What was wrong with the Directory, which was the government that was
set up after the Reign of Terror?

Answer: Bricks, Spinning, Loom, Weaving, The Wheel.

Explanation: These are all examples of early technology that humans developed.

Answer:

because the hawaiian government system is weaker in 1840 than our governemt system today

Answer:

If the French would of won, it would be easier for the Native Americans because the French were more understanding of the Indians and they were more willing to negotiate with them. The French would of taken control of the colonies and our country as it is today would be completely different. We might be speaking French instead of English. Maybe the colonies wouldn't of rebelled and we would still be under French rule

Answer: B

Explanation:

just took the test on Edg

Answer:

The Akkadians

Explanation:

His name other than Sargon The Great is Sargon of Akkad :)

According to Straus (1994), the effect of corporal punishment on children is to reinforce the usage of aggression as a problem-solving tool, promotes the development of negative attitudes, and values, and contributes to the rise of child and spouse abuse.

What is corporal punishment?Corporal punishment refers to the use of physical punishment or action to deal with disciplinary issues. It includes striking a child with a paddle, a belt, or a cane, among other methods. Corporal punishment can have adverse psychological effects on children, according to research. Studies show that corporal punishment is related to childhood mental health disorders such as depression, anxiety, and alcohol and drug dependence.

Children who have experienced corporal punishment tend to be more prone to aggressive behavior, antisocial behavior, and substance misuse. It can also impact their mental health and their capacity to form healthy relationships with others. Furthermore, research has shown that corporal punishment is ineffective in teaching children how to behave and solve problems peacefully.

What are the effects of corporal punishment on children?Straus (1994) conducted research that indicates the effects of corporal punishment on children. The results of the research show that corporal punishment reinforces the usage of aggression as a problem-solving tool, promotes the development of negative attitudes, and values.

It contributes to the rise of child and spouse abuse. Therefore, corporal punishment should be avoided, and alternative, non-physical disciplinary strategies should be used

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Answer:

easy

Explanation:

The colony was conceived by the Dutch West India Company (WIC) in 1621 to capitalize on the North American fur trade. It was settled slowly at first because of policy mismanagement by the WIC and conflicts with Native Americans.

"Research on multitasking (e.g., Chew, 2014) indicates students greatly overestimate their ability to multitask effectively."

Research conducted by Chew in 2014 highlights that students tend to overestimate their capability to multitask efficiently. Multitasking refers to the simultaneous performance of multiple tasks, but studies have consistently shown that human attention is limited, and attempting to divide it among various activities can lead to decreased performance. Despite this evidence, students often perceive themselves as skilled multitaskers.

This overestimation can be attributed to a cognitive bias known as the illusion of multitasking, where individuals mistakenly believe they are effectively dividing their attention. Such misconceptions can have negative consequences, particularly in educational settings, as students may engage in distractions that hinder their learning and academic performance.

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Before the mid-nineteenth century, relations between Native Americans and white people were complex and varied. The correct answer is c) white people were complex and varied.

The two groups did sometimes live in close proximity to one another, often due to the westward expansion of European settlers in North America. While it is not accurate to say that interactions were "almost always friendly," there were certainly instances of cooperation and peaceful coexistence between Native Americans and white settlers.

For example, during the early colonial period, Native Americans provided essential assistance to European settlers by sharing knowledge about agriculture and local resources.

However, as white settlers continued to expand their territories, conflicts often arose over land and resources. White settlers frequently disregarded treaties and agreements made with Native American tribes, leading to a growing sense of distrust and hostility between the groups. Additionally, many white settlers held prejudiced views towards Native Americans, considering them "uncivilized" or "savage," which further exacerbated tensions.

The introduction of European diseases to Native American populations had a devastating impact as well, leading to significant population decline among indigenous groups. This further complicated relations between the two groups, as white settlers often took advantage of weakened Native American communities to claim more land and resources.

In summary, relations between Native Americans and white people before the mid-nineteenth century were complex, characterized by both cooperation and conflict. The two groups did live in close proximity to one another, but interactions were not always friendly. White settlers' expansion and disregard for treaties with Native American tribes, along with the introduction of European diseases, contributed to tensions and hostilities between the groups.

