Answer: near mosques

Question: When was the first Ottoman madrasa built?
Answer: 1331
Title: Madrasa

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 İnalcık 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". İnalcık 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.

Question: What was the essential mission of Islamic schools in the Ottoman Empire?
Answer: spiritual learning

Question: Why was philosophy taught in Ottoman madaris?
Answer: confirm the doctrines of Islam

Question: What type of social structure did the Ottoman Empire have?
Answer: pluralistic

Question: What religion was at the center of education in the Ottoman Empire?
Answer: Islam

Question: What did Ottoman madaris have that was similar to modern American schools?
Answer: wide range of studies
Title: Madrasa

As with any other country during the Early Modern Period, such as Italy and Spain in Europe, the Ottoman social life was interconnected with the medrese. Medreses were built in as part of a Mosque complex where many programmes, such as aid to the poor through soup kitchens, were held under the infrastructure of a mosque, which reveals the interconnectedness of religion and social life during this period. "The mosques to which medreses were attached, dominated the social life in Ottoman cities." Social life was not dominated by religion only in the Muslim world of the Ottoman Empire; it was also quite similar to the social life of Europe during this period. As Goffman says: "Just as mosques dominated social life for the Ottomans, churches and synagogues dominated life for the Christians and Jews as well." Hence, social life and the medrese were closely linked, since medreses taught many curricula, such as religion, which highly governed social life in terms of establishing orthodoxy. "They tried moving their developing state toward Islamic orthodoxy." Overall, the fact that mosques contained medreses comes to show the relevance of education to religion in the sense that education took place within the framework of religion and religion established social life by trying to create a common religious orthodoxy. Hence, medreses were simply part of the social life of society as students came to learn the fundamentals of their societal values and beliefs.

Question: What kind of social service was provided through the madaris?
Answer: aid to the poor through soup kitchens

Question: What had a hold over social life in the Ottoman Empire as well as other cultures?
Answer: religion

Question: Where did students learn about religious and social norms?
Answer: medreses

Question: What practice was desired through connecting religion and schools?
Answer: Islamic orthodoxy
Title: Madrasa

In India the majority of these schools follow the Hanafi school of thought. The religious establishment forms part of the mainly two large divisions within the country, namely the Deobandis, who dominate in numbers (of whom the Darul Uloom Deoband constitutes one of the biggest madaris) and the Barelvis, who also make up a sizeable portion (Sufi-oriented). Some notable establishments include: Al Jamiatul Ashrafia, Mubarakpur, Manzar Islam Bareilly, Jamia Nizamdina New Delhi, Jamia Nayeemia Muradabad which is one of the largest learning centres for the Barelvis. The HR[clarification needed] ministry of the government of India has recently[when?] declared that a Central Madrasa Board would be set up. This will enhance the education system of madaris in India. Though the madaris impart Quranic education mainly, efforts are on to include Mathematics, Computers and science in the curriculum. In July 2015, the state government of Maharashtra created a stir de-recognised madrasa education, receiving critisicm from several political parties with the NCP accusing the ruling BJP of creating Hindu-Muslim friction in the state, and Kamal Farooqui of the All India Muslim Personal Law Board saying it was "ill-designed"

Question: What group makes up a larger percentage of people in India?
Answer: Deobandis

Question: What problems are arising due to the political conflicts over schools?
Answer: Hindu-Muslim friction

Question: What is the largest school for Barelvis people in India?
Answer: Jamia Nayeemia Muradabad

Question: What disciplines does India want to introduce to madaris?
Answer: Mathematics, Computers and science

Question: In what year did the Indian government begin to stop recognizing madaris as schools?
Answer: 2015
Title: Madrasa

Today, the system of Arabic and Islamic education has grown and further integrated with Kerala government administration. In 2005, an estimated 6,000 Muslim Arabic teachers taught in Kerala government schools, with over 500,000 Muslim students. State-appointed committees, not private mosques or religious scholars outside the government, determine the curriculum and accreditation of new schools and colleges. Primary education in Arabic and Islamic studies is available to Kerala Muslims almost entirely in after-school madrasa programs - sharply unlike full-time madaris common in north India, which may replace formal schooling. Arabic colleges (over eleven of which exist within the state-run University of Calicut and the Kannur University) provide B.A. and Masters' level degrees. At all levels, instruction is co-educational, with many women instructors and professors. Islamic education boards are independently run by the following organizations, accredited by the Kerala state government: Samastha Kerala Islamic Education Board, Kerala Nadvathul Mujahideen, Jamaat-e-Islami Hind, and Jamiat Ulema-e-Hind.

