Which of the following is not true

The action that President Ronald Reagan take to reassert U.S. dominance over the Soviet Union is: D .He increased the military budget and spending on nuclear defense.

President Ronald Reagan took a number of actions to reassert U.S. dominance over the Soviet Union during the 1980s. One of his key strategies was to increase the military budget and spending on nuclear defense, which included the development of a new missile defense system known as the Strategic Defense Initiative (SDI).

Reagan believed that this would give the U.S. a decisive advantage in any potential conflict witAfghanistan h the Soviet Union and serve as a deterrent to Soviet aggression. He also pursued a policy of supporting anti-communist forces around the world, including sending military aid to countries such as and Nicaragua.

Therefore the correct option is D.

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Wage-earners having little power or wealth compared to their employers was a major cause of conflict between economic classes during the Industrial Revolution.

The shift from an agricultural to an industrial economy brought about significant changes in the social and economic structure of society. The rise of factories and large-scale industries created a new class of wealthy industrialists who held significant economic and political power. At the same time, many workers faced harsh working conditions, long hours, and low wages.This growing economic divide between the wealthy and the working class led to social and political tensions. Workers began to organize themselves into unions and demand better working conditions, higher wages, and greater rights. This led to conflicts between workers and their employers, as well as clashes between workers and the government. The struggle for worker's rights and better living conditions would continue throughout the 19th and early 20th centuries, ultimately leading to the rise of labor movements and the establishment of many of the worker protections and rights that exist today.

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a) A list of concerns about the Church.

Answer:

C. The development of written language took place in the Sumerian civilization. Sumerians developed the first known system of writing called cuneiform around 3200 BCE, which involved pressing a stylus into clay tablets to create wedge-shaped marks representing words and numbers. This system was used to keep records of trade, laws, and religious rituals, and was eventually adopted by other civilizations in the region.

World War II contributed the most to the end of the Great Depression in Texas, due to the increase in industrial production, employment opportunities, and demand for agricultural and petroleum products.

Following the 1929 stock market crash, a period of economic catastrophe known as the Great Depression took place in the 1930s. It was characterised by a severe decrease in industrial output, a notable rise in the unemployment rate, and a generalised sense of economic distress. Many people in the United States are trying to make ends meet and are experiencing poverty, homelessness, and hunger as a result of this economic slump. People were unable or unable to spend money owing to economic uncertainty, which contributed to a major contraction of credit and a drop in consumer expenditure during the Great Depression.

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Making sure the author of a news article uses evidence to substantiate the assertions requires paying attention to where the material in the piece originates from.

Evidence supports the arguments made and encourages listeners to accept statements. Evidence comes in a variety of forms, and it frequently varies from one academic discipline or argument topic to another.

As it supports the writer's main point or argument, evidence is crucial while writing an essay. Evidence can be in the form of direct quotes from the text(s) or allusions to passages that bolster your argument.

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Answer:

Revolutionary movements often emerge in response to deep-seated problems and injustices in society, such as economic inequality, political repression, discrimination, or corruption. In some cases, revolution may be seen as the only viable means of effecting change, especially if the ruling authorities are unwilling or unable to address the issues at hand through peaceful means.

However, revolutions can also lead to violence, instability, and loss of life, and their outcomes can be uncertain and unpredictable. Therefore, the decision to pursue revolution must be carefully considered and based on a thorough understanding of the risks and benefits involved. Ultimately, the choice of whether or not to support a revolution is a matter of personal opinion and depends on one's values, beliefs, and assessment of the situation.

T:James R. Messenger

By 1786, A seriοus depressiοn was hitting the U.S. due tο the Revοlutiοnary War was the financial οutlοοk fοr the United States.

Shays' Rebelliοn, a blοοdy uprising that tοοk place in rural Massachusetts in 1786 and 1787, was sparked by a financial debt crisis at the cοnclusiοn οf the American Revοlutiοnary War. Althοugh Massachusetts was the center οf the crisis, οther states alsο faced ecοnοmic difficulties.

Fοllοwing the American Revοlutiοn, the year 1786 experienced a severe ecοnοmic dοwnturn. The lack οf authοrity in the new natiοnal gοvernment was its primary cause. The yοung cοuntry lacked a pοwerful central administratiοn with a sοund financial plan fοr running the cοuntry, cοllecting taxes frοm the peοple, and repaying its debts.

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Answer:

African American families faced numerous challenges in coping with the effects of Jim Crow segregation. The social and legal system of Jim Crow denied them basic civil rights, leading to significant discrimination and marginalization. The primary objective of Jim Crow was to maintain racial segregation and enforce white supremacy. In his book, "The Souls of Black Folk," W.E.B. Du Bois wrote about the psychological effects of segregation, the feeling of being "a problem" rather than a person. He described how the system created a double consciousness, where African Americans had to maintain their identity while simultaneously measuring it against the white gaze.

