International 1.)___, such as the 2.)___, help ensure 3.)___.
1. trade,
goals,
policies,
alliance

2. north american treaty organization,
occupational safety and health administration,
environmental protection agency,
security and exchange commission

3. national security,
intelligence gathering,
policy making,
surveillance programs

Yes, money function as medium of exchange, unit of account and store of value all satisfy my personal uses of money.

As a medium of exchange, money facilitates transactions by acting as a common measure of value that can be exchanged for goods and services. In this role, money enables buyers and sellers to avoid the inefficiencies of barter, where each party must have a desired good or service that the other party wants, and enables more complex transactions to take place.

As a unit of account, money serves as a standard measure of value that can be used to express the relative worth of goods and services. This function helps to facilitate economic calculations, by enabling individuals and businesses to compare the costs and benefits of different options, make informed decisions,

As a store of value, money also serves as a store of value by enabling people to save their wealth and use it at a later time. Money can be stored in various forms, such as bank accounts, stocks, or bonds. By storing their wealth in a stable currency, people can preserve their purchasing power over time and protect themselves from inflation or other economic uncertainties.

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In the 1980s and 1990s, the Republican Party led the Devolution Revolution, which demanded that the national government return administrative authority state governments. Option e.

The Republican Party spearheaded a series of demands known as the "Devolution Revolution" in the 1980s and 1990s to get the federal government to give state governments the powers it had gradually stripped away from democratic governments during the Great Depression.

This idea originated with the Republican Party, which believed that the government should be as little as possible by giving numerous responsibilities to the states and private citizens, cutting costs, and lowering taxes.

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Answer:

Mainly cotton but sometimes tobacco but mostly cotton

The issue of slavery addressed by the Constitutional Convention ran along the lines of northern states versus southern states

The Constitutional Convention took place in Philadelphia in 1787, where 55 delegates from 12 states participated. The objective was to revise the Articles of Confederation, which were seen as having shortcomings. The convention resulted in the United States Constitution.

The debate on representation of states in Congress was stuck on the question of whether the number of slaves should be factored in for determining a state’s representation in Congress.

While the southern states were in favor of this, it was opposed by the northern states.This led to the Three-Fifths compromise by which slaves would be counted for House representation at a ratio of 3 to 5 of their actual numbers.

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Answer: loose confederation of states with a weak federal government

Explanation:

Answer: Americans chose a democratic system, primarily governed by 3 branches that have balances and checks

Explanation:

Power was split between 3 branches, they could each check each other to make sure that neither is doing anything wrong and they each need each other to be able to function and avoid tyranny.

Democracy was chosen because it allowed the public to have a voice unlike British rule where it was the king and the king only deciding things

Answer:

A policy of gradual reform rather than sudden change or revolution

Explanation:

I looked it up on google.

Answer:

A.  Reasons Europe’s Influence Declined

hope this helped!

Answer:

The answer is A. 9/11 Terrorist Attacks.

Explanation:

Thousands of people flooded the streets, shopkeepers let people into their stores, firemen and women went into the Twin Towers to save the people trapped in there, and the police helped escort people away from the buildings. Your answer is A.

The reason why Congress might have wanted to delete the passage is likely due to the political and social context of the time. In the late 18th century, when Thomas Jefferson wrote the Declaration of Independence,

Slavery was still a deeply ingrained institution in many parts of the United States.

The passage quoted above directly criticizes the institution of slavery and accuses the British Crown of violating the most basic human rights of enslaved peoples.

Given the political and social realities of the time, it is likely that many members of Congress saw this passage as controversial and potentially divisive. In an effort to maintain unity and present a united front against the British, they may have decided to remove the passage from Jefferson's draft. Additionally, some members of Congress may have been slaveholders themselves and would have been directly implicated by Jefferson's accusations.

It's important to note that despite its removal, the ideas contained in this passage continued to influence the broader political discourse and anti-slavery movements in the United States and around the world. The struggle for abolition and the eventual end of slavery in the United States would be a long and difficult process, but the passage serves as an early example of the growing opposition to the institution of slavery and the belief in the universal rights of all human beings.

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The practice of burying important individuals in ships is a funerary practice.

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One of the ways Shi Huangdi and his advisors managed the message put out by the state was to control and censor information.

Shi Huangdi, the first emperor of China's Qin dynasty, implemented a series of reforms to strengthen his rule and centralize power. One of these reforms was the creation of a centralized bureaucracy that was responsible for collecting information from throughout the empire and reporting it to the emperor. The emperor and his advisors had the power to control and censor this information, ensuring that only messages that were favorable to the state were released to the public. Shi Huangdi also ordered the burning of books and the burying of scholars who disagreed with his policies. These measures helped to solidify Shi Huangdi's rule but also had a lasting impact on Chinese society, including the suppression of dissenting opinions and the loss of valuable historical and literary works.

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Answer:

Fasilides succeeded to the throne on the abdication of Susenyos (1632), who had permitted an increase of Spanish and Roman Catholic influence in Ethiopia. Fasilides reestablished a close alliance between the Ethiopian Coptic Christian Church and the ruling house, expelled Catholic missionaries, and enlisted the aid of the Muslim rulers of the coastal states to bar all Europeans from the country. He also created a new capital at Gonder, in order to protect the throne from the danger of invasions by the Galla peoples of the south.

Explanation:

Answer: Paul

Explanation:

Answer:

tipu sultan did on May 4, 1799

Answer:May 4, 1799

Explanation:

Answer:

The First World War brought an end to one of the biggest periods of immigration in American history. During the decade leading up to the war, an average of 1 million immigrants per year arrived in the United States, with about three-quarters of them entering through the Ellis Island immigration station in New York Harbor. The United States up to this point had an “open door” immigration policy, with no limit on the number of people who could enter the United States. Those arriving simply had to pass a medical and legal inspection to show that they would not pose a danger or burden to their new country — and 98% of those arriving at Ellis Island passed.

Explanation:

HOPE THIS HELPS! brainlest pls

Answer: No.

Explanation: George Washington was rather avoidant when it came to conflict within Europe, for example: when Britain and France went to war, George Washington made it clear he had no intention of getting the newly found Colonies involved.

It changed between 1800 and 1840 because of the fear whites tried to instill into them (such as the rebellions and sticking rebels heads on poles). rebelled against the whites in August 1831 in Virginia.

What actually happened?

In the early 1800s blacks wanted to gain the same respect as whites by equality through hard work and education. Many whites refused to accept blacks as equals and this lead to violence among blacks into the 1840s. Nat Turner, a slave in Virginia, lead a revolt which killed 55 whites.

The notorious trans-Atlantic slave trade, which reached its peak during the 18th and early 19th centuries, dispersed millions of Africans throughout the Western Hemisphere. The first Africans arrived in colonial North America at Jamestown, Virginia, in 1619, and scholars contend that British colonists initially recognized them as indentured servants. Their status, however, changed in 1641 when the Massachusetts Bay Colony sanctioned the enslavement of African laborers. Similarly, Maryland and Virginia authorized legal servitude in 1660, and by 1755, all 13 colonies had legally recognized chattel slavery.

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The Columbian exchange allowed the interaction between Europeans and indigenous people to exchange goods and products of different origins. Additionally, it left as a result the process of miscegenation.

The Columbian Exchange is a term that refers to the process that occurred between the fifteenth and sixteenth centuries in which agricultural products and other foods were transferred from the Old World (Europe, Africa and Asia) to the New World (the American continent) and vice versa at the end of the of the fifteenth century and in the following centuries. This process is named after the Italian explorer Christopher Columbus and is related to the European colonization and world trade that followed his 1492 voyage.

Some of the products that were exchanged in the Colombian exchange were:

During the time of the Columbian exchange European scientists and botanists discovered various species of plants and animals in uncharted places. However, they did this task with the help of the natives who guided them in these areas.

The Columbian exchange had economic impacts mainly in Europe where there was already an established economic system. There, consumer goods imported from the colonies (New World) were traded to different parts of the Old World. Additionally, precious metals contributed to the manufacture of coins for the exchange, purchase and sale of products and goods.

The main causes and effects of this exchange was the human interaction between indigenous people, Africans and Europeans that resulted in miscegenation.

Additionally, this allowed the New World to be known worldwide and to be taken into account for international affairs in later centuries.

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Sharecropping was an important factor in shaping the postwar South's social system, empowering former slaves with capitalist opportunities, driving industrialization, driving people away from northern job opportunities, and tying the economy to cotton agriculture.