Question: How many Muslim students are there in Kerala?
Answer: over 500,000

Question: How many Muslim teachers are there in Kerala?
Answer: 6,000

Question: Who determines the content taught in Arabic public schools?
Answer: State-appointed committees

Question: What types of programs provide traditional Islamic teaching?
Answer: after-school

Question: What is the format of school for girls and boys?
Answer: co-educational
Title: Madrasa

In Southeast Asia, Muslim students have a choice of attending a secular government or an Islamic school. Madaris or Islamic schools are known as Sekolah Agama (Malay: religious school) in Malaysia and Indonesia, โรงเรียนศาสนาอิสลาม (Thai: school of Islam) in Thailand and madaris in the Philippines. In countries where Islam is not the majority or state religion, Islamic schools are found in regions such as southern Thailand (near the Thai-Malaysian border) and the southern Philippines in Mindanao, where a significant Muslim population can be found.

Question: Who decides if Muslims attend secular schools or traditional madaris?
Answer: students

Question: What are madaris referred to as in Indonesia and Malaysia?
Answer: Sekolah Agama

Question: What region of the Philippines has a large Muslim population?
Answer: Mindanao

Question: What region of Thailand has madaris?
Answer: southern
Title: Madrasa

In Singapore, madrasahs are private schools which are overseen by Majlis Ugama Islam Singapura (MUIS, English: Islamic Religious Council of Singapore). There are six Madrasahs in Singapore, catering to students from Primary 1 to Secondary 4. Four Madrasahs are coeducational and two are for girls. Students take a range of Islamic Studies subjects in addition to mainstream MOE curriculum subjects and sit for the PSLE and GCE 'O' Levels like their peers. In 2009, MUIS introduced the "Joint Madrasah System" (JMS), a joint collaboration of Madrasah Al-Irsyad Al-Islamiah primary school and secondary schools Madrasah Aljunied Al-Islamiah (offering the ukhrawi, or religious stream) and Madrasah Al-Arabiah Al-Islamiah (offering the academic stream). The JMS aims to introduce the International Baccalaureate (IB) programme into the Madrasah Al-Arabiah Al-Islamiah by 2019. Students attending a madrasah are required to wear the traditional Malay attire, including the songkok for boys and tudong for girls, in contrast to mainstream government schools which ban religious headgear as Singapore is officially a secular state. For students who wish to attend a mainstream school, they may opt to take classes on weekends at the madrasah instead of enrolling full-time.

Question: How many madrasahs are in Sinagapore?
Answer: six

Question: What program is being installed in madrasahs in Singapore?
Answer: International Baccalaureate

Question: What year is it planned for IB programs to be in place at Madrasah Al-Arabiah Al-Islamiah?
Answer: 2019

Question: What will the uniform be at Madrasah Al-Arabiah Al-Islamiah?
Answer: the songkok for boys and tudong for girls
Title: Madrasa

In 2004, madaris were mainstreamed in 16 Regions nationwide, primarily in Muslim-majority areas in Mindanao under the auspices of the Department of Education (DepEd). The DepEd adopted Department Order No. 51, which instituted Arabic-language and Islamic Values instruction for Muslim children in state schools, and authorised implementation of the Standard Madrasa Curriculum (SMC) in private-run madaris. While there are state-recognised Islamic schools, such as Ibn Siena Integrated School in the Islamic City of Marawi, Sarang Bangun LC in Zamboanga and SMIE in Jolo, their Islamic studies programmes initially varied in application and content.

Question: How many regions in Singapore have widely accepted madaris?
Answer: 16

Question: What law protects the teaching of Arabic and Islamic traditions in Mindanao?
Answer: Department Order No. 51

Question: What religion do most people practice in Mindanao?
Answer: Muslim

Question: When did madaris become more accepted in Mindanao?
Answer: 2004

Question: What curriculum is used in non public madaris in Mindanao?
Answer: Standard Madrasa Curriculum (SMC)
Title: Madrasa

The first Madressa established in North America, Al-Rashid Islamic Institute, was established in Cornwall, Ontario in 1983 and has graduates who are Hafiz (Quran) and Ulama. The seminary was established by Mazhar Alam under the direction of his teacher the leading Indian Tablighi scholar Muhammad Zakariya Kandhlawi and focuses on the traditional Hanafi school of thought and shuns Salafist / Wahabi teachings. Due to its proximity to the US border city of Messina the school has historically had a high ratio of US students. Their most prominent graduate Shaykh Muhammad Alshareef completed his Hifz in the early 1990s then went on to deviate from his traditional roots and form the Salafist organization the AlMaghrib Institute.

