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"An additional reason for the inconclusive nature of the Amendment's history with respect to segregated schools is the status of public education at that time. In the South, the movement toward free common schools, supported by general taxation, had not yet taken hold. Education of white children was largely in the hands of private groups. Education of Negroes was almost nonexistent, and practically all of the race were illiterate. In fact, any education of Negroes was forbidden by law in some states. Today, in contrast, many Negroes have achieved outstanding success in the arts and sciences, as well as in the business and professional world. It is true that public school education at the time of the Amendment had advanced further in the North, but the effect of the Amendment on Northern States was generally ignored in the congressional debates. Even in the North, the conditions of public education did not approximate those existing today. The curriculum was usually rudimentary; ungraded schools were common in rural areas; the school term was but three months a year in many states, and compulsory school attendance was virtually unknown. As a consequence, it is not surprising that there should be so little in the history of the Fourteenth Amendment relating to its intended effect on public education."

The Fourteenth Amendment stresses that anyone born or naturalized in the United States is a citizen and cannot be deprived of their rights. Which detail from the passage supports the court’s reason for not using previous rulings on effects of the Fourteenth Amendment to decide this case?

The 14th Amendment specifies that people of different races should be segregated in public schools.

In the North, both white children and African American children were educated equally.

The 14th Amendment’s impact on public education was not addressed in previous cases.

In the South, the 14th Amendment was thought to cover the private education of white children.

Answer:

In 2002, one U.S. dollar could be exchanged for 133 Japanese yen, and in 2011, a U.S. dollar was worth 77 yen. Based on this information, it can be stated that demand for the yen increased between 2002 and 2011, and demand for U.S. the dollar decreased.

Explanation:

The 2008 crisis, called the Great Recession, caused the value of the dollar as reserve currency and international trade to fall, therefore, its demand decreased and it was transferred to other currencies of world economic powers, such as the Euro, the Sterling Pound or the Yen. Therefore, during this period the Dollar lost value, while the Yen in turn appreciated as a result of this crisis.

Based on the information, the true statement is option A: Demand for the yen increased between 2002 and 2011, and demand for the U.S. dollar decreased.

The exchange rate showed that in 2002, 1 U.S. dollar could be exchanged for 133 yen, and in 2011, it could only be exchanged for 77 yen.

This depreciation of the U.S. dollar indicates that it lost value against the yen. When the value of a currency decreases relative to another, it usually means that demand for that currency has decreased and that for the other currency has increased.

Therefore, the decline in the value of the U.S. dollar in terms of yen suggests that there was increased demand for the yen and decreased demand for the U.S. dollar during that period.

Complete question:

In 2002, one U.S. dollar could be exchanged for 133 Japanese yen, and in 2011, a U.S. dollar was worth 77 yen. Based on this information, which statement is true?

A. Demand for the yen increased between 2002 and 2011, and demand for U.S. the dollar decreased.

B. Japanese businesses made more money than American businesses between 2002 and 2011.

C. Demand for the U.S. dollar increased between 2002 and 2011, and demand for the yen decreased.

D. More U.S. dollars were in circulation in 2002 than in 2011.

: Mexico

~Sarah Robinsen

Answer:

The answer is 27,000

10 percent of 30,000 is 3,000 and that's how much is being removed from your income because of tax. After tax your income is 27,000. Income after tax is called net income.

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The Catholic Church strongly opposed Galileo's heliocentric views, leading to his works being banned and Galileo being placed under house arrest. The Church's condemnation of the Copernican system lasted until 1836, and an admission of error was not made until 1992.

The Roman Catholic Church's response to Galileo's heliocentric views was to vehemently oppose and sanction them. After Galileo advocated for the Copernican system, which placed the Sun at the center of the solar system instead of the Earth, he faced serious repercussions. The Church had political and economic reasons to support the geocentric view and considered the heliocentric view heretical. In 1616, the Church formally condemned the Copernican system as 'false and absurd.' Eventually, Galileo was interrogated, placed under house arrest, and his works were banned and placed on the Church's forbidden list. This prohibition lasted until 1836, with the Church only admitting its error in censoring Galileo's ideas centuries later in 1992.

Abjure? May be the word to describe this, reject is a synonym to abjure.

Answer:

False

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Africa. The word is Africa. :)

Answer:

I just took it . it was indeed Africa .

