The founding fathers wrote the constitution...I think...
During the Industrial Age, why did many business owners advocate for higher tariffs?
The wheel is an example of technogly that was developed for one purpose and then adapted for many other purposes. True or false
Answer:
true
Explanation:
took the test
The First Continental Congress drew up a Declaration of what?
The First Continental Congress drew up a Declaration of Rights and Grievances.
What did this document state?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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Who was president Wilson's main motivation in drafting his fourteen points
Securing a just and lasting peace in Europe.
A ______ market is when there's a rise or expected rise in stock prices across the entire stock market.
Answer:
A bull market
Explanation:
The correct answer to this open question is the following.
A bull market is when there's a rise or expected rise in stock prices across the entire stock market.
In financial and banking terms, a bull market means the time when prices rise permanently. It could be months or even years. This is that securities in the stock market are rising or are predicted to do so. This phenomenon can better be seen when the economy of the country is strong when companies have good profits and unemployment rates are low.
The most compelling reason immigration rose in the u.S during the industrial revolution was because people were
The federal government pursued a “civilization” policy at the beginning of the 1800s. Which of the following statements best describes this policy of civilization?
A.
Tribes should be removed completely from Eastern lands.
B.
Tribes should keep their own traditions and beliefs.
C.
Tribes should form their own isolated communities away from white settlers.
D.
Tribes should incorporate white traditions and customs into their culture.
Answer:
D. Tribes should incorporate white traditions and customs into their culture is the correct answer.
Explanation:
The civilization policy was the cultural assimilation of Native Americans by the US government for cultural transformation of Native Americans. It was first proposed by the George Washington and Henry Knox. Education was believed to be the primary method for the acculturation of the minorities. The Americanization policies were based on the concept that the natives would be able to merge easily with the society once they learn the American culture. The government also banned the traditional religious ceremonies and established Native American Boarding Schools. In the schools the children were forced to learn English, attend church and study standard subjects. Th Dawes Act of 1887 was also important In the acculturation process as the lands were offered if the native American agreed to leave their tribal self governance and institutions and agreed to become American citizens.
The 'civilization' policy of the early 1800s was designed to assimilate tribes into white American society, forcing them to adopt white traditions, customs, and societal structures, such as individual land ownership and western education.
The federal government's "civilization" policy at the beginning of the 1800s aimed to assimilate tribes into white American culture. The policy dictated that tribes should incorporate white traditions and customs into their way of life. Under this policy, there was a significant focus on aspects like individual land ownership, western education, Christianity, adopting an American appearance, speaking English, capitalism, and farming. As part of the assimilation process, tribal practices, such as traditional religions, were made illegal, and access to sacred lands was often restricted due to private ownership.
Describe the following reform movements and identify the reformers associated with each movement
a. Mental Health
b. Education
c. Blind/Deaf Community
d. Orphan/Child Poverty
e. Temperance
DESCRIBE ALL OF THEM!!!!!!!!!!!!1
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:
to improve attitudes towards mental illness and the metally ill;to improve services for people with mental illness; and to work for the prevention of mental illnesses and the promotion of mental health.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.
What is the main topic discussed in the Analects of Confucius?
The Analects of Confucius primarily discuss the concept of becoming junzi, ethical individuals who play their role in society and governance to create harmony. It addresses morality, ethics, and rituals in the context of various social relationships and the broader societal order. The Analects have notably shaped Confucianism and East Asian cultural traditions.
The main topic discussed in the Analects of Confucius is how to become junzi, individuals who are compassionate and moral, concern themselves with doing what is right, and fulfill their social and ritual duties. Confucius believed in the transformative power of education and that a society governed by such morally cultivated individuals, or junzi, would lead to a harmonious and peaceful social order. The text emphasizes the concepts of government, morality, ethics, social roles, and the importance of rituals to achieve a well-ordered society.