Sharecropping was an important factor in shaping the postwar South's social system. It enabled former slaves to become capitalists by granting them access to land and resources, setting up a tenant-farmer system in which landowners received a percentage of the crop yield. This in turn enabled rapid industrialization, as cotton cultivation was easier to mechanize than other crops. The system also kept the population from leaving the south to seek better job opportunities in the North, thus ensuring that the south's economy remained tied to agriculture, particularly cotton. Sharecropping also allowed landowners to maintain racial segregation, as African Americans were given far fewer rights and opportunities than their white counterparts. In this way, sharecropping had a significant and lasting impact on the postwar South's social system.

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Answer:

yes it is it is the best cereal in the world

Answer:

false

Explanation:

Huang Xing, Wade-Giles romanization Huang Hsing, (born Oct. 25, 1874, Changsha, Hunan province, China—died Oct. 31, 1916, Shanghai), revolutionary who helped organize the Chinese uprising of 1911 that overthrew the Qing dynasty and ended 2,000 years of imperial rule in China.

Answer:

hope this helps

Explanation:

Thomas Hobbes (1588–1679)

In 1642, a civil war broke out over who would rule England—Parliament or King Charles

I. After nine years, the civil war finally ended with Parliament victorious. Charles was

beheaded. Soon after, an English philosopher, Thomas Hobbes, wrote Leviathan. In it he

made a defense of the absolute power of kings. The title of the book referred to a

leviathan. This is a mythological, whale-like sea

monster that devoured whole ships. Hobbes likened

the leviathan to government, a powerful state

created to impose order.

Hobbes began Leviathan by describing the state of

nature where all individuals were equal. Every

person did what he or she needed to do to survive.

As a result, everyone suffered from “continued fear

and danger of violent death” He thought that the

life of man in a state of nature would be “solitary,

poor, nasty, brutish, and short.”

In the state of nature, there were no laws or police

to restore order. The only way out of this situation,

Hobbes said, was for individuals to create a

supreme power to impose peace on everyone.

Hobbes based his idea about forming government

on English contract law. Hobbes said that the

people agreed among themselves to “lay down”

their natural rights of equality and freedom and give absolute power to a ruler, or

sovereign. The sovereign, created by the people, might be a person or a group. The

sovereign would make and enforce the laws to secure a peaceful society. This would

make life, liberty, and property possible. Hobbes called this agreement the “social

contract.”

Hobbes believed that a government headed by a king was the best form that the

sovereign could take. Placing all power in the hands of a king, Hobbes argued, would

mean more sure and consistent exercise of political authority. Hobbes also claimed that

the social contract was an agreement only among the people and not between them and

their king. Once the people had given absolute power to the king, they had no right to

revolt against him.

Hobbes warned against the church meddling with the king’s government. He feared

religion could become a source of civil war. He thought that the church should be a

department of the king’s government. That way the king could closely control all

religious affairs. In any conflict between divine and royal law, Hobbes wrote, the

individual should obey the king or choose death.

The 15th through the 18th centuries comprised the pre-modern era.

Large conquest empires, feudal states, city-state republics, and budding national monarchy were among the premodern world's governing structures. The Catholic Church held the most territory in Europe and dominated daily life. It was a formidable force.

Characteristics. In many areas of human activity, the modern era was marked by significant changes. The formalization of science as a discipline, the acceleration of technological advancement, and the emergence of secularized civic politics, legal systems, and nation states are some of the most significant.

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In 1965, the FCC (Federal Communications Commission) established must-carry rules, which required cable television systems to carry local broadcast television stations.

These rules were put in place to ensure that viewers would have access to local programming and maintain the availability of free over-the-air broadcast channels.The must-carry rules mandated that cable operators, who were expanding their services by delivering television signals to subscribers through cable networks, had to include local broadcast channels in their lineup. This meant that cable providers could not exclude or refuse to carry local stations.

The establishment of must-carry rules aimed to balance the interests of cable television providers, who sought to offer a wider range of channels and programming, and the public's access to local news, emergency broadcasts, and other local content provided by broadcast stations.These rules have undergone revisions and updates over the years to adapt to changing technologies and the evolving landscape of the television industry.

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Answer:

D

Explanation:

I believe the other's are incorrect and I think the church was quite wealthy.

Answer:

D - Controlled a huge amount of wealth

Explanation:

The Catholic Church back then was almost as important as royalty and everything had to go through them. No doubt they had lots of money.

