The style and role of any minority leader is influenced by a variety of elements, including personality and contextual factors, such as the size and cohesion of the minority party, whether his or her party controls the White House, the general political climate in the House, and the controversy that is sometimes associated with the legislative agenda. Despite the variability of these factors, there are a number of institutional obligations associated with this position. Many of these assignments or roles are spelled out in the House rule book. Others have devolved upon the position in other ways. To be sure, the minority leader is provided with extra staff resourcesbeyond those accorded him or her as a Representativeto assist in carrying out diverse leadership functions. Worth emphasis is that there are limits on the institutional role of the minority leader, because the majority party exercises disproportionate influence over the agenda, partisan ratios on committees, staff resources, administrative operations, and the day-to-day schedule and management of floor activities.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): What is the role of staff at the White House?
Ah, so.. unanswerable

The emergence of Vedanta school represented a period when a more knowledge-centered understanding began to emerge. These focussed on jnana (knowledge) driven aspects of the Vedic religion and the Upanishads. This included metaphysical concepts such as atman and Brahman, and emphasized meditation, self-discipline, self-knowledge and abstract spirituality, rather than ritualism. The Upanishads were variously interpreted by ancient and medieval era Vedanta scholars. Consequently, the Vedanta separated into many sub-schools, ranging from theistic dualism to non-theistic monism, each interpreting the texts in its own way and producing its own series of sub-commentaries.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): During what era did knowledge-centered understanding emerge?
Ah, so.. unanswerable

The concept of 'education through recreation' was applied to childhood development in the 19th century. In the early 20th century, the concept was broadened to include young adults but the emphasis was on physical activities. L.P. Jacks, also an early proponent of lifelong learning, described education through recreation: "A master in the art of living draws no sharp distinction between his work and his play, his labour and his leisure, his mind and his body, his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing and leaves others to determine whether he is working or playing. To himself he always seems to be doing both. Enough for him that he does it well." Education through recreation is the opportunity to learn in a seamless fashion through all of life's activities. The concept has been revived by the University of Western Ontario to teach anatomy to medical students.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): What changed when the concept was broadened?
Ah, so..
to include young adults