Segregation laws and policies that were put in place to maintain white supremacy affected every aspect of African American life. Segregated water fountains, depicted in the photograph from North Carolina in 1950, were just one example of the daily indignities that African Americans experienced. The cartoon "School Begins" by John McCutcheon (1954) captures the essence of segregation in the education system, where black children attended poorly equipped and underfunded schools while white children enjoyed better-funded and better-equipped institutions.

African American families also had to deal with the constant threat of violence and intimidation from white supremacist groups. Martin Luther King Jr. wrote about this in his "Letter from Birmingham Jail" (1963), where he discussed the pervasive fear of violence that prevented many African Americans from participating in the civil rights movement. King noted that violence was not only physical but also psychological, as segregation laws and practices perpetuated a sense of inferiority and powerlessness among African Americans.

Despite the many challenges and obstacles, African American families found ways to resist and cope with the effects of Jim Crow segregation. In "The Autobiography of Malcolm X" (1965), Malcolm X described how his family and others used education as a means of empowerment and resistance. He wrote about how his mother instilled in him a love for learning and the importance of reading, which helped him to break free from the limitations imposed by segregation. African American families also formed tight-knit communities and supported each other through mutual aid organizations, churches, and other social institutions.

The Supreme Court's landmark decision in Brown v. Board of Education (1954) declared segregation in public schools unconstitutional, paving the way for the eventual dismantling of Jim Crow. The decision marked a significant victory for African American families and civil rights activists, who had been fighting for decades to end segregation. The ruling acknowledged that segregation had a detrimental effect on African American children's education, paving the way for the integration of schools and other public spaces. However, as noted in Plessy v. Ferguson (1896), the Supreme Court decision that upheld segregation, the effects of Jim Crow would be long-lasting and difficult to undo. It would take many more years of struggle and sacrifice before African American families could enjoy full citizenship rights and freedom from discrimination.

The Westward Movement, also known as westward expansion, was period in American history during 19th century when settlers moved westward across North American continent in search of opportunities and resources.

The Westward Movement was a period of American history during the 19th century in which settlers and pioneers moved westward across North America, in search of new opportunities and land to settle. This movement began in the early 1800s and continued until the late 1800s, when the western frontier was officially declared closed. The movement was fueled by a variety of factors, including economic opportunities such as gold rushes and fertile land for farming, as well as the idea of manifest destiny, the belief that it was the destiny of the United States to expand its territory from coast to coast. This expansion had significant impacts on Indigenous communities and the environment, leading to displacement, violence, and ecological degradation.

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Native American boarding schools that teach English, adhere to American principles, and encourage students to give up their cultural practises are used to assimilate and acculturate Native American.

The goal of government Indian boarding schools was to forcibly remove American Indian, Alaska Native, and Native Hawaiian children from their families, Indian Tribes, Alaska Native Villages, and Native Hawaiian Community in order to culturally assimilate them.

In the late 17th and early 20th centuries, boarding schools like the one in "1923" first appeared as re-education centres with the slogan "kill the Indian to save the kid." attempting to “civilize” the Indigenous. Their hair was cut.

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The answer is debatable, but many experts would argue that Afghanistan does not have a good base for democracy to be successful.

Overall, while the idea of democracy may have some appeal in Afghanistan, the country's political, social, and cultural context presents significant challenges to the development of a successful democratic system.

Answer: A

Explanation: Not needed.

A major victory for gay rights came in 2003, when in Lawrence v. Texas the Supreme Court ruled that states could not forbid gay marriage. The correct option is A.

Lawrence v. Texas is a historic Supreme Court case in which the Court declared that most criminal penalties for consenting, adult non-procreative sexual conduct are unconstitutional. The Court upheld the concept of a "right to privacy" that previous courts had found the United States Constitution to provide, despite the fact that it is not explicitly enumerated.

As a result, in this case, the Supreme Court invalidated sodomy statute throughout the United States, making same-sex sexual conduct legal in every State and territory of the United States.

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C- Mr Polk's War

Opposition to the Mexican-American War was primarily led by members of the Whig Party, who referred to it as "Mr. Polk's War." President James K. Polk had initiated the conflict in 1846 by ordering U.S. troops to cross the Rio Grande into what was then Mexican territory. The Whigs opposed the war on several grounds, including concerns over the morality of taking land from a neighboring country and the fear that the expansion of slavery into new territories acquired from Mexico would upset the balance of power between free and slave states. The war ultimately resulted in a U.S. victory, with Mexico ceding a significant portion of its territory to the United States in the Treaty of Guadalupe Hidalgo.

The Geneva Conventions may not have applied to US counterterrorism initiatives in two instances.