Explanation:

Securing a just and lasting peace in Europe.

Answer:

Option B.

Explanation:

The Peloponnesian War, is the right answer.

Peloponnesian War was a war persisted between Athens and Sparta, the most leading city-states of ancient Greece. The struggle engulfed practically the whole Greek world, and it was suitably observed by Thucydides. His contemporaneous chronicle of it is deemed to be among the most exquisite products in the world.

During WWI, twosocialists, Charles Schenck and Elizabeth Baer handed out fliers in which they stated that the draft was violating the Thirteenth Amendment by obliging citizens to go to war against their will, or in other words, to oblige them to involuntary servitude.

These activitists thought that the First Amendment, which guarantees citizen's rights such as the freedom of speech would protect them. Their case ended up being discussed by the US Supreme Court, which decided that the First Amendment does not confer the right to complain against the war effort or to obstruct the draft.

The range of offences that are considered a crime are stated in the Espionage Act of 1917 and The Sedition Act of 1918, which extended the first.

Holmes was part of the Supreme Court judges who decided in the Schenck case. He introduced the concept of "clear and present danger", that should be tested to determine under which circumstances limits should be placed the First Amendment freedoms: assembly, press and speech.

His position is clear when he tries to implement mechanisms that can circumvent the universal civil rights that all citizens should enjoy according to the Constitution. There should be no limits to those freedoms, as it is the same as not guaranteeing them.

The information provided suggests that Justice Oliver Wendell Holmes Jr. had a nuanced view of free speech guarantees under the First Amendment. In the Schenck case, Holmes wrote the majority opinion, upholding the conviction of Charles Schenck for distributing leaflets that were deemed to obstruct the draft during World War I. Holmes introduced the clear and present danger test, which stated that speech could be restricted if it posed a clear and present danger to the nation's security.

Eight months later, in a subsequent case, Holmes dissented, indicating that the actions of the convicted individual did not present a clear and present danger to the war effort. This reveals that Holmes believed the government's power to restrict speech should be limited to situations where the speech in question had a direct and immediate tendency to incite illegal action or cause harm.

Holmes's dissent in the second case shows that he did not support unfettered government censorship. Instead, he recognized the importance of context and the actual impact of the speech on national security when determining whether it could be lawfully restricted. His willingness to dissent when the circumstances did not meet the threshold of the clear and present danger test he established demonstrates a commitment to protecting free speech rights except in the most compelling circumstances where the nation's interests were genuinely at risk.

In summary, Holmes's attitude toward free speech guarantees, as revealed by his majority opinion in Schenck and his subsequent dissent, indicates a belief in a balanced approach: while not an absolute right, free speech should only be limited when there is a clear and present danger to society that justifies such restriction.

A. Mental Health:

During the twentieth century, Clifford W. Beers, a graduate of Yale College suffered his first episode of bipolar disorder (manic depressive illness) following the illness and death of his brother. Struggling for his illness, he attempted to take his own life by  jumping out a third story window. He was injured but sill alive. He ended up in public and private hospitals in Connecticut.

When he was released , he exposed the maltreatment of people with mental health illnesses and to reform care. In 1908, he published his autobiography "A mind that found itself" which roused the nation to the plight of people with mental illnesses and set a reform movement into motion.

The goals of the movement were:

From that day, America built a legacy of change and progress on Mental Health.

B. Education:

Since 1980, education reform has been focusing on changing the existing system from one focused on inputs to one focused on outputs, the student's achievement. In the USA, education reform acknowledges and encourages public education as the primary source of youth. The reform includes the idea that small changes in education brings large social returns in citizen health, weatlh and well-being. In the past, until 1800, one goal was to reduce the expense of classical education. This type of education is undertaken with a highly educated full-time  and utterly expensive personal tutor. So this was available only to the wealthy.  Encyclopedias, public libraries and grammar schools were created to lower the costs of classical education.

Many educators dedicated their lives to reform society by reforming education on more scientific, humanistic, pragmatic or democratic principles, For instance, John Dewey and Anton Makarenko were principal examples of reformers. Some reformers incorporated motivations such as Maria Montessori who "educated for peace " and to "meet the needs of the child".

C. Blind/Deaf Community:

After the Industrial Revolution, disabled people were rejected from employment and other segments of society. They were viewed as "worthy poor".

The disability civil rights movement began in the early 19th century. Thomas Gallaudet was one of the reformers who worked on the behalf of the disabled. He was interested in educating the deaf and learned sign language. In 1886, he founded the American Asylum for Deaf-Mutes and for over 50 years the school trained most of the teachers of the deaf in the USA.

Another reformer for the disabled was Samuel Howe, who strongly believed in teaching the disabled life skills . He founded the Perkins School for the Blind where they taught Braille. For his work, he was able to raise money for the disabled.

D. Orphan/Child Poverty

American citizens throughout the nation's history have tried to figure out how to help the poor. Some believe that the U.S. citizens are responsible for the poor, the ill, the elderly, and the disabled. During the 1800s, organized community -wide efforts to help the underprivileged were undertaken. Since then, various reformers and political leaders have addressed the issue of mixed results. Even the most successful reforms have failed to end poverty. At the beginning of the 21st century, more than 30 million people lived in poverty in the USA.

E. Temperance

This movement is a social movement which aimed to end the consumption of alcoholic beverages. Participants in the movements criticized alcohol intoxication . They emphasized the negative effects of alcohol on health , personality and family life.

a.  Mental Health

Charles Loring Brace founded the Children’s Aid Society in New York City. He wanted to help the city’s poor children. Some lived in orphanages, on the streets, or with families unable to care for them. One of his programs was to “place out” children with families in the West who would raise them and teach them good habits. Rural families were eager for help on their farms. The children would have to help with the daily chores. Sometimes the families valued them only for their labor. These “orphan train riders” usually were between a few months and 14 years of age. Many families adopted the children, but this was not common until after 1900.

b.  Education

Horace Mann was a key person in bringing education to all young Americans. He lived in Massachusetts. Thanks to Mann’s efforts, his state was the first to pass a law requiring all people under age 15 who worked in factories to attend school at least three months of the year. In 1855, the state passed a law requiring the schools to admit students no matter their “race, color, or religious opinions.”   c.  Blind/Deaf Community

Thomas Gallaudet and Samuel Howe both helped to bring education to more of America’s youth. Gallaudet researched how to educate deaf children and helped develop American Sign Language. Howe researched blindness and helped increase the printing of materials in Braille. Their work showed Americans that people with certain disabilities were just as capable of learning complex subjects. They need the right tools and teachers.            

d.  Orphan/Child Poverty

Dorothea Dix traveled Europe and her home state of Massachusetts to study prison conditions. Her discoveries deeply upset her, and she focused on bringing the issue to government attention. Because of Dix, Americans began to learn that, with treatment, mental illness could improve. Her work included the founding of 32 mental hospitals and creating libraries in many hospitals and prisons.  

e.  Temperance

Neal Dow was a mayor in Portland, Maine. He played a crucial role in the passage of the first statewide prohibition law. Prohibition was different from temperance because it means passing laws to prevent alcohol use. From 1851 to 1856, people in Maine could be arrested for making or selling alcohol.

There were many weakness of the Treaty of Versailles. We shall address each answer choices.

1. It did not adequately punish most of the Central Powers, while punishing Germany greatly.

- This claim is false. The Treaty of Versailles actually punished the Central Powers too much. Claims against Germany were uncalled for, for they were technically not the aggressors in this case (it was their ally, Austrio-Hungary). Austrio-Hungary was split into many states, with the larger part being Austria and Hungary.  Like Austrio-Hungary, the Ottoman Empire was also broken up into smaller states. Germany, while they were not split up, were punished severely. They had to give up large economic lands (Rhineland) to France, as well as pay large reparations to the Allies.

2. It failed to address calls for self-determination among colonized people.

- This claim is true. While some colonies were broken up and giving freedom, many (such as India, for example) still retained the colonization, and were not given their rights.

3. False

- As part of the Treaty of Versailles, Germany was forced to give up all their colonies, especially in the Pacific. They also had to give up large amounts of native territories, which led to Germany anger, and a spark for WWII.

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The weakness of the Treaty of Versailles that is most closely related to the given options is option 2: It failed to address calls for self-determination among colonized people.

The Treaty of Versailles, signed in 1919 to formally end World War I, focused primarily on punishing Germany and its allies, known as the Central Powers.

However, it did not adequately address the demands for self-determination from various colonized peoples around the world who sought independence from European colonial powers.

