Problem: Gautama was now determined to complete his spiritual quest. At the age of 35, he famously sat in meditation under a Ficus religiosa tree now called the Bodhi Tree in the town of Bodh Gaya and vowed not to rise before achieving enlightenment. After many days, he finally destroyed the fetters of his mind, thereby liberating himself from the cycle of suffering and rebirth, and arose as a fully enlightened being (Skt. samyaksambuddha). Soon thereafter, he attracted a band of followers and instituted a monastic order. Now, as the Buddha, he spent the rest of his life teaching the path of awakening he had discovered, traveling throughout the northeastern part of the Indian subcontinent, and died at the age of 80 (483 BCE) in Kushinagar, India. The south branch of the original fig tree available only in Anuradhapura Sri Lanka is known as Jaya Sri Maha Bodhi.
How old was the Buddha at the time of his death?
The answer is the following: 80

Problem: At the centre of this wing is the famous balcony with the Centre Room behind its glass doors. This is a Chinese-style saloon enhanced by Queen Mary, who, working with the designer Sir Charles Allom, created a more "binding" Chinese theme in the late 1920s, although the lacquer doors were brought from Brighton in 1873. Running the length of the piano nobile of the east wing is the great gallery, modestly known as the Principal Corridor, which runs the length of the eastern side of the quadrangle. It has mirrored doors, and mirrored cross walls reflecting porcelain pagodas and other oriental furniture from Brighton. The Chinese Luncheon Room and Yellow Drawing Room are situated at each end of this gallery, with the Centre Room obviously placed in the centre.
What year were the lacquer doors brought from Brighton?
The answer is the following: 1873

Problem: Some claim that there is education inequality because children did not exceed the education of their parents. This education inequality is then associated with income inequality. Although critical thinking is a goal of education, criticism and blame are often the unintended by products of our current educational process. Students often blame their teachers and their textbooks, despite the availability of libraries and the internet. When someone tries to improve education, the educational establishment itself occasionally showers the person with criticism rather than gratitude. Better by products of an educational system would be gratitude and determination.
What happens when someone tries to improve education?
The answer is the following: the educational establishment itself occasionally showers the person with criticism rather than gratitude

Problem: In addition, like most Slavic languages, the Shtokavian verb also has one of two aspects: perfective or imperfective. Most verbs come in pairs, with the perfective verb being created out of the imperfective by adding a prefix or making a stem change. The imperfective aspect typically indicates that the action is unfinished, in progress, or repetitive; while the perfective aspect typically denotes that the action was completed, instantaneous, or of limited duration. Some Stokavian tenses (namely, aorist and imperfect) favor a particular aspect (but they are rarer or absent in Cakavian and Kajkavian). Actually, aspects "compensate" for the relative lack of tenses, because aspect of the verb determines whether the act is completed or in progress in the referred time.
Which tense indicates that an action hasn't finished?
The answer is the following:
imperfective