Question: When was the first madrasa started in North America?
Answer: 1983

Question: What country has many students that attend Al-Rashid Islamic Institute?
Answer: US

Question: Where is Al-Rashid Islamic Institute?
Answer: Cornwall, Ontario

Question: What organization did Shaykh Muhammad Alsahareef start?
Answer: AlMaghrib Institute
Title: Madrasa

Western commentators post-9/11 often perceive madaris as places of radical revivalism with a connotation of anti-Americanism and radical extremism, frequently associated in the Western press with Wahhabi attitudes toward non-Muslims. In Arabic the word madrasa simply means "school" and does not imply a political or religious affiliation, radical or otherwise. Madaris have varied curricula, and are not all religious. Some madaris in India, for example, have a secularised identity. Although early madaris were founded primarily to gain "knowledge of God" they also taught subjects such as mathematics and poetry. For example, in the Ottoman Empire, "Madrasahs had seven categories of sciences that were taught, such as: styles of writing, oral sciences like the Arabic language, grammar, rhetoric, and history and intellectual sciences, such as logic." This is similar to the Western world, in which universities began as institutions of the Catholic church.

Question: What is the common western perception of the teaching received at madaris?
Answer: anti-Americanism and radical extremism

Question: What type of content is delivered at madaris?
Answer: varied curricula

Question: What type of teaching is provided at Indian madaris?
Answer: secularised

Question: What are the origins of western schools?
Answer: institutions of the Catholic church

Question: How many science disciplines were taught at madaris in the Ottoman Empire?
Answer: seven
Title: Philadelphia

In 1682, William Penn founded the city to serve as capital of the Pennsylvania Colony. Philadelphia played an instrumental role in the American Revolution as a meeting place for the Founding Fathers of the United States, who signed the Declaration of Independence in 1776 and the Constitution in 1787. Philadelphia was one of the nation's capitals in the Revolutionary War, and served as temporary U.S. capital while Washington, D.C., was under construction. In the 19th century, Philadelphia became a major industrial center and railroad hub that grew from an influx of European immigrants. It became a prime destination for African-Americans in the Great Migration and surpassed two million occupants by 1950.

Question: Who founded Philadelphia?
Answer: William Penn

Question: What role did Philadelphia play in the American Revolution?
Answer: a meeting place for the Founding Fathers

Question: What purpose did Philadelphia serve while D.C. was under construction?
Answer: temporary U.S. capital

Question: When did it reach 2 million occupants>
Answer: 1950
Title: Philadelphia

Based on the similar shifts underway the nation's economy after 1960, Philadelphia experienced a loss of manufacturing companies and jobs to lower taxed regions of the USA and often overseas. As a result, the economic base of Philadelphia, which had historically been manufacturing, declined significantly. In addition, consolidation in several American industries (retailing, financial services and health care in particular) reduced the number of companies headquartered in Philadelphia. The economic impact of these changes would reduce Philadelphia's tax base and the resources of local government. Philadelphia struggled through a long period of adjustment to these economic changes, coupled with significant demographic change as wealthier residents moved into the nearby suburbs and more immigrants moved into the city. The city in fact approached bankruptcy in the late 1980s. Revitalization began in the 1990s, with gentrification turning around many neighborhoods and reversing its decades-long trend of population loss.

Question: What was the historical economic base of Philadelphia?
Answer: manufacturing

Question: When did the city near bankruptcy?
Answer: late 1980s

Question: Where did wealthy residents move?
Answer: suburbs

Question: Who replaced the wealthy?
Answer: immigrants
Title: Philadelphia

The area's many universities and colleges make Philadelphia a top international study destination, as the city has evolved into an educational and economic hub. With a gross domestic product of $388 billion, Philadelphia ranks ninth among world cities and fourth in the nation. Philadelphia is the center of economic activity in Pennsylvania and is home to seven Fortune 1000 companies. The Philadelphia skyline is growing, with several nationally prominent skyscrapers. The city is known for its arts, culture, and history, attracting over 39 million domestic tourists in 2013. Philadelphia has more outdoor sculptures and murals than any other American city, and Fairmount Park is the largest landscaped urban park in the world. The 67 National Historic Landmarks in the city helped account for the $10 billion generated by tourism. Philadelphia is the birthplace of the United States Marine Corps, and is also the home of many U.S. firsts, including the first library (1731), first hospital (1751) and medical school (1765), first Capitol (1777), first stock exchange (1790), first zoo (1874), and first business school (1881). Philadelphia is the only World Heritage City in the United States.

Question: What is the GDP of the city?
Answer: $388 billion

Question: Where does it rank in comparison to other US cities in GDP?
Answer: fourth

Question: How many Fortune 500 companies call Philadelpia home?
Answer: seven

Question: How many domestic tourists visit annually?
Answer: 39 million

Question: What branch of the US military was born in Philadelphia?
Answer: United States Marine Corps