Identify and explain one common geographic feature of the neolithic revolution as it occurred in east asia, south asia, and the middle east.

The answer is A:

An area or political unit in which formerly independent states are under the control of one ruler.

An Empire, according to option A, is an area or political unit in which formerly independent states are under the control of a single ruler. Empires control political, social, and economic matters in the territories they rule, like the Roman Empire did.

The best definition for an Empire is option A: an area or political unit in which formerly independent states are under the control of one ruler. Empires usually involve a central figure of authority or government that has significant influence over a number of areas or territories. This influence extends to control over their political, social, and economic aspects. An example would be the Roman Empire, which at its height controlled vast territories across Europe, Asia, and Africa, with a central government located in Rome.

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1. false

2. false

3. true

4. False

Following the French and Indian War (1754–1763), a loose coalition of Native Americans unhappy with British control in the Great Lakes region started Pontiac's War (also known as Pontiac's Conspiracy or Pontiac's Rebellion) in 1763.

Warriors from several nations banded together to attempt to evict British soldiers and settlers from the area. Pontiac, the most well-known of the several indigenous leaders involved in the struggle and an Odawa chief, is the name of the war.

Native Americans attacked many British forts and towns in May 1763 in response to British General Jeffrey Amherst's policies, which disturbed them. After British Army expeditions in 1764 resulted in peace talks over the following two years, hostilities came to a stop.

Despite their inability to drive the British out, the Native Americans' revolt forced the British administration to change the actions that had set off the battle.

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Answer:

The geographic regions of North America Slidesshare are the Coastal Plains, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range.

Explanation:

The correct answer is A & D, Rightness and An attribute of God.

Justice is rightness and an attribute of God Option(A) and (D) is correct. Hypotheses of distributive justice concentrate on what is to be circulated, between whom they are to be appropriated, and what is the legitimate dispersion.

Justice, in its broadest sense, is the rule that individuals get what they merit, with the translation of what then, at that point, comprises "meriting" being affected upon by various fields.

Early speculations of justice were set out by the Old Greek logicians Plato in his work The Republic, and Aristotle in his Nicomachean Morals. Backers of heavenly order hypothesis have said that justice issues from God.

During the 1600s, scholars, for example, John Locke said that justice gets from regular regulation. Common agreement hypothesis said that justice is gotten from the shared arrangement of everybody. During the 1800s, utilitarian logicians, for example, John Stuart Factory said that justice depends on the best results for the best number of individuals.

Therefore Option(A) and (D) is correct.

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The decline of the empire after A.D. 180 was caused by boundary and leadership disputes, corruption, a weakened economy due to a decline in trade, religious differences, and the hiring of unreliable mercenaries.

The decline of the empire after A.D. 180 occurred due to multiple, interconnected factors. The key among these are boundary disputes, leadership disputes, and corruption, decline in trade which negatively affected the empire's economy, religious differences that caused internal discord, and the use of hired mercenaries who often proved unreliable during important conflicts.

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Boundary disputes often led to conflicts and wars that drained resources and destabilized the empire. Leadership disputes created internal turmoil, hindering decision-making and causing instability. Corruption eroded public trust and weakened the administrative system, while a decline in trade led to a poor economy which in turn hampered the empire’s ability to maintain and develop its territories.

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Religious differences often lead to division and conflict within the society, straining social unity. The use of mercenaries instead of a loyal, standing army frequently led to instances of betrayal or changing sides during critical moments. These factors combined, leading to the empire's gradual decline.

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Final answer:

Confucius viewed education as the process of developing moral and compassionate individuals, with a focus on virtues that would lead to a harmonious society. His teachings, which became the core of education in ancient China, stress the creation of a virtuous ruling class and the importance of ethical conduct. Later scholars built on these ideas, affirming the significance of education in fostering morality and social order.

Explanation:

How Confucius Conceived of Education

Confucius, a monumental figure in the Hundred Schools of thought, emphasized the ethical and rational components in education. His work, primarily documented in The Analects, underscores education as a means to cultivate junzi, or righteous individuals, who possess virtues such as seriousness, generosity, sincerity, diligence, and kindness. He believed that an educated ruling class, guided by these virtues, would result in a harmonious and well-ordered society. This philosophy became central to the Chinese state, influencing education systems from the Imperial University to local schools, where the Confucian texts were the primary curriculum for students and future civil servants.

Later Confucian scholars like Mencius and Xunzi expanded upon his teachings about the nature of humans and the importance of ethical intuitions or traditions and training in developing morality. The extensive reach of Confucian thought in shaping morality, governance, and social relations highlights its foundational role in the philosophies of education and its sustained influence throughout East Asia over the centuries.