Between 1865 and 1900, the West experienced rapid population growth due to immigration and the discovery of gold and other minerals in the region.

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Answer:

Created the Consitution

Explanation:

Instead of amending the Articles of Confederation at the Phildelphia Convention, they ended up creating the Consitution of the United States

Answer:

The reason why it was built was because, architecture was straightforward.It hads a strong foundation, and it also had support. And mostly the reason built huge stone structures high in the Andes. Was mainly because they believed in multiple gods/goddess, so i think that's why ( to worship the gods). and i also think the Inca live because in the Andes Mountains because the rich soil and the escape from other tribe

Explanation:

Answer: Just like everyone African Americans are people they should be treated fairly and also get a opportunity to be educated.

Explanation:

Answer:

   Over the past few decades, African American students across the nation have made real gains in academic achievement. Yet, too many African American students still are not getting the quality education they need  and deserve, and the performance of African American students lags  far behind that of white students. These gaps in achievement are driven by gaps in opportunity — African American students receive  fewer of the within-school resources and experiences that are known to contribute to academic achievement.

    In this brief, we’ve gathered the best available national data on  African American student achievement and attainment in both K-12 and higher education, as well as on the unequal opportunities  that contribute to these outcomes. We hope that these data will be  used to spark conversation — and more important, action — about how to accelerate improvement and raise achievement for African American students across the nation.

Explanation:

   African American students make up a substantial proportion of enrollment nationwide. About 15 percent of all public school students — or about 7.9 million students — are African American. And in some states,  African American students make up a far larger portion of public school enrollment: Half of students in Mississippi and 45 percent in  Louisiana are African American. About a third of students in  Alabama, Delaware, Georgia, Maryland, and South Carolina are  African American.  Opportunity and achievement for African American students  matter for all types of communities and schools. While many African  American students, 46 percent, attend urban schools, more  than half, 54 percent, now attend schools in suburbs, towns,  or rural areas. And while about half of African American  students attend schools where the majority of students are  African American, 26 percent attend schools where most  students are white.

In both fourth-grade reading and eighth-grade math, performance among African American students has  risen dramatically in recent years, and gaps  between African American and white students have  narrowed. It’s important, of course, to look at student  performance across subjects and grades, but these two  measures are especially critical. Research shows that  without solid reading skills honed in elementary school  and a firm grasp of math by the end of middle school,  it is difficult for students to do well going forward.

Between 2003 and 2013, scale scores on the National  Assessment of Educational Progress (NAEP) rose faster  for African American students than for white students in  both fourth-grade reading and eighth-grade math.

And these gains reflect real improvement in skills and  knowledge. Over the past two decades, the percentage of  African American eighth-graders who lacked even basic  math skills on NAEP has fallen from 81 percent to  less than half. Students at that level struggle with  things like applying arithmetic operations (addition,  subtraction, multiplication, and division) and with using  diagrams, charts, and graphs to help solve problems.  In fourth-grade reading, the percentage of African American  students without even basic skills — those who have trouble locating information in a passage, identifying the main idea of a text, or interpreting what a word means —  has fallen from 69 percent to 50 percent.

During the same time period, the percentage of African  American students performing at a proficient or  advanced level more than doubled in fourth-grade  reading and has increased sevenfold in eighth grade math. Far too few African American students are  performing at these levels — but the changes represent  marked improvement over past performance.

These improvements are encouraging. However, too few  African American students demonstrate the knowledge  and skills they need to be successful in school and in life.  And despite gap-narrowing, African American students  still lag far behind their white peers on NAEP.

In both fourth-grade reading and eighth grade math, African American students  are about two and a half times as  likely as white students to lack basic skills  and only about one-third as likely to be  proficient or advanced.

African American students are increasingly taking the steps  necessary for success after high school. Over the past  five years, the number of African American high school  graduates taking the ACT rose by 22 percent, and the  number taking the SAT rose by 12 percent. What’s  more, the number of African American graduates taking at  least one AP exam more than tripled between 2002  and 2012, outpacing the growth in the number of African  American graduates.

But despite these gains, there’s still a long way to go.  African American students remain underrepresented  among AP test-takers: 15 percent of graduates in  the class of 2013 were African American, but African  American students made up only 9 percent of those  who took AP tests. And even fewer — 5 percent —  of those who passed an AP exam were African American.