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complete question

which statements accurately describe relations between native americans and white people before the mid-nineteenth century? multiple select question. a) the two groups lived in close proximity to one another. b) interactions were almost always friendly. c) white people were complex and varied. d) none of these,

A. Americans have rights other than those in the Bill of Rights, such as the right to an education. (9th Amendment)

B. We don't have to let troops stay at our house. (3rd Amendment)

C. A woman could not afford a lawyer, so the state provided a lawyer to defend her. (6th Amendment)

Others are:

D. The police wanted to search our house, but we didn't let them in because they didn't have a warrant from a judge. (4th Amendment)

E. Each state determines its own laws for marriages, divorces, driver's licenses, voting, state taxes, and more. (10th Amendment)

F. Alice refused to testify at trial after she was accused of a crime. (5th Amendment)

G. Many Americans own guns and use them to hunt. (2nd Amendment)

H. Josh took Carol to court because he said she owed him $10,000. (7th Amendment)

I. A U.S. newspaper reports on a congressional scandal. (1st Amendment - freedom of the press)

Lastly, J. In the United States, you would not be sent to jail for parking illegally. (not specifically covered by any amendment, but could be considered under the 8th Amendment's prohibition of "cruel and unusual punishment")

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See text below

1st Amendment: Guarantees freedoms of religion, speech, and the press, and the right of people to ask the government to hear complaints.

2nd Amendment: Guarantees people the right to keep weapons.

3rd Amendment: Prohibits the government from forcing citizens to house soldiers.

4th Amendment: Prohibits unnecessary or unreasonable searches of a person's property.

5th Amendment: Guarantees the right to a legal and fair trial. It also protects someone from testifying against himself or herself under oath.

6th Amendment: Guarantees the right to a speedy and fair jury trial, including the right to have a lawyer's help regardless of someone's ability to pay for one.

7th Amendment: Guarantees the right to a jury trial in civil cases where damages are more than $20. Civil cases solve disputes between citizens.

8th Amendment: Prohibits unreasonable bail or fines and cruel and unusual punishment.

9th Amendment: Recognizes that Americans have rights that are not listed in the Constitution.

10th Amendment: Explains that powers not given to the U.S. government, and not prohibited by the states, belong to the states or the people.

A. Americans have rights other than those in the Bill of Rights, such as the right to an education.

B. We don't have to let troops stay at our house.

C. A woman could not afford a lawyer, so the state provided a lawyer to defend her.

D. The police wanted to search our house, but we didn't let them in because they didn't have a warrant from a judge.

E. Each state determines its own laws for marriages, divorces, driver's licenses, voting, state taxes, and more.

F. Alice refused to testify at trial after she was accused of a crime.

G. Many Americans own guns and use them to hunt.

H. Josh took Carol to court because he said she owed him $10,000.

I. A U.S. newspaper reports on a congressional scandal.

J. In the United States, you would not be sent to jail for parking illegally.

Answer:

Paleolithic Period or Old Stone Age (30,000 BCE–10,000 BCE)

Mesolithic Period or Middle Stone Age (10,000 BCE–8,000 BCE)

Neolithic Period or New Stone Age (8,000 BCE–3,000 BCE)

Explanation:

Answer:

The efforts of civil rights activists and countless protesters of all races brought about legislation to end segregation, Black voter suppression and discriminatory employment and housing practices.

Explanation:

Answer:

Legislation to prohibit racial discrimination in employment and housing was made possible by the work of civil rights activists and numerous demonstrators of all races.

Explanation:

Answer:

Feudalism impacted the roman catholic church because they had diffrent beleifre

Explanation:

1. a. and c.

these are the final factors that led to the American revolution

1. The Stamp Act (March 1765)

2. The Townshend Acts (June-July 1767)

3. The Boston Massacre (March 1770)

4. The Boston Tea Party (December 1773)

5. The Coercive Acts (March-June 1774)

6. Lexington and Concord (April 1775)

7. British attacks on coastal towns (October 1775-January 1776)

2.  B. The British further angered American colonists with the Quartering Act, which required the colonies to provide barracks and supplies to British troops.

The most accurate overview of the Old South is offered by option (b): "Its distinct subregions had quite different economic interests and varying degrees of commitment to slavery."

The Old South was not a monolithic entity but rather a diverse region with distinct subregions and economic interests. The Southern economy was heavily dependent on agriculture, particularly cotton production, and the labor of enslaved African Americans.

However, the degree of dependence on slavery varied across the region. Some areas had large plantations and relied heavily on slave labor, while other areas had smaller farms and fewer slaves. Additionally, the Old South was not politically, economically, or culturally similar to the North, as stated in option (a).

Option (c) is also incorrect, as the region's commitment to slavery varied widely, with some individuals and communities opposing it or advocating for gradual emancipation. Option (d) is incorrect as well, as the South was not a unified region with common economic interests. Finally, option (e) is inaccurate, as the South had undergone significant economic, social, and cultural changes over the centuries leading up to the Civil War.

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Option A. a military alliance made up of multinational democracies .

Explanation:

With the breakage of warsaw pact , the countries of East Europe also joined NATO as a result of which its number has gone up to 28 and Russia is its participatory member.

The four main points of the Clayton Antitrust Act is prohibition of price discrimination, interlocking directorates, reduce competition and illegal restraints of trade.

The Clayton Antitrust Act of 1914 is a key piece of legislation in the United States designed to regulate monopolies and prevent anticompetitive business practices.

The act expanded upon the Sherman Antitrust Act of 1890, which declared illegal all contracts, combinations, and conspiracies in restraint of trade. The four main points of the Clayton Antitrust Act are:

Prohibition of price discrimination: The act prohibits discriminatory pricing between different purchasers of goods, with the intent of harming competition.

Prohibition of interlocking directorates: The act prohibits individuals from serving as directors or officers in competing corporations, in order to prevent anti-competitive practices.

Prohibition of mergers that may reduce competition: The act requires the federal government to investigate proposed corporate mergers that may reduce competition and lead to the creation of monopolies.

Expansion of the definition of illegal restraints of trade: The act expanded the definition of illegal restraints of trade to include a wider range of business practices, including price fixing, bid rigging, and market division.

The Clayton Antitrust Act remains an important piece of legislation for protecting competition in the United States and promoting free and fair markets. The Clayton Antitrust Act is a key piece of legislation designed to regulate monopolies and prevent anticompetitive business practices.

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Based on a historical perspective, Lost achievements include territories, coins, and literacy. However, several things remained, such as the Latin language. They also created the Julian Calendar, which was commonly used until the eighteenth century.

Roman Empire is a term that is used to describe the post-Republican period of ancient Rome. Typically, Roman Empire included large territorial holdings around the Mediterranean Sea in Europe, North Africa, and Western Asia, and was ruled by emperors.

Hence, in this case, it is concluded that the correct answers to the context of the questions include Territories, the Latin language, and Julian Calendar respectively.

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The New Deal changed the view of the federal government for Americans by creating a new direct level of involvement for the federal government. The Option A is correct.

The New Deal, were programs and projects instituted during Great Depression by Franklin Roosevelt that aimed to restore prosperity to Americans. After Roosevelt took office in 1933, he seeked to stabilize the economy and provide jobs and relief to those who were suffering through the programs.

Considering the program impact, it was able to expand the powers of the federal government by establishing regulatory bodies & laying the foundation of a social welfare system.

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Answer:

the meaning of merits is advantages

The defonition of mertis is: to deserve or be worthy of (something, especially reward, punishment, or attention).

OR

The quality of being particularly good or worthy, especially so as to deserve praise or reward.

I hope this helps you out! Brainliest would be appreciated.

There are a lot of heroes in the world today. Ida B. Wells and  B.J. Jones were known to be American Hero.