While the principle of self-determination was included in the treaty, it was not consistently applied. Option 2.

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War Power Act is a federal law created to control the power of the president to engage in armed conflicts with other nations without the approval of the U.S. Congress.

Among other stipulations, it requires that the president notifies the congress 48 hours prior to sending military forces to action, and forbids them to stay longer than 60 days in missions, with and extra 30 day period for withdrawing.

It relates to the President in a way that in the 20th/21st century, it's very important to have this kind of regulations, to prevent wars, and rushed decisions of going to battle. Nowadays, weapons are deadlier than ever, and an atomic war is a real possibility, and efforts like these help prevent it.

Well, Karl Marx taught in his lectures that society lives in a constant state of conflict, which it is happening because the working class discovered that the means of production are being held by a small group of people, the capitalists. These were the owners of factories, farms, properties in general, forcing the worker to accept the work conditions offered to him, or no work at all, knowing the fact that other person would take the job, maybe for less pay.

Finally, the workers began the Luddite movement, with an act of protest, destroying the machines and manufactures of their workplace, along with many others actions, looking for accomplish better work conditions, workers rights and guarantees, and some others, more radicals, claimed for a entire system transformation, one that gives the working class entire control of the capital goods.

" In bourgeois society, therefore, the past dominates the present; in Communist society, the present dominates the past. In bourgeois society capital is independent and has individuality, while the living person is dependent and has no individuality." Communist Manifesto (1848)

The working classes were dissatisfied with the prevailing economic system due to inequalities in wealth distribution, long working hours and low wages, and prioritization of business owners' interests.

The working classes were dissatisfied with the prevailing economic system for several reasons. Firstly, the economic system created stunning inequalities in the distribution of wealth, with the bourgeoisie (wealthy class) exploiting the proletariat (working class). This led to a growing divide between the rich and the poor, with the working classes struggling to make ends meet.

Secondly, the prevailing economic system often resulted in long working hours and low wages for the working classes. They were often unable to consume the fruits of their own labor or improve their economic positions. This led to dissatisfaction and frustration among the working classes.

Finally, the economic system prioritized the interests of the business owners and the upper classes, while neglecting the needs and rights of the working classes. This further fueled the discontent and dissatisfaction among the working classes.

The correct option is D. A state's gross state product is a measure of its overall economic strength.

Gross state product (GSP) is an economic term that refers to the total economic output of a state. Similar to gross domestic product (GDP), which measures a nation's economic activity, GSP quantifies the value of goods and services produced within a state's boundaries. It includes all private and public consumption, government outlays, investments, and the net export of goods and services. GSP is a vital indicator of a state's economic health and growth, reflecting how much value the state contributes to the overall economy. It encompasses various sectors, from manufacturing to services, and adjusts for price changes to measure real, not nominal, growth or shrinkage. When looking at GSP, economists can assess whether the economy is expanding and becoming more prosperous or facing decline. The assessment of a state's GSP can thus guide policy-making and investment decisions.

Congress wanted to eliminate the Black Codes, while Johnson did not

He was against it. Johnson's vision of Reconstruction had proved remarkably lenient. Very few Confederate leaders were prosecuted. By 1866, 7,000 Presidential pardons had been granted. Brutal beatings of African-Americans were frequent. Still-powerful whites sought to subjugate freed slaves via harsh laws that came to be known as the BLACK CODES. Some states required written evidence of employment for the coming year or else the freed slaves would be required to work on plantations.

The main goal of the policy of containment was to stop the spread of communism in Europe.

After World War II, the United States and Soviet Union emerged as global superpowers. These two very different countries were determined to share their views, political structures, and economic systems with other countries. This desire to spread their ideas caused the American federal government to adopt the policy of containment.

The US government wanted to stop the spread of communism on a global scale. The US government felt that communism was an evil institution which severely limited the rights of citizens and allowed for less economic freedom than the United States offered with their system of capitalism.

Final answer:

The Anti-Federalist argument that Samuel Bryan is making in the excerpt from The Anti-Federalist Papers is that a strong central government will become oppressive to the people and needs limitations, such as a Bill of Rights.

Explanation:

In an excerpt from The Anti-Federalist Papers, Samuel Bryan, writing under the pseudonym 'Centinel,' makes the Anti-Federalist argument that a strong central government will become oppressive to the people and needs limitations, such as a Bill of Rights. Bryan argues that the powers granted to the general government by the Constitution are as complete as those of any state government and that the exercise of power should be restrained within proper limits.

Final answer:

Samuel Bryan, as Cato, argued that a strong central government could become oppressive and advocated for a Bill of Rights to prevent government overreach, reflecting broader Anti-Federalist concerns.

Explanation:

Samuel Bryan, under the pseudonym Cato, argues against a strong central government in the Anti-Federalist Papers. Bryan emphasizes that such a government could become oppressive and that limitations, such as a Bill of Rights, are crucial to protect individual liberties. The central point made in his writings reflects the broader Anti-Federalist concern over the potential for government overreach via the elastic clause, which they feared would enable Congress to extend its powers beyond the Constitution's original intent.

The First Continental Congress drew up a Declaration of Rights and Grievances.

This document, created in 1774, outlined the colonists' grievances against the British government and asserted their rights as Englishmen. It protested against various acts imposed by the British, such as the Intolerable Acts, which were seen as oppressive and violated colonial rights.

The Declaration of Rights and Grievances expressed the desire for fair treatment and representation within the British Empire. While it fell short of demanding independence, it played a crucial role in shaping the sentiments and demands that eventually led to the American Revolution.

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 No standing army

 No current enforced conscription

 Active draft system, but less than 20% of the whole age group are compelled to enlist

 Plan to abolish conscription by the current government[1][2][3][4]

 Current ongoing conscription

 No information

Conscription

Military service

National service

Conscription crisis

Conscientious objector

Alternative civilian service

Conscription by country

vte

Conscription, sometimes called the draft, is the compulsory enlistment of people in a national service, most often a military service.[5] Conscription dates back to antiquity and continues in some countries to the present day under various names. The modern system of near-universal national conscription for young men dates to the French Revolution in the 1790s, where it became the basis of a very large and powerful military. Most European nations later copied the system in peacetime, so that men at a certain age would serve 1–8 years on active duty and then transfer to the reserve force.

Conscription is controversial for a range of reasons, including conscientious objection to military engagements on religious or philosophical grounds; political objection, for example to service for a disliked government or unpopular war; and ideological objection, for example, to a perceived violation of individual rights. Those conscripted may evade service, sometimes by leaving the country,[6] and seeking asylum in another country. Some selection systems accommodate these attitudes by providing alternative service outside combat-operations roles or even outside the military, such as 'Siviilipalvelus' (alternative civil service) in Finland, Zivildienst (compulsory community service) in Austria and Switzerland. Many post-Soviet countries conscript male soldiers not only for armed forces but also for paramilitary organizations which are dedicated to police-like domestic only service (Internal Troops) or non-combat rescue duties (Civil defence troops) – none of which is considered alternative to the military conscription.

Initially, the Europeans thought the the plague, also referred to as Black Death, was a punishment from the Gods, and this was a belief that was started in the church circles, and they thought that God is punishing the people for their sins. This belief was quickly spread around, and people were indeed in big panic because it was a pandemic that was spreading around very quickly and was fatal.

Sample response: Europeans had no understanding of the cause of the plague. Some, like those in Geneva, blamed it on poisoning carried out by the Jewish population. Others believed it came as a punishment from God or from a conjunction of planets.

According to the myth "Bida, the Black Snake" the reason for the declinening of the trade of gold in Ghana was:  

3. The death of Bida.  

Bida, the black snake, and the kingdom of Ghana had an agreement. In return of prosperity and wealth Bida demanded every year the sacrifice of a virgin.  

One year, the virgin elected to be sacrificed was Siya Yatabar, the most beautiful and pure virgin of the kingdom. But Siya was engaged to Maadi. Her lover promesed to save her and kill the snake, despite her oposition. When the moment of the sacrifice came, Maadi fulfilled his promese and killed Bida, who before dieing cursed the nation with no rain and no gold for seven bad years, seven bad months and seven bad days.  

This myth explains the drought and the declination of gold minning that took place and was in part the reason for the decay of the Ghana empire.

Answer:

Explanation:

Took Test 3.00 module

B.

expository text I believe

both stress the importance of individual liberty

Both influence the constitution, a majority of statements listed in the Declaration Of Independence correlate to Amendments, for example, "For quartering large bodies of armed troops among us" goes along with the 3rd amendment.