Question: Although older German loanwords were colloquial, recent borrowings from other languages are associated with high culture. During the nineteenth century, words with Greek and Latin roots were rejected in favor of those based on older Czech words and common Slavic roots; "music" is muzyka in Polish and (muzyka) in Russian, but in Czech it is hudba. Some Czech words have been borrowed as loanwords into English and other languagesfor example, robot (from robota, "labor") and polka (from polka, "Polish woman" or from "pulka" "half").
Try to answer this question if possible: What Russian word has the English robot been borrowed from?
Answer: unanswerable
Question: The Germanic peoples during the Migrations Period came into contact with other peoples; in the case of the populations settling in the territory of modern Germany, they encountered Celts to the south, and Balts and Slavs towards the east. The Limes Germanicus was breached in AD 260. Migrating Germanic tribes commingled with the local Gallo-Roman populations in what is now Swabia and Bavaria. The arrival of the Huns in Europe resulted in Hun conquest of large parts of Eastern Europe, the Huns initially were allies of the Roman Empire who fought against Germanic tribes, but later the Huns cooperated with the Germanic tribe of the Ostrogoths, and large numbers of Germans lived within the lands of the Hunnic Empire of Attila. Attila had both Hunnic and Germanic families and prominent Germanic chiefs amongst his close entourage in Europe. The Huns living in Germanic territories in Eastern Europe adopted an East Germanic language as their lingua franca. A major part of Attila's army were Germans, during the Huns' campaign against the Roman Empire. After Attila's unexpected death the Hunnic Empire collapsed with the Huns disappearing as a people in Europe who either escaped into Asia, or otherwise blended in amongst Europeans.
Try to answer this question if possible: What happened to the Huns after the Roman Empire collapsed?
Answer: unanswerable
Question: In 2014 the Notre Dame student body consisted of 12,179 students, with 8,448 undergraduates, 2,138 graduate and professional and 1,593 professional (Law, M.Div., Business, M.Ed.) students. Around 2124% of students are children of alumni, and although 37% of students come from the Midwestern United States, the student body represents all 50 states and 100 countries. As of March 2007[update] The Princeton Review ranked the school as the fifth highest 'dream school' for parents to send their children. As of March 2015[update] The Princeton Review ranked Notre Dame as the ninth highest. The school has been previously criticized for its lack of diversity, and The Princeton Review ranks the university highly among schools at which "Alternative Lifestyles [are] Not an Alternative." It has also been commended by some diversity oriented publications; Hispanic Magazine in 2004 ranked the university ninth on its list of the top25 colleges for Latinos, and The Journal of Blacks in Higher Education recognized the university in 2006 for raising enrollment of African-American students. With 6,000 participants, the university's intramural sports program was named in 2004 by Sports Illustrated as the best program in the country, while in 2007 The Princeton Review named it as the top school where "Everyone Plays Intramural Sports." The annual Bookstore Basketball tournament is the largest outdoor five-on-five tournament in the world with over 700 teams participating each year, while the Notre Dame Men's Boxing Club hosts the annual Bengal Bouts tournament that raises money for the Holy Cross Missions in Bangladesh.
Try to answer this question if possible: What percentage of students at Notre Dame are the children of former Notre Dame students?
Answer: 2124%
Question: The inclusiveness of Weinreich's definition (above) directs attention to the totality of one's identity at a given phase in time, and assists in elucidating component aspects of one's total identity, such as one's gender identity, ethnic identity, occupational identity and so on. The definition readily applies to the young child, to the adolescent, to the young adult, and to the older adult in various phases of the life cycle. Depending on whether one is a young child or an adult at the height of one's powers, how one construes oneself as one was in the past will refer to very different salient experiential markers. Likewise, how one construes oneself as one aspires to be in the future will differ considerably according to one's age and accumulated experiences. (Weinreich & Saunderson, (eds) 2003, pp 2634).
Try to answer this question if possible: What are the parts of one's family identity?
Answer:
unanswerable