Confucius was also deeply concerned with the problem of social chaos. Drawing inspiration from early Zhou Dynasty rulers, he developed his philosophy on ways to achieve social harmony. Central to his teachings was living a moral life, observing rituals meticulously, and demonstrating unwavering dedication to duties. He highlighted the dynamics of various social relationships, highlighting the significance of exemplifying virtues such as ren (benevolence) and ensuring that both authority figures and subjects fulfill their respective obligations for societal stability.
Posthumously, Confucius's followers like Mencius and Xun Zi elaborated on his teachings, each emphasizing different aspects of his philosophical thought. The Analects have been integral in shaping Confucianism, which has heavily influenced many East Asian cultures and remains an enduring legacy of Confucius's approach to ethics, governance, and social conduct.
When the war of 1812 ended, what was the outcome ?
a. the war was actually a draw, and both sides reverted to their positions before the war.
b. the united states got the rights to the mississippi river and all of its tributaries.
c. the british got a large part of the louisiana purchase despite losing new orleans.
d. both the british and the americans lost territory and the french gained territory while they were fighting .
I believe it's A.
Hope this helps
-Austin
a. the war was actually a draw, and both sides reverted to their positions before the war.
What clause of the fourteenth amendment ended up being used by the courts to apply the bill of rights to the states?
A. The Citizenship Clause
B. The Due Process Clause
C. The Equal Protection Clause
D. The Privileges and Immunities Clause
HaileyS0922,
The answer is the second option "The Due Process Clause." The Due Process Clause was when every person deserved a free trial but the fourteenth amendment ratified it stating "deprived of life, liberty or property without due process of law" and then making it a legal obligation for all states.
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Was president Andrew Johnson in favor of or against Radical Reconstruction?
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.
Which conflict pitted Athens against Sparta?
A. the Persian Wars
B. the Peloponnesian War
C. the Punic Wars
D. the Carthaginian War
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.
Eight months after the Schenck decision, the Court again applied the clear and present danger principle. Holmes dissented in that case, stating that unlike the Schenck case, actions of the convicted man in the second case had little or no effect on the nation's war effort. What do you think this reveals about Holmes's attitude toward free speech guarantees?
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.
To take back or reject one has said earlier
Abjure? May be the word to describe this, reject is a synonym to abjure.
You earn 30,000 per year and the federal tax rate is 10 percent. Your net income is a) 3,000b) 17,000c) 27,000d) 30,000
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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Based on the information provided in the documents, what did Europeans believe started the plague? Use reasons and evidence from the documents to support your claims.
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.
How did william wilberforce and olaudah equiano contribute to the abolition of slavery
Wilberforce was an English politician. He led a movement on how to stop slave trade. He was among who supported the campaign to stop slavery and because of health which was failing he resigned from the parliament and that caused the hearing that the abolish from slavery act was passed in the parliament he died.
Olaudah Equiano was enslaved and that is the most important part why he wanted to abolish slavery. When he was a child he was kidnapped and sold to slavery. He was gathering stones and weeding grass as his work in Virginia during his slave period.
He had his own life story of slavery and that is when he petitioned the abolishment of slavery in parliament where he wrote a book bout his slavery and later a letter to Queen about the abolishment of slavery.
Until a decade later is when slavery ended in Britain but he died before the slavery was over.
Answer:
They worked with the abolition movement in great britian to help change opinions and laws on slavery.
If a scientific knowledge cannot be changed or modified
The Civilian Conservation Corps (CCC) provided relief to Americans by
A)helping to reduce flooding on farms.
B) bringing electricity to the Southeast.
C)teaching people to recycle to save money.
D)creating jobs that gave young men food and shelter.
D)creating jobs that gave young men food and shelter.
D)creating jobs that gave young men food and shelter.
Why is it this answer by Mimiwhatsup: CCC was a program that continued through 1933 to 1942 in the United States for unemployed, unmarried men gave them relief.