Ida B. Wells-Barnett was known to be born on 1862 and she died on 1931. She was known as an Anti-lynching Crusader. She was said to be born into slavery. She was a renowned  journalist who wanted to tell all about lynching victims.

B.J. Jones  was known as the chairman of republican club. He was said to be successful and ensure that people were registered to vote. He became a target to white racists and also was killed. They both were against Lynching.

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Answer: In some Middle Eastern cultures, it is common to stand close to others in conversation.  (1906) described the term, involves a belief or attitude that one's own culture  England drive on the “wrong” side of the road, rather than on the “other” side A high level of appreciation for one's own culture can be healthy;

Answer:

Just to add to what the other answer says in India kissing someone on the cheek is an informal greeting like a wave here in America is. I hope I and the other answer can help you! :D

Here is a of the ways in which W. Miller's (2001) conclusions about gang activity in the United States differed from findings from federal commissions at the time.

Miller argued that gangs are social institutions,not just criminal   organizations.

He also argued that gang membership is caused by   a complex mix of factors,and that the best way to address gang problems is to address the underlying causes.

His work has helped to challenge the stereotype of gangs as simply criminal organizations and has highlighted the   importance of addressing the underlyingcauses of gang membership.

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Answer:

The Abbasid Caliphate is considered the Golden Age of Islam because it was a long period of stability in which centers of trade became wealthy centers of learning and innovation. It had an unbroken line of caliphs for over three centuries, consolidating Islamic rule and cultivating great intellectual and cultural developments in the Middle East in the Golden Age of Islam

Explanation:

Answer:

1. New Jersey - wheat - bread

2. Pennsylvania - coal - coal to heat houses and stoves

3. New York - lumber - lumber was used to build houses and ships

4. Delaware - livestock - livestock for food or cows and chickens for milk and eggs

5. New Hampshire - fish - food

6. Massachusetts - wool - used mostly to make clothing

7. Connecticut - wheat - used mills to produce flour

8. Rhode Island - timber and fish - timber for lumber yards and fish for food

9. Maryland - furs - could be traded and made into many things

10. Virginia - rice and corn - food

11. North Carolina - silk - could be used to make many things, one of such is clothing

12. South Carolina - tobacco - tobacco

13. Georgia - cotton - used to make clothing

Explanation:

They each have a few different raw materials but it seemed like you only needed one for each. Hope this helped

do have someone to the hard work and make money off it

During the Progressive Era, the work of Jane Addams and other similar reformers had a significant impact on immigrants.

1. Settlement Houses: Jane Addams, along with other reformers, established settlement houses in urban areas. These houses provided various services and resources to immigrants, such as education, healthcare, and job training. The most famous settlement house, Hull House in Chicago, helped immigrants adapt to American society and provided them with essential skills for employment. 2. Advocacy for Immigrant Rights: Addams and other reformers advocated for the rights of immigrants. They worked to improve living conditions in tenements, push for better working conditions, and fight against discrimination and exploitation. By raising awareness about the struggles faced by immigrants, they helped change public opinion and influenced policy changes.

3. Access to Education: Addams believed that education was key to empowering immigrants and breaking the cycle of poverty. She and other reformers focused on providing education to immigrant children and adults. They established schools, night classes, and literacy programs to help immigrants learn English and acquire skills needed for employment. 4. Cultural Exchange and Understanding: Addams recognized the importance of cultural exchange between immigrants and native-born Americans. She encouraged immigrants to maintain their cultural heritage while also embracing American values. Through cultural events, clubs, and community gatherings, she promoted understanding and cooperation between different cultural groups.

5. Political Engagement: Addams and other reformers worked to increase immigrants' political engagement and representation. They encouraged immigrants to become naturalized citizens and educated them about their rights and responsibilities as citizens. By doing so, they empowered immigrants to have a voice in the political process and work towards reform. Overall, the work of Jane Addams and similar reformers during the Progressive Era had a profound impact on immigrants.

They provided crucial support and resources, fought for immigrant rights, facilitated education and cultural exchange, and encouraged political engagement. Their efforts helped immigrants integrate into American society and laid the foundation for future immigration reforms.

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