The first instance was the capture and detention of Taliban and Al Qaeda fighters in Afghanistan following the September 11, 2001 attacks.

The US argued that these individuals were not entitled to prisoner of war status because they were unlawful combatants and therefore did not meet the criteria outlined in the Geneva Conventions.

The second instance was the use of enhanced interrogation techniques, such as waterboarding, on suspected terrorists. The US argued that these techniques did not constitute torture and were necessary to protect national security.

However, critics argued that the US violated international law and the principles of human rights by disregarding the Geneva Conventions in these instances.

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Both the state and federal governments of the US have jurisdiction over Native American tribes.

Presently, the United States refers to tribal countries as "domestic dependant nations" and establishes the relationship between both the national, state, and tribal nations using its own legal framework.

Both United States and also the states wherein they live recognise American Indians & Alaska Natives as citizens. According to the standards each Tribe has established, they are also Tribal citizens. They came to the conclusion that almost all Native Americans, whether ancient and contemporary, are descended from a single population in Siberian that diverged from other Asians some 23,000 years ago and migrated into the now-submerged region of Beringia.

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Answer:

could you provide the background or more context to this question?

The transatlantic slave trade was an oceanic trade in African men, women, and children which lasted from the mid-sixteenth century until the 1860s. European traders loaded African captives at dozens of points on the African coast, from Senegambia to Angola and around the Cape to Mozambique.

The answer is A. They urged their states to secede from the Union.

They sent petitions to Congress, ran for political office and inundated people of the South with anti-slavery literature.

Slavery, the practice of owning another person. A slave was not given of the majority of the rights often enjoyed by free people since they were viewed by law as chattel, or property.

Slavery has been practiced historically in a variety of forms, including chattel, bond, forced labor, and sexual slavery. The basic elements of slavery, as is commonly acknowledged, include the deprivation of liberty of movement and legal rights.

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The type of effect described in the passage is a positive socio-economic effect, specifically related to job creation and advancements in science and technology.

The legislation mentioned suggests a long-term impact on education and the workforce, while the rapid improvements in various industries resulted in the creation of a significant number of jobs across different sectors.

The legislation mentioned in the passage that elevated the importance of teaching science, mathematics, and foreign languages implies that there was a recognition of the critical role that education plays in fostering the development of a highly skilled and knowledgeable workforce. This legislative action would have likely had a long-term effect on the education system and the skills of the workforce.

The rapid improvements in various industries such as telecommunications, microtechnology, computer science, and solar power have likely had a positive socio-economic impact in multiple ways.

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Answer: Marco Polo was born around 1254 into a prosperous merchant family in the Italian city-state of Venice. The house in which Marco Polo lived for the last 25 years of his life, until January 1324, was in the quarter of san Giovanni Crisostomo.

Answer:

The Irish famine of 1845-1848 and the Ukrainian Holodomor of 1932-1933 are both tragedies in history that resulted in significant loss of life due to food shortages. However, there are also some key differences between the two events.

The Irish famine was caused by a fungus-like organism that attacked the potato crops, which was the primary food source for the majority of the Irish population at the time. This caused widespread starvation, disease, and death, particularly among the poor and rural communities who relied on the potato as their main source of sustenance. The famine was worsened by British colonial policies that exacerbated poverty and deprivation in Ireland, such as the exportation of food to other countries and the eviction of Irish farmers from their land.

The Ukrainian Holodomor, on the other hand, was a man-made famine caused by the policies of Soviet leader Joseph Stalin. The Soviet government requisitioned grain and other foodstuffs from Ukrainian farmers, leaving them with little to no food for themselves. This caused widespread starvation, malnutrition, and death, particularly among Ukrainian peasants who resisted the Soviet policy of collectivization. The Holodomor was also accompanied by other forms of repression, such as the arrest and execution of Ukrainian intellectuals, writers, and artists.

In both cases, the human toll was devastating. It is estimated that up to one million people died during the Irish famine, while the Holodomor is believed to have caused between three and seven million deaths. Both events also had long-lasting social, economic, and cultural impacts on their respective societies.

In summary, the Irish famine and the Ukrainian Holodomor share similarities in that they were both tragedies caused by food shortages, resulting in significant loss of life. However, they differ in their causes, with the Irish famine being a natural disaster exacerbated by colonial policies, and the Holodomor being a man-made famine caused by Soviet policies.

The sentence that describes the paragraph best is: "Though some of their views may be similar to the original tenets of radical feminism, many feminists no longer associate with the term because they are trans-inclusive."

The paragraph discusses how the association of radical feminism with TERFs (trans-exclusionary radical feminists) has caused many feminists to distance themselves from the term, even if they hold some similar views. The paragraph also highlights that TERF ideology is not just transphobic, but it is a violent movement that partners with conservatives to harm trans people. The paragraph does not suggest that all radical feminists are trans-exclusive, engaged in violent protests, or that feminism was transphobic from the start.