What does this Aztec calendar indicate about Aztec culture? The Aztecs were careful stone masons and tradesmen. The Aztecs understood the role of religion in society. The Aztecs were very interested in measuring time. The Aztecs were influenced by distant traders.
The correct answer is - The Aztecs were very interested in measuring time.
The Aztecs are well known for their calendars. They are unique, beautiful, enigmatic, and they were used for organizing the Aztec society and its functioning. The calendars were of great use because with them the Aztecs were able to precisely orientate themselves in time, and to be able to perform certain types of work at certain times so that there's better results. Also, the calendar was used for astronomic reasons, and occurrences in the sky that were important and interesting to the Aztecs were marked and they were able to know when are they going to happen, thus manage to examine them better.
According to Conrad and Demarest, which of the following would NOT be a necessary condition for the growth of an empire?
A. state and local governments
B. adequate military resources
C. a common threat or enemy
D. several dominant states
Your correct answer will B
According to Conrad and Demarest, a necessary condition for the growth of an empire is not several dominant states.
Explanation:According to Conrad and Demarest, several dominant states would not be a necessary condition for the growth of an empire.
In their book 'Ancient Civilizations,' Conrad and Demarest argue that an empire can grow even if it does not have multiple dominant states. They believe that a single powerful state can still exert control and expand its influence over other regions without the need for additional dominant states.
On the other hand, state and local governments, adequate military resources, and a common threat or enemy are considered necessary conditions for the growth of an empire, according to Conrad and Demarest's analysis.
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Question 17 Unsaved
Andrew Jackson's efforts in the nullification crisis show that he
Question 17 options:
supported lower tariffs on manufactured and industrial imported goods.
believed in the limited use of federal power but also that states were not truly sovereign.
wanted the president to have unlimited power
was a strong supporter of states' rights over the power of the national government.
Although southern mesopotamia is a hot, desert region, why was it able to become the cradle of civilization? Select all that apply. a. nomads developed aggressive herding techniques. b. flooding of the tigris and euphrates rivers brought good soil. c. farmers developed technology for irrigation. d. tribes built deep wells and extensive cooling structures for crops. e. engineers developed ways of extracting usable fresh water from the salt water of the persian gulf.
Answer: C.
Southern Mesopotamia was became the cradle of civilization although it is a hot and desert region because the farmers had developed technology for irrigation. The people of Mesopotamia is inclined to agriculture and they use science in order to survive in a desert.
Moreover, due to their agricultural production, trade, writing, rich history and organized religion, they are known to be as the cradle of civilization.
Organize the following social and economic groups in order from the lowest to highest.
Serfs
Nobles
Clergy
Merchants
Monarchs
Artisans Knights
Assuming this is the social hierarchy of the feudal system in the Middle Ages in Europe , the lowest would be the Serfs they were the ones that took care of the land of the knights and provided them food followed by the Merchants and Artisans, then were the Knights who worked for land in exchange of their loyalty and bravery to the next class in charge the Nobles, and at the top of the hierarchy was the Monarch or King and the Clergy who were the ones that ruled of all the land as they were also the ones who made the laws.
1) Monarch and Clergy
2)Nobles
3)Knights
4)Merchants and Artisans
5)Serfs
How was slavery a major issue as the nation wrestled with expansion?
As the United States expanded to the West, slavery was a major issue because it had to be decided whether the recently acquired land would become free states or slave states. There was a statu quo situation in which the Northern free states and the Southern slave states were balanced, there was the same number of one and the other. This was reflected in Congress as well, which permitted that slavery wasn't encouraged but it wasn't forbidden as well. With the new land and the new states, the policy was to keep things balanced, but of course there were anti-slavery and slavery groups in society that promoted otherwise.
How was Frederick II different from Louis XIV?
Frederick II rejected using his military to expand his empire.
Frederick II refused to rule absolutely.
Frederick II gave all Prussians the right to vote.
Frederick II supported many Enlightenment ideals.
The answer is Frederick II supported many Enlightenment ideals.
Answer:
Frederick II supported many Enlightenment ideals.
Explanation:
Frederick II of Prussia, also known as Frederick II the Great, was the third king of Prussia (1740-1786). Belonging to the House of Hohenzollern, son of Frederick William I and Sofia Dorotea of Hanover, he was one of the greatest representatives of enlightened despotism of the eighteenth century. He is known for his military victories and for his reorganization of the Prussian army, his tactics and innovative maneuvers, and for the success he gets in the Seven Years' War, despite his almost desperate situation, for what he is already known in his time as Frederick the Great. As an exponent of enlightened despotism, Frederick is known for modernizing the bureaucracy and Prussian public administration, and for carrying out various religious policies, ranging from tolerance to oppression, depending on the circumstances. It reforms the judicial system and makes it possible for men of non-aristocratic origin to reach the judiciary or the main bureaucratic posts. Some critics, however, stress that their measures are oppressive against their conquered Polish subjects. It supports the arts and philosophy, although at the same time it issues various censorship laws to the press.
Louis XIV of France, was king of France and of Navarre from the 14 of May of 1643 until his death, with 76 years of age and 72 of reign. He was also co-Prince of Andorra (1643-1715) and rival count of Barcelona during the Catalan uprising (1643-1652) as Luis II. Louis XIV, one of the most prominent kings of French history, managed to create an absolutist and centralized regime, to the point that his reign is considered the prototype of absolute monarchy in Europe. The phrase L'État, c'est moi ("The State is I") is often attributed to him, although historians consider it a historical inaccuracy, since it is more likely that this phrase was forged by his political enemies to highlight the vision stereotyped of the political absolutism that Louis XIV represented, probably arising the quote "The good of the State constitutes the Glory of the King", taken from his Réflexions sur le métier de Roi (1679). In contrast to that apocryphal appointment, Louis XIV said before dying: Je m'en vais, mais l'État demeurera toujours ("I am leaving, but the State will always remain").
What is one way in which the University of Georgia is unique among American universities?
Question 18 options:
It was the first university established in America
It was the first private university constructed in America.
It was the first American university founded as a coed institution.
It was the first American university created by a state government.
What was president Hoover’s response to the Great Depression?
However, Hoover's response to the crisis was constrained by his conservative political philosophy. He believed in a limited role for government and worried that excessive federal intervention posed a threat to capitalism and individualism. He felt that assistance should be handled on a local, voluntary basis.
President Hoover's response to the Great Depression reflected his belief in American individualism and limited government intervention. He initially sought voluntary action from the business community and individuals, before eventually resorting to federal relief measures. However, these steps were often seen as too minor and late in addressing the widespread economic crisis.
Explanation:President Hoover's response to the Great Depression was influenced by his philosophy of American individualism and limited government intervention. Initially, he asked individuals and the business community to voluntarily help sustain the economy. For example, he encouraged businesses to maintain wages, continue production, and fund new construction projects, while individuals were asked to tighten their belts and work harder. Despite these measures, the country continued to plummet into economic chaos.
During his presidency, Hoover resisted the idea of direct government aid or 'handouts'. But as the Depression worsened, he eventually passed the Reconstruction Finance Corporation (RFC) and the Emergency Relief Act to provide some forms of federal relief. However, these measures were considered too minimal and came so late that they had little impact on the ongoing crisis.
In hindsight, Hoover's response to the Great Depression was often seen as too little and too late. Ultimately, his belief in limited government aid and a reliance on voluntary actions from the business community could not adequately address the scale of the economic crisis.
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n 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? Demand for the yen increased between 2002 and 2011, and demand for U.S. the dollar decreased. Japanese businesses made more money than American businesses between 2002 and 2011. Demand for the U.S. dollar increased between 2002 and 2011, and demand for the yen decreased. More U.S. dollars were in circulation in 2002 than in 2011.
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.