Find out other types of organizations that helped people during the Great Depression.

The filibuster is fundamentally anti-democratic because it enables a minority of senators to thwart legislation that is supported by the majority of Americans.

The difficulty in obtaining a two-thirds majority meant that filibusters continued to be a useful tool for blocking legislation notwithstanding the new cloture rule.

There is a lengthy history of using the filibuster to postpone discussion or stop legislation. The 1850s saw the Americanization of the term "filibuster," which comes from a Dutch word that means "pirate," to describe attempts to block Senate floor action on a bill.

The filibuster should be eliminated, yes: Simple majority rule is mocked by the sixty-vote rule, which also creates deadlock and drags out the process of enacting legislation. As a result, people frequently fail to keep their political promises—like supporting Obamacare—which fuels public skepticism.

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The European Enlightenment of the 17th and 18th centuries laid the groundwork for American government. The philosophes' books, whose ideals impacted the creation of the new nation, were well-known to the American founders.

The Enlightenment ideas of liberty, equality, and a new kind of justice were adopted by Thomas Jefferson, George Washington, James Madison, and other bold individuals. That system of government is still in place more than 200 years later.

During the Revolutionary War, General George Washington led the American army to victory. Washington led the American military forces during the Revolutionary War and showed himself to be a capable and resilient commander despite having no actual experience in commanding large, conventional armies.

The new federal government created by the U.S. Constitution went into effect on March 4, 1789.

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Answer:

3

Explanation:

bc a lot of people that work on the telephone usually get fired easily

Answer:

C Is The Answer

Explanation:

The American Dream is ultimately out of reach, according to the book The Great Gatsby. As a socialite, Jay Gatsby had amassed considerable riches and fame, but his greatest desire was to spend the rest of his life.

The Great Gatsby is a commentary on a different time and set of characters, but it still holds true today. Due to the universal themes it addresses, including human follies, the futility of societal structures, and man's fight with time and fate.

Additionally, the novel's title alludes to the theatrical prowess with which Gatsby creates the illusion that it is genuine; the name "the Great Gatsby" conjures up the kind of vaudeville billing that would have been reserved for an acrobat, an escape artist, or a magician.

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Answer: For number 10 this is the best I have,"  That Hideki Tojo was a threat to America’s national security and should be stopped. That WWI had improved America’s stature in the world and the nation should be a leader in future conflicts."

This one for number 11," The Neutrality Acts were laws passed in 1935, 1936, 1937, and 1939 to limit U.S. involvement in future wars. They were based on the widespread disillusionment with World War I in the early 1930s and the belief that the United States had been drawn into the war through loans and trade with the Allies.. "

Explanation:

Answer: b

Explanation:

Answer:

a case involving the ambassador from Canada

Both the unification of Germany and the unification of Italy were characterized by a strong sense of nationalism sentiment and the desire for a single, unified state.

Both were led by powerful figures, such as Bismarck in Germany and Garibaldi in Italy, who were able to bring about the unification of their respective countries through a combination of military force and political maneuvering.

Both the unification of Germany and the unification of Italy were driven by a strong sense of nationalism sentiment among the people of each country. This sentiment was fueled by a desire to create a strong, centralized state that could stand on equal footing with other powerful nations in Europe.

Both unifications were also led by powerful leaders, such as Otto von Bismarck in Germany and Camillo di Cavour in Italy, who were able to bring together various regions and political factions to achieve their goals.

Additionally, both unifications were achieved through a combination of military victories, political maneuvering, and diplomatic alliances.

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At the peak of its energy withinside the sixteenth and seventeenth centuries, the tri-continental Ottoman Empire managed a lot of Southeastern Europe, the water bodies are Caspian sea and Persian.

The Middle East and North Africa, stretching from the Strait of Gibraltar (and in 1553 the Atlantic coast of North Africa past Gibraltar) withinside the west to the Caspian Sea and Persian. In addition, the Empire have become a dominant naval force, controlling a lot of the Mediterranean Sea. By this time, the Ottoman Empire became a primary a part of the European political sphere. The Ottoman Empire had get right of entry to to the Bosporus Strait, the Mediterranean Sea and the Black Sea. For centuries, only a few Ottoman Turks had walking water of their houses. Only the very rich should manage to pay for it, although, this became actual all around the world. In order to get clean, you needed to use buckets packed with water or visit your community hamam.

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Sinclair Lewis (1930) was the first American to be awarded the Nobel Prize for Literature. He only wrote on social topics. His heyday was in the 1920s.

Why do you use the term "social issue"?

Many people are affected by social issues as topics or subjects. They frequently serve as a reflection of the moment's happenings, but they can also serve as a symbol of persistent issues. Arguments over these subjects naturally arise from public conversation since beliefs, ideas, and attitudes can be strongly held.

What are instances of societal issues?

An issue in the society that prevents people from reaching their full potential is referred to as a social problem.

                              Social problems include, but are not limited to, hunger, racism, unemployment, and uneven opportunity. The same goes for subpar housing, hiring practices that aren't fair, and child abuse and neglect.

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Answer: If I was an American colonist hearing the news of the Boston Massacre I would think that the British soldiers needed to go and get out of America I would start a riot against Britain and I would feel upset.

Blacks have historically been oppressed, and Malcolm X called white people the "white devil" for this. He promoted racial pride while advocating for black power, self-defense, and economic autonomy.

Malcolm X and Martin Luther King Jr. are frequently portrayed as competing forces in the fight for civil rights and against white supremacy; King is frequently portrayed as a nonviolent insider, whereas Malcolm X is characterized as a political outlaw who would use any means necessary.

While King and Malcolm X did not always agree on how to solve the race problem, King expressed his love for Malcolm and his belief that he had a special talent for identifying the existence and source of the issue in a telegram to Betty Shabazz, the late Malcolm X's widow.

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After the Roman invasion of Israel and the subsequent destruction of the Second Temple in 70 CE, the Jewish religion underwent a significant transformation. The centrality of the Temple as the primary place of worship for Jews was destroyed and the role of the priests and sacrifices was eliminated. In the absence of the Temple, synagogues and rabbis became more important in Jewish religious life as they provided a new focus for Jewish worship and community. Rabbis, as the teachers and interpreters of Jewish law and tradition, assumed a central role in Jewish religious observance and community organization. Synagogues became the new center for Jewish worship and community gathering, where people could come to hear the reading of the Torah, study and pray. This led to the development of the synagogues as the main center of Jewish religious, educational and social life, which is still the case in modern times.

During the 1920s and after, many American immigrant ethnic groups lived in neighborhoods with their own churches.

Immigration is the international migration of people to a country of destination where they are not natives or citizens in order to establish themselves as long-term residents or naturalized citizens. Short-term visitors, commuters, and other travellers do not fit within the definition of immigration and migration; however, seasonal labour immigration is occasionally included. According to research, migration has positive economic impacts for both the sending and receiving countries. With few exceptions, research shows that immigration generally has favourable economic effects here on native population. However, opinions are divided on whether low-skilled immigration has a negative impact on low-skilled natives. Studies demonstrate that the removal of immigration restrictions would have a significant positive impact on global GDP, with gains estimated to range between 67 and 147 percent for scenarios in which 37 to 53 percent of employees from poor nations migrate to industrialized nations.

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Answer: The global trade resulting from the Columbian Exchange had a significant influence on cultural developments in different parts of the world. For example, the introduction of chili peppers from the Americas to India had a major impact on Indian cuisine. Chili peppers were not native to India, but they quickly became a staple ingredient in many Indian dishes. This led to the development of new flavors and spices, which in turn had a major impact on Indian culture and traditions.

Explanation:

The main objection raised by some Americans to the building of the Panama Canal was that the methods employed by Americans to secure the right to construct the canal were, at best, dubious.

According to journalist Grace Livingstone from Panama City, climate change and global warming are having an impact on the water supply for the Panama Canal, one of the most significant waterways in the world, as well as the availability of drinking water for millions of Panamanians.

Here, there is an excessive amount of water, extremely hard rocks, very hilly soil, and a deadly climate. According to senior French engineer Adolphe Godin de Lépinay, the nation "is literally poisoned." The workforce was decimated by dysentery outbreaks, yellow fever epidemics, and malaria epidemics.

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Answer:

Step 1: Answer the following questions in complete sentences.

• What is this case about?

Due to complaints from a parent, the school board cancelled a middle school drama class' spring play one week before the performance. During the production of the play, the students and their parents believed that they should have freedom of expression, and the school board believed that they should be able to control what is presented in school.

• How is this case like the Hazelwood v. Kuhlmeier case?

The case has a similar focus on student expression and school officials' role in censorship to the Hazelwood v. Kuhlmeier case.

• Which type of expression listed in the First Amendment relates to this case?

In this case, freedom of speech is protected by the First Amendment.

Step 2: Make your Decision

Now it's time to pretend you are a judge! Explain, like a judge, your thoughts on the case and why you feel this way. For each question you should explain your answer in at least two to three complete sentences.

• Why did the school board believe they had the right to cancel the play?

Since they felt the play was inappropriate for middle school students, they believed that their authority extended to approving what teachers and students present in school.

• Why did the students believe they had the right to perform the play?

Due to their belief in freedom of expression, the students believed they had the right to perform the play.

• Should the students be allowed to perform their school play?

I believe that the students should be allowed to perform their school play.

Why or why not? Give three reasons to support your decision. At least one of your reasons should be based on what you learned about the Hazelwood v. Kuhlmeier case.

o Reason #1: The play was canceled by the school board without giving the students enough time to plan a different performance. This is unfair to the students who have prepared for the original play with time and effort.

o Reason #2: According to the First Amendment, students are protected from censorship. This would mean that they could do the school play to express themselves.

o Reason #3: According to the Hazelwood v. Kuhlmeier case, school officials can censor student expression in school-sponsored activities only if it is reasonably related to legitimate pedagogical concerns. In this instance, the school board's decision to cancel the play based on a parent's complaint without taking into account the rights of the students do not appear to be related to any legitimate pedagogical concerns.

Explanation:

I hope this helps :)

Adolf Hitler's beliefs were rooted in nationalism and racism.

He believed that the German people were superior to all other races and that it was the duty of the German state to establish its dominance over the rest of Europe. He also believed in the concept of Lebensraum, or living space, which stated that the German people needed more land and resources to survive and thrive. This idea was used to justify the expansion of the German state and the conquest of other countries.

Hitler's views on race were also a significant contributor to World War II and the Holocaust. He believed that the Aryan race was the superior race and that Jews, along with other minority groups such as homosexuals, Romani people, and people with disabilities, were inferior and posed a threat to the German nation. He promoted the idea of a pure German race and implemented policies to achieve this goal, such as forced sterilization and euthanasia of those deemed "unworthy of life."

The Holocaust was the systematic extermination of six million Jews and millions of other minority groups deemed undesirable by the Nazi regime. Hitler's belief in the superiority of the Aryan race and the need to rid the German state of those deemed inferior led to the implementation of the "Final Solution," which was the systematic extermination of Jews and other minority groups. The Holocaust was a result of Hitler's racist and nationalist beliefs, which were used to justify the mass murder of millions of innocent people.

Hitler's beliefs also led to the outbreak of World War II. He believed that it was the duty of the German state to establish its dominance over Europe and expand its territory. He began a policy of aggressive expansion, which led to the annexation of Austria and the Sudetenland and the invasion of Poland, which led to the outbreak of World War II.

The war resulted in the deaths of millions of people and the devastation of entire countries.

In conclusion, Adolf Hitler's beliefs in nationalism and his views on race played a major role in the outbreak of World War II and the Holocaust. His racist ideology was used to justify the extermination of millions of innocent people, and his aggressive expansionist policies led to the outbreak of a war that resulted in the deaths of millions of people.

Hitler's beliefs were a significant contributing factor to some of the darkest moments in human history.

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Answer:

The rise of absolutism during the Enlightenment Era represented a significant historical turning point in several ways.

Firstly, it marked a shift in the balance of power between the monarchs and the nobility. Prior to the Enlightenment, monarchs had to share power with the nobility and rely on their support to govern. However, with the rise of absolutism, monarchs began to centralize power and assert their absolute authority over their territories. They were able to weaken the nobility's power and control over the country's administration and economy.

Secondly, the rise of absolutism also marked a change in the way states were governed. Absolutist monarchs attempted to create a centralized government with a strong bureaucracy and a well-defined legal system. This allowed for more efficient and effective governance, which helped to stabilize the state.

Thirdly, the rise of absolutism also led to the emergence of the modern nation-state. Monarchs began to see themselves as rulers of a specific nation, rather than just a particular territory. This led to the development of a sense of national identity among the people, and the emergence of the nation-state as we know it today.

Finally, the emergence of absolutism also had a significant impact on the relationship between the state and its citizens. Monarchs began to see their subjects as subjects of the state, rather than just subjects of the monarch. This led to a change in the way citizens were treated and a shift in the balance of power between the state and the individual.

In conclusion, the rise of absolutism during the Enlightenment Era represented a significant historical turning point in several ways. It marked a shift in the balance of power between the monarchs and the nobility, a change in the way states were governed, the emergence of the modern nation-state, and a shift in the relationship between the state and its citizens.

Answer: General Washington was supportive of the events taking place in Massachusetts, as he believed that the colonists had the right to resist British rule and taxation. He also believed that the colonists should be able to govern themselves and have the same rights as British citizens.

Explanation:

General Washington was deeply