Answer:

newspapers

Explanation:

The peace symbol around a soldier's neck is considered contradictory because the symbol represents peace and disarmament, while soldiers are associated with war and conflict.

Answer:Chefs

Explanation:The reason I would say the answer is chefs is because they are the ones who prepare and cook all the food so technically, without chefs, there would not be a food industry to begin with!

The rights are important enough to protect against even an insult.

Answer:

What the word disparage suggest about the rights "retained by the people." is The rights are important enough to protect against even an insult.

Explanation:

The 9th Amendment says that the right of every individual can not be denied by any other, this amendment supports all the others and gives the right of living as a free citizen with the same privileges as any other person in the country, disparage in this sentence means that a person can not take the importance away of the right of other because of their personal decision.

Answer:

The correct answer is D) to get spices, gold, silk, and jewels

Explanation:

The Europeans in the 1400s were looking for new sea routes to East Asia. After the establishment of the Ottoman Empire, it became difficult for Europeans to trade with Asia, especially since the Turks charged large fees.

The Turks started to control the lucrative trade between Asia and Europe and made a lot of money.

This had a strong impact on European economies.

As an alternative, the sea explorers were looking to reach East Asia to find goods which were in high demand in Europe such as Silk, Spices, Porcelain, etc.

Answer:

Hittite Empire

Explanation:

Hittite Empire ruled Asia Minor in 1300 BC

(this answer is correct)

The correct answer is A) Stopped building cars.

Assuming that the question is referencing World War II, the US government asked businesses like the automobile industry to stop making cars. Instead, the government insisted that these companies use their factories and goods to produce resources that can be used for the war effort. This included a number of goods like guns, ammunition, tanks, etc. The change in production from cars to war resources helped America to be successful in World War II.

Answer:

The actual number of amendments that the leaders first proposed was twelve, but two were not ratified at the time.

Explanation:

On September 25, 1789, Congress approved twelve articles of amendment to the Constitution and submitted them to the states for ratification. This was contrary to Madison's original proposal that articles that could be incorporated into the main body of the Constitution were proposed as "complementary" additions to it. On December 15, 1791, articles three to twelve, after being ratified by the required number of states, became amendments from one to ten of the Constitution.

On November 20, 1789, New Jersey became the first state to ratify the amendments. On December 15, 1791, ten of these proposals became the first ten amendments - and official law of the United States - when they were ratified by the Virginia legislature.

Article I, rejected by Delaware, was ratified only by 10/14 states (<75%), and despite Kentucky's late ratification (11/15 states <75%), the article has never received sufficient approval to form part of the Constitution. Article II was ratified by 6/14 states, then by 7/15 states, but did not receive the majority of three-fourths of the states necessary for ratification until 1992 when it became the Twenty-seventh Amendment of the Constitution.

Answer:  Hobbes believed that people were inherently violent, while Locke argued people were born as blank slates.

Further explanation:

Both English philosophers believed there is a "social contract" -- that governments are formed by the will of the people.  But their theories on why people want to live under governments were very different.

Thomas Hobbes published his political theory in Leviathan in 1651, following the chaos and destruction of the English Civil War.  He saw human beings as naturally suspicious of one another, in competition with each other, and acted with evil and violence toward one another as a result.  Forming a government meant giving up personal liberty, but gaining security against what would otherwise be a situation of every person at war with every other person.

John Locke published his Two Treatises on Civil Government in 1690, following the mostly peaceful transition of government power that was the Glorious Revolution in England.  Locke believed people are born as blank slates--with no preexisting knowledge or moral leanings.  Experience then guides them to the knowledge and the best form of life, and they choose to form governments to make life and society better.

In teaching the difference between Hobbes and Locke, I've often put it this way.  If society were playground basketball, Hobbes believed you must have a referee who sets and enforces rules, or else the players will eventually get into heated arguments and bloody fights with one another, because people get nasty in competition that way.   Locke believed you could have an enjoyable game of playground basketball without a referee, but a referee makes the game better because then any disputes that come up between players have a fair way of being resolved.    Of course, Hobbes and Locke never actually wrote about basketball -- a game not invented until 1891 in America by James Naismith.  But it's just an illustration I've used to try to show the difference of ideas between Hobbes and Locke.   :-)

Answer:

The small states wanted equal representation. ... The compromise provided something for large states and something for small states. It called for representation based on population in the House and equal representation in the Senate. The committee said both parts of the compromise must be accepted or both rejected.

Explanation:

Answer:

taxing goods imported into the colonies

Explanation: