The answer is e. they became nomadic hunters.
The introduction of horses to the Lakota people had a significant impact on their way of life, transforming them from a sedentary, agricultural society to a nomadic, horse-based culture that revolved around hunting buffalo.
With horses, the Lakota were able to cover greater distances and hunt more effectively, which in turn allowed them to expand their territories and gain greater access to resources.
This change also had social and cultural implications, as the Lakota developed a warrior-based society centered around horsemanship and hunting.
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What was one of the Japanese motivations for making an attack on Pearl Harbor? a. To destroy the U.S. Pacific Fleet and prevent American interference in Japan's military conquests in Southeast Asia. b. To demonstrate Japan's military might to the world. c. To capture Hawaii for its natural resources. d. To avenge the American embargo on Japan.
One of the Japanese motivations for making an attack on Pearl Harbor was to destroy the U.S. Pacific Fleet and prevent American interference in Japan's military conquests in Southeast Asia.
Japan had been expanding its territory in Southeast Asia, which the U.S. saw as a threat to its own interests in the region. In response, the U.S. imposed an embargo on Japan, including oil and steel, which were vital resources for Japan's military expansion. With its military ambitions in the Pacific at risk, Japan's leaders decided to launch a surprise attack on the U.S. Pacific Fleet at Pearl Harbor in order to neutralize America's naval power in the region and secure Japan's territorial gains.
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In the peace arrangements that ended the Seven Years' War
a. France surrendered to Great Britain all of its territorial claims to North America.
b. England turned Florida over to Spain.
c. Spain ceded all of Louisiana, including New Orleans, to Britain.
d. France lost all its valuable sugar islands in the West Indies.
e. the British got all of Canada except Nova Scotia.
In the peace arrangements that ended the Seven Years' War France surrendered to Great Britain all of its territorial claims to North America, France lost all its valuable sugar islands in the West Indies, England turned Florida over to Spain, and Spain ceded all of Louisiana, including New Orleans, to Britain. The correct options are a), b), c), and d).
The peace arrangements that ended the Seven Years' War were outlined in the Treaty of Paris of 1763. As per the terms of this treaty, France had to surrender all of its territorial claims to North America, thereby ceding control of Canada to Great Britain. This was a significant loss for France, as they had invested heavily in their colonies in North America and had lost a major source of revenue.
In addition to this, France also lost its valuable sugar islands in the West Indies, which were taken over by the British. This again was a significant blow to France's economy, as their sugar plantations were a major source of income.
However, Spain was able to benefit from the peace arrangements as they were able to acquire control of Florida from Great Britain. At the same time, Spain also ceded Louisiana, including New Orleans, to the British. This was seen as a strategic move by the British, as it gave them control of the Mississippi River, thereby allowing them to expand their trade routes.
In conclusion, the peace arrangements that ended the Seven Years' War saw a significant shift in power dynamics, with Great Britain emerging as the dominant power in North America. France and Spain were both forced to cede territory and suffered major losses, while the British were able to consolidate their position and expand their territories. Hence the answers are a), b), c), and d).
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Which of these is not a true statement about African Americans' support of the Loyalist cause?
a.Some believed the British would grant them freedom from slavery.
b.Those who fled to British lines served as soldiers, servants, workers and spies.
c.The British used them in all-black regiments battling the Patriots.
d.Thousands of black Loyalist supporters were promised and given parcels of land in exchange for service.
e.Some were sold back into slavery after the war ended.
The statement that is not true about African Americans' support of the Loyalist cause is: Thousands of black Loyalist supporters were promised and given parcels of land in exchange for service.
So, the correct answer is D
Understanding African Americans' support of the Loyalist causeAlthough some African Americans did receive land, it was not on such a large scale.
Many African Americans supported the Loyalists, believing they would grant them freedom from slavery. They served as soldiers, servants, workers, and spies, often in all-black regiments fighting against the Patriots.
Unfortunately, after the war ended, some African Americans who had supported the Loyalists were sold back into slavery, despite their contributions to the British cause.
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Olmec cities featured many cultural aspects that became typical of later Mesoamerican states, including what type of religious structure
The Olmec civilization, which flourished in Mesoamerica from approximately 1400 BCE to 400 BCE, was an influential culture that exerted a significant influence on later Mesoamerican societies.
The massive, intricate temple-pyramids that the Olmecs constructed functioned as centres for worship and ritual. These buildings were frequently constructed on raised platforms with numerous levels or terraces leading up to the pyramid's summit.
The temples itself had a central stairway that led to an altar or shrine at the summit and were typically rectangular or square in design.
Olmec towns included other religious buildings, like as open plazas and ball courts, in addition to the temple-pyramids. These locations served as places for public gatherings, rites, and rituals and were frequently adorned with intricate carvings, sculptures, and other works of art.
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T.M. v. State of Florida. What factors most influenced your decision and interpretations in this case?
In the case of T.M. v. State of Florida, protection of a persons privacy was upheld by the supreme court on the school officials checking students cell phones.
In the case of T.M. v. State of Florida, school personnel searched a student's cellphone without a search warrant. The Fourth Amendment forbids school officials from searching student cellphones without a warrant, with some exceptions, the United States Supreme Court ruled.
The decision took into account students rights to privacy as well as the need for school administrators to uphold discipline and order in the learning environment. In my opinion it was was violation of T.M. fundamental rights the trial court even dismissed the complaint, right to privacy is very important to protects a person dignity.
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what defined the nation-states that emerged in europe by the sixteenth century?
Answer: The nation-states that emerged in Europe by the sixteenth century were defined by several key factors:
Territorial sovereignty: Nation-states were defined by clearly defined borders that were recognized by other states. This meant that each state had exclusive control over its own territory and could make decisions about governance and policy without interference from external forces.
National identity: Nation-states were also defined by a shared sense of national identity among their citizens. This identity was often tied to a common language, culture, religion, or history, and was used to differentiate one nation-state from another.
Centralized power: Nation-states were characterized by centralized power, with a single ruler or governing body that had ultimate authority over the state. This centralization of power allowed for more efficient decision-making and governance, and helped to consolidate the state's control over its territory.
Military power: Nation-states often had strong military forces that were used to defend the state's borders and assert its power in international relations. This military power was often linked to the state's economic and technological resources, and was seen as a crucial element of national security.
Overall, the emergence of nation-states in Europe in the sixteenth century represented a major shift in the way that political power was organized and conceptualized. It paved the way for modern concepts of national identity, sovereignty, and citizenship, which continue to shape political discourse and policy-making in many parts of the world today.
Nation-states are sovereign states whose citizens share a common language, culture, and history, and who are bound together by a sense of national identity. They emerged as a political concept in Europe during the 19th century.
The nation-states that emerged in Europe in the sixteenth century were defined by a combination of factors. Firstly, they were defined by a strong sense of national identity, often tied to shared cultural, linguistic, or religious characteristics. Secondly, they were defined by centralized political power, with a strong monarch or ruling class exerting control over the territory and population of the state. Finally, they were defined by a territorial boundary, often established through wars, treaties, or other diplomatic negotiations, that separated the state from its neighbors and defined its sphere of influence. Together, these elements helped to create a new model of political organization, the nation-state, that would come to dominate Europe and the world in the centuries that followed.
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since the 1940s, more often than not, the u.s. federal government has
Since the 1940s, more often than not, the U.S. federal government has operated under a system of divided government, where one political party controls the presidency and the other controls one or both houses of Congress.
This has led to increased polarization and partisanship, with each party often working to block the other's agenda rather than working collaboratively. Additionally, there has been a trend towards a stronger executive branch, with presidents wielding greater power and influence over domestic and foreign policy. This has been driven in part by changes in the world order, such as the Cold War and the rise of global terrorism.