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Answer:

The attack on Pearl Harbor and the September 11 attacks were both significant events that had a profound impact on American society. While both events were acts of war that resulted in the loss of American lives, they also brought about significant changes to daily life in the United States. Here are some ways in which life in the United States changed after each event and how it might change for students your age:

After Pearl Harbor:

Rationing: Food and clothing were rationed to ensure that enough resources were available for the war effort. Students would have had to adjust to limited food options and potentially new clothing restrictions.

Travel restrictions: Some travel was restricted to prevent spies and saboteurs from entering the country. Students may have had to cancel or postpone travel plans, which could have impacted family vacations or school trips.

Military service: More men were drafted into the military, and many volunteered for service. This could have meant that some students' fathers or older siblings were called to serve, which would have created significant disruptions to family life.

Entertainment: Movies, music, and comic books changed to reflect wartime moods and subjects. Students may have seen a shift in the types of movies and music that were popular, as well as in the content of comic books.

After September 11:

Increased security: Security measures were increased at airports, government buildings, and other public places. Students would have experienced longer wait times at airports and may have seen increased security measures at their schools and other public places.

Changes in travel: Travel was disrupted as flights were cancelled or delayed, and some students may have had to postpone or cancel travel plans.

War on terrorism: The United States entered a new phase in the war on terrorism, and military operations were launched in Afghanistan and later in Iraq. Students may have known people who were called to serve in these conflicts or may have had family members deployed overseas.

Media coverage: The media coverage of the attacks and subsequent events was extensive, and students may have been exposed to more news coverage than ever before. This could have been overwhelming and potentially traumatic for some.

In both cases, students experienced significant disruptions to their daily lives. However, the specific changes varied depending on the nature of the event and the government's response. After Pearl Harbor, the focus was on mobilizing for war, while after September 11, the focus was on preventing future terrorist attacks.

Explanation:

Both incidents led to increased military involvement and changes in entertainment, but there were also significant differences in the nature of the attacks and the subsequent reactions of governments and society at large. 

After Pearl Harbor, the U.S. government immediately implemented rationing of food, clothing, and gasoline in order to conserve resources for the war effort. The government also restricted travel, particularly on the West Coast, and required Japanese Americans to relocate to internment camps. More men were drafted into military service, and many women entered the workforce to fill the labor shortage. American media, including movies, music, and comic books, became more patriotic and focused on the war effort.

In contrast, after the September 11 attacks, there was an increased focus on national security and surveillance. The government enacted the USA PATRIOT Act, which gave law enforcement agencies broad powers to investigate and prevent terrorism. Air travel became more strict and even more secure, with longer lines and more rigorous screenings.

For students, there were similarities and differences in the way life changed after each event. Both events led to heightened security measures, with metal detectors and other security measures in place at schools and public events. After Pearl Harbor, many high school students left school early to join the military, while in the aftermath of September 11, there was an increased awareness of the military as a career option.

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1. The colonial leaders use the Boston Massacre to their advantage by using it as a propaganda to drum up support against the British.

2. The committees of correspondence were powerful organizations because they spread political ideas and united opposition to British rule.

The Boston Massacre was a significant event in the lead-up to the American Revolution, and colonial leaders played an important role in shaping the response to the incident. On the night of March 5, 1770, a group of British soldiers fired into a crowd of colonists in Boston, killing five people and injuring several others.

In the aftermath of the massacre, colonial leaders such as Samuel Adams and Paul Revere used the incident to galvanize public opinion against British rule, arguing that the incident was evidence of the tyranny and oppression of the British government. They organized protests and demonstrations in response to the massacre, and used the incident to mobilize support for the American cause.

Answered question "HOW DID THE COLONIAL MASTERS USE THE BOSTON MASSACRE TO THEIR ADVANTAGE?

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Black Americans must become technologically literate at any costs, understood Washington and DuBois. But DuBois championed a paternalistic method of advancing the Black race, whereas Washington advocated a hands-on external strategy.

Du Bios battled racial prejudice throughout his life. He largely contributed to discussions on race, politics, and history in the United States throughout the first half of the 20th century by his writing and passionate speech on the subject of racial relations.

On the other hand, Du Bios openly criticized Washington's approach while emphasizing the value of intellectual rigor and equality for African Americans in all spheres of American life, without exception. His venomous abuse of Washington was at its strongest in his 1903 book The Souls of Black People. Black Americans must become technologically literate at any costs, understood Washington and DuBois. But DuBois championed a paternalistic method of advancing the Black race, whereas Washington advocated a hands-on external strategy.

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They're just asking for your opinion on the questions and why you think that way. I'm pretty sure there isn't a right or wrong answer.