QUES: The form of the verb varies with person (first, second and third), number (singular and plural), tense (present and past), and mood (indicative, subjunctive and imperative). Old English also sometimes uses compound constructions to express other verbal aspects, the future and the passive voice; in these we see the beginnings of the compound tenses of Modern English. Old English verbs include strong verbs, which form the past tense by altering the root vowel, and weak verbs, which use a suffix such as -de. As in Modern English, and peculiar to the Germanic languages, the verbs formed two great classes: weak (regular), and strong (irregular). Like today, Old English had fewer strong verbs, and many of these have over time decayed into weak forms. Then, as now, dental suffixes indicated the past tense of the weak verbs, as in work and worked.

Along with the present, what was a verb tense in Old English?
What is the answer?
ANS: past
QUES: The Reformation in Europe officially began in 1517 with Martin Luther (1483–1546) and his 95 Theses. The Reformation greatly changed the Baltic region. Its ideas came quickly to the Livonian Confederation and by the 1520s were widespread. Language, education, religion and politics were transformed. Church services were now conducted in the vernacular instead of in Latin, previously used. During the Livonian War in 1561, northern Estonia submitted to Swedish control. In the 1560s two voivodeships of present-day southern Estonia, Dorpat Voivodeship (Tartu region) and Parnawa Voivodeship (Pärnu region), became the autonomous Duchy of Livonia within the Polish-Lithuanian Commonwealth, under joint control of the Polish Crown and the Grand Duchy. In 1629, mainland Estonia came entirely under Swedish rule. Estonia was administratively divided between the provinces of Estonia in the north and Livonia in southern Estonia and northern Latvia. This division persisted until the early twentieth century.

Who led the The Reformation in Europe?
What is the answer?
ANS: Martin Luther
QUES: Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450–1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.

What university was Melancthon from?
What is the answer?
ANS:
University of Wittenberg