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why did virginia send george washington to the ohio valley in 1753 and 1754?
Answer:
Removal and abolishment of the French Forts by means of cogency or combat from Virginia.
Explanation:
The residents of the area did not want the French Forts in their region, so they asked George Washington to help with that request
In 1753 and 1754, Virginia sent George Washington to the Ohio Valley to protect British colonial interests and assert territorial claims. The Ohio Valley was a contested region between the French and British empires, and both sides sought control over its strategic and economic importance. Washington was chosen for this mission because of his experience as a surveyor and his familiarity with the area.
In 1753, Virginia's Governor, Robert Dinwiddie, dispatched Washington to deliver a message to the French forces in the region, demanding their withdrawal. Washington's diplomatic mission aimed to resolve the territorial dispute peacefully. However, the French refused to leave, and tensions continued to escalate.
In 1754, Washington returned to the Ohio Valley to lead a militia force and establish a British presence at the forks of the Ohio River. Unfortunately, his troops clashed with French forces, leading to the Battle of Fort Necessity. This conflict marked the beginning of the French and Indian War, which would ultimately reshape the balance of power in North America.
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Which power was assigned to the governor in the Constitution of 1866?
The Constitution of 1866 assigned several powers to the governor, including the ability to grant pardons and reprieves, appoint various officials such as judges and military officers, and call special sessions of the legislature.
However, it also significantly limited the governor's power by creating a strong system of checks and balances, requiring the approval of the legislature for many important decisions and prohibiting the governor from holding certain other offices while in office.
In the Constitution of 1866, the power assigned to the governor included the ability to execute laws, oversee state administration, and appoint certain officials.
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the myth of california religious life in the nineteenth century was that it was:
The myth of California religious life in the nineteenth century was that it was laid back. Option 4 is correct.
The myth of California religious life in the nineteenth century as being laid back can be attributed to a few factors. Firstly, the Gold Rush brought in a diverse mix of people from different regions and cultures, leading to a more relaxed approach to religion. Secondly, the state's location on the west coast allowed for a mixing of Eastern and Western philosophies, leading to a more relaxed and eclectic approach to spirituality.
Additionally, the natural beauty of California may have also contributed to a more laid-back approach to religion, with an emphasis on spiritual connection to nature. While there were certainly strict religious communities in California during this time, the overall perception of the state's religious life was that it was more relaxed and open-minded.
Option 4 holds true.
The complete question:
The myth of California religious life in the nineteenth century was that it was:
inspired by the mysticism of the Catholic missionsgenerous, genteel, and open-mindedmystical, inspired by nature, and female dominatedlaid backLearn more about myth: https://brainly.com/question/3751200
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At the end of the nineteenth century, most Texas schoolchildren attended schools that were organized as __________.
At the end of the nineteenth century, most Texas schoolchildren attended schools that were organized as one-room schoolhouses.
These schools were small and typically located in rural areas, where the population was scattered and transportation was limited. The one-room schoolhouse was a common feature of American education during this time, and it served as the primary means of education for many students.
The one-room schoolhouse was organized to accommodate students of all ages and abilities. The teacher, who was typically a young, unmarried woman, was responsible for instructing all the students in the school, regardless of their age or grade level. The curriculum was limited and focused on the basics of reading, writing, and arithmetic. Students often sat at shared desks and used slate boards and chalk to complete their assignments.
Despite their limitations, one-room schoolhouses were an important part of Texas education history. They provided students with a basic education and helped to build strong communities. They also laid the foundation for the modern school system we have today, which is designed to provide all students with equal access to education, regardless of their location or socioeconomic status.
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What three factors prepared Bernie for the rescue
These three factors played a crucial role in Bernie's successful rescue mission, highlighting the importance of proper training, teamwork, and physical ability for rescue dogs.
Bernie was well-prepared for the rescue due to three key factors. Firstly, his extensive experience and training as a rescue dog equipped him with the necessary skills to locate and assist individuals in need. Secondly, Bernie's strong bond and trust with his handler, Chris, allowed for effective communication and coordination during the rescue mission. Lastly, Bernie's physical attributes, such as his keen sense of smell and agility, were essential in navigating and searching through the debris of the collapsed building.
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Describe the only confrontation John Burnett had on the voyage.
The only confrontation John Burnett had on the voyage: highlights the moral dilemmas that crew members faced during the illegal slave trade and the often complicated relationships between ship captains and crew members.
John Burnett, a crewmember: on the Clotilda, experienced only one confrontation during the voyage. This incident occurred when they reached the port of Tenerife in the Canary Islands, where they were set to take on more supplies before heading to their final destination in West Africa.
The captain of the ship, William Foster, had decided to purchase a young African girl, whom he intended to take with him on the rest of the journey. However, Burnett strongly objected to this decision and confronted Foster, arguing that it was immoral to purchase and enslave another human being.
Despite Burnett's objections, Foster went ahead with the purchase, and the young girl was brought aboard the ship. This incident had a lasting impact on Burnett, who later became an abolitionist and worked to end the practice of slavery. This confrontation highlights the moral dilemmas that crew members faced during the illegal slave trade and the often complicated relationships between ship captains and crew members.
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name The Army Chief of Staff general pushed for the formation of a Women's Auxiliary Army Corps.?
The Army Chief of Staff who pushed for the formation of a Women's Auxiliary Army Corps (WAAC) was General George C. Marshall.
The Women's Auxiliary Army Corps (WAAC) was created in May 1942 by an act of the United States Congress. It was later converted into the Women's Army Corps (WAC) in 1943, which was the first branch of the US Army to be composed entirely of women. General George C. Marshall played a key role in advocating for the formation of the WAAC, as he believed that the war effort would benefit from the enlistment of women in non-combat roles, freeing up more men to serve in combat. Marshall saw the WAAC as a way to address the severe shortage of personnel in the military during World War II, and he worked closely with Congress and the War Department to ensure its creation.
Under the WAAC, women were enlisted as auxiliaries rather than as regular members of the military, and they were not given full military benefits or status. However, the WAAC provided women with an opportunity to serve their country during the war, and it paved the way for future b for women in the military. The WAAC was later converted into the Women's Army Corps in 1943, and it continued to expand its roles and responsibilities throughout the war. Women in the WAC served in a wide range of non-combat positions, including clerical work, medical services, communications, and logistics. By the end of the war, over 150,000 women had served in the WAC, making a significant contribution to the Allied war effort.
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Hinduism has not spread by expansion diffusion in modern times, but at one time it did spread by relocation diffusion as a result of
Relocation diffusion refers to the spread of an idea, culture, or religion through the physical movement of people from one place to another.
One of the oldest religions in the world, Hinduism, has spread over thousands of years mostly through geographical dispersal.
Hindu traders and priests travelled to Southeast Asia, China, and portions of Central Asia in antiquity, bringing their religious practises and beliefs with them. As a result, Hinduism spread through trade and migration.
The Indian diaspora, which started in the 19th century, is one of the most prominent instances of Hinduism spreading via relocation dispersal.
Millions of Indians migrated to various regions of the world, including South Africa, Fiji, Mauritius, and the Caribbean, as a result of British colonisation and economic causes.
Hinduism was brought to these areas, where it spread and grew to play a significant role in the local religious and cultural scene.
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Are there any traces of surrealist aesthetics in Land Without Bread?
Yes, there are elements of surrealist aesthetics in "Land Without Bread" despite being a documentary film. Buñuel, who was a surrealist artist, used various techniques to create a sense of unease and subversion throughout the film.
For example, in some scenes, Buñuel uses extreme close-ups of objects, animals, and people to create a sense of the surreal and abstract.
He also uses jarring editing techniques, such as cutting between different shots without any clear sense of continuity, which adds to the sense of disorientation and confusion.
Additionally, Buñuel often juxtaposes disturbing and shocking images with deadpan narration or music, creating a sense of irony and absurdity that is characteristic of surrealism.
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What perspective of the Civil War is offered in Heroic Spain?
"Heroic Spain" presents a highly romanticized and distorted view of the Spanish Civil War, intended to inspire and motivate the Nationalist forces and to rally support from Spain's traditionalist and conservative sectors.
"Heroic Spain" is a propaganda film produced during the Spanish Civil War by the Nationalist forces led by General Francisco Franco. The film portrays the Nationalist forces as heroic defenders of Spain's traditional values, religion, and monarchy against the "communist menace" of the Republican government.
The film offers a highly biased and one-sided perspective of the Civil War, portraying the Nationalists as brave and patriotic soldiers fighting for the glory of Spain, while depicting the Republicans as ruthless and barbaric revolutionaries intent on destroying the country's traditions and values.
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why was nothing done to stop the any of the brutalities that occurred in the holocaust?
WILL GIVE BRAINLIEST:))
The Holocaust, often spelled as the Shoah, was World War II's mass murder of Jews in Europe. Six million Jews, or roughly two-thirds of the Jewish population in Europe, were methodically murdered by Nazi Germany and its allies between 1941 and 1945 while living under German occupation.
The word "holocaust," which means "burnt offering," is derived from ancient Greek. The phrase was occasionally used to describe the deaths of huge groups of individuals before the Second World War, but since 1945, it has almost exclusively been associated with the extermination of European Jews during the conflict. Because of this, we refer to it as "the Holocaust." Jews often use the Hebrew word "Shoah," which means "catastrophe," to describe it.
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king najashis policy toward muslim refugees
what do the roman leaders actions and words tell about their view of Ceasar?
Answer:
Roman leaders' actions and words regarding Caesar reveal several key aspects of their view of him:
Respect. They clearly respected Caesar as a leader and military commander. They deferred to his judgment on important decisions and honored him with triumphs, titles and positions of power. They saw him as instrumental to Roman victories.
Threat. However, their respect was mixed with envy and fear of his growing power and influence. Their suspicion of his ambition and loyalty to the Senate led to refusing his demands at times and ultimately conspiring to kill him. They saw him as a threat to the established power dynamics.
Pride in his accomplishments. Leaders took pride in Caesar's achievements and success, but were wary of the pride he took in himself and his reputation. They valued his accomplishments but not his self-aggrandizement. His victories reflected glory on Rome itself, not just on him personally.
Complex and contradictory views. Different leaders likely had a mix of respect, threat, and pride in Caesar. And the same leaders could feel multiple, even contradictory emotions toward him, especially as his power grew. Views of him were complex, beholden as much to politics as objective appraisal.
Ultimately disposable. However much they respected him, they seemed to always feel he could be discarded if he outlived his usefulness or became too great a threat. His assassination showed they ultimately saw him as a means to an end, not an equal or permanent fixture in the power struggle. He was a tremendously useful tool, but a threat in his own right.
In summary, Roman leaders' actions and words reveal a nuanced but complicated view of Caesar as a respected military leader, a threatening figure who could upend the political order, a source of pride in conquests that benefited Rome, and ultimately a leader who could be disposed of should he become more liability than asset. He was an invaluable means, but never an end in himself.
Explanation:
Sultan claimed title of ______ and upheld ______ law.
Sultan claimed the title of caliph and upheld shari'a law.
So, the answer is caliph and shari'a
This sentence is related to the history of Islamic governance. The term "Sultan" refers to a Muslim ruler or king, while "Caliph" refers to the leader of the Islamic world, who is considered the successor to the Prophet Muhammad. Historically, many Muslim rulers claimed the title of Caliph.
The term "Shari'a" refers to the Islamic law derived from the Quran and the Hadith, which governs all aspects of Muslim life, including personal behavior, social norms, and legal matters. The sentence suggests that the Sultan claimed the title of Caliph and upheld the principles of Shari'a law in his governance, indicating that he sought to rule in accordance with Islamic principles and maintain the religious and cultural identity of his kingdom.
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The question is incomplete. The complete question is:
caliph/shari'a
choose matching term
a. Developed _____ trade but failed to develop ______ trade.
b. Sultan claimed title of ______ and upheld ______ law.
c. Safavid ruler who was forced to move the capital.
d. Akbar
The traditional Texas myths have been most relevant for __________.
The traditional Texas myths have been most relevant for shaping the cultural identity and self-perception of Texans.
These myths include narratives about the state's history, such as the heroic image of the Texas Rangers and the Alamo, as well as more general themes, such as the idea of the independent, self-reliant Texan who embodies the frontier spirit of the American West.
These myths have helped to shape the way that Texans view themselves and their state, and they have played a significant role in the development of Texas culture and identity. They have also been used to promote Texas as a tourist destination and to foster a sense of pride and loyalty among Texans.
However, it's worth noting that these myths can also be controversial and have been the subject of criticism and debate. Some argue that they promote a narrow, exclusionary view of Texas history that ignores the contributions and perspectives of marginalized groups, such as Native Americans, Mexican Americans, and African Americans. Others argue that they perpetuate outdated stereotypes and reinforce a conservative, anti-government ideology that is not representative of all Texans.
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All of the following were characteristics of New Netherland except:
a. New England immigrants made up half of its population of 10,000 in 1664.
b. Its development was not a priority of the Dutch.
c. It took on an aristocratic tint, including feudal estates known as patroonships.
d. Its main seaport city was the cosmopolitan New Amsterdam.
e. It was established by the Dutch East India Company.
All of the following were characteristics of New Netherland except a. New England immigrants made up half of its population of 10,000 in 1664. In reality, New Netherland had a diverse population, consisting of Dutch, German, French, and Scandinavian settlers, among others. New England immigrants did not makeup half of its population.
New Netherland was established by the Dutch West India Company, not the Dutch East India Company as mentioned in option e. The development of the colony was not a priority for the Dutch government (option b). However, it did grow to become a significant trading center, with its main seaport city, New Amsterdam (present-day New York City), developing into a cosmopolitan hub (option d).
Additionally, New Netherland took on an aristocratic tint through the establishment of patroonships, which were large, feudal estates granted to wealthy landowners (option c). These patroons had control over the land and its inhabitants, further reinforcing the aristocratic nature of the colony. Overall, the characteristic that was not true for New Netherland was the large presence of New England immigrants in its population. Hence a is the correct option.
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North Carolina and Rhode Island were similar in that they
A. were very aristocratic
B. exercised no independent prerogative.
C. depended on trade with Spain.
D. were the two most democratic colonies.
E. were founded by Roger Williams.
North Carolina and Rhode Island were not similar in that they E: "were the two most democratic colonies".
North Carolina and Rhode Island had different characteristics and were not both considered the most democratic colonies. North Carolina had a more hierarchical and aristocratic social structure compared to Rhode Island, which was known for its relatively democratic principles. North Carolina had a strong planter class and a society based on agriculture, while Rhode Island had a more diverse population and a tradition of religious freedom and tolerance.
Rhode Island, founded by Roger Williams, was known for its commitment to religious liberty and separation of church and state, while North Carolina had closer ties to the Church of England.
Option E is answer.
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who built and directed the decoration at the abbey church of st. michael at hildesheim?
The abbey church of St. Michael at Hildesheim was built and directed by Bishop Bernward in the 11th century. Bishop Bernward was the bishop of Hildesheim from 993 to 1022 and he was also a patron of the arts.
He oversaw the construction of the church and directed the decoration of its interior, including the famous bronze doors, the bronze column, and the painted wooden ceiling. The doors depict scenes from the Bible, while the column is covered in relief sculptures of various biblical stories. The wooden ceiling features paintings of Christ, the apostles, and other saints. The decoration of the church is considered a masterpiece of Romanesque art and is a UNESCO World Heritage Site.
In conclusion, Bishop Bernward was the person who built and directed the decoration at the abbey church of St. Michael at Hildesheim. His vision and patronage of the arts resulted in the creation of one of the most beautiful and important Romanesque churches in Europe.
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The Whigs offered all of the following proposals for the remedies of the economic ills facing America in 1837 except
a. expansion of bank credit.
b. proposal of the Divorce Bill.
c. proposal of higher tariffs.
d. proposal of subsidies for internal improvements.
e. more active involvement on the part of the federal government in advancing private economic
development in the nation.
The Whigs offered all of the following given proposals for the remedies of the economic ills facing America in 1837 except expansion of bank credit. The correct option is A.
The Whigs offered a number of proposals to address the economic crisis of 1837, including the Divorce Bill, higher tariffs, subsidies for internal improvements, and more active involvement on the part of the federal government in advancing private economic development in the nation. The expansion of bank credit was not one of their proposals.
Thus, the ideal selection is option A.
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Many Northerners were willing to allow Southern states to leave the Union until.
Many Northerners in 1861 were ready to let Southern states secede from the Union up until the South attacked Fort Sumter.
Fort Sumter, a sea fort constructed on a man-made island, guards Charleston, Southern States, from naval invasion. The War of 1812 saw the British conquer Washington by sea, which is when it all began. When the Battle of Fort Sumter sparked the American Civil War in 1861, it was still unfinished. The fort as it was intended to be never got fully rebuilt after being extensively damaged and destroyed during the war.
As a component of the Fort Sumter and the Fort Moultrie National Historical Park, run by the National Park Service, Fort Sumter has been accessible to visitors since the middle of the 20th century.
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Communism spread throughout Eastern Europe in the aftermath of World War II and Soviet occupation, but communism also took control of _________ in the 1940s through revolution.
Communism spread throughout Eastern Europe in the aftermath of World War II and Soviet occupation, but communism also took control of China in the 1940s through revolution.
The Chinese Communist Party (CCP) had been growing in strength since the early 1920s, and its victory in the Chinese Civil War was the culmination of years of struggle.
The CCP's appeal to the Chinese people was based on promises of land reform, the elimination of corruption and poverty, and the creation of a more equal society.
Once in power, the CCP began a series of radical reforms, including the collectivization of agriculture and the nationalization of industry, which had far-reaching consequences for the Chinese people.
The establishment of a communist government in China had a profound impact on the international balance of power and the Cold War.
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A language meaning "of the coat" emerged in east Africa?
The term "Swahili" actually refers to both the language and the people who speak it. The language that is commonly referred to as "Swahili" in English emerged in East Africa, particularly in the coastal regions of Tanzania, Kenya, and Mozambique.
It is thought that "Swahili" derives from the Arabic word "sahil," which meaning "coast." The Bantu-speaking peoples of the East African coast eventually adopted the Arabic term to describe their language, which was greatly affected by Arabic as well as other languages like Portuguese and Hindi.
Around the 7th century AD, when traders from Arabia and Persia started to settle along the East African coast, it is thought that Swahili began to emerge as a separate language in a gradual process. The languages and civilizations that these traders carried with them were progressively assimilated and merged with the Bantu cultures and languages.
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how did the defeat of napoleon change the strategic balance in america in 1814?
The defeat of Napoleon in 1814 allowed the British to shift their military attention towards the United States.
The British had been preoccupied with the Napoleonic Wars and had not been able to focus their full military might on the United States during the War of 1812. With the end of the Napoleonic Wars, the British were able to send a large army and navy to the United States, which led to several important British victories. However, the American victory at the Battle of New Orleans, led by General Andrew Jackson, in January 1815, helped restore American confidence and marked the end of the war. Overall, the defeat of Napoleon changed the strategic balance in America by allowing the British to focus more on the United States and by leading to important victories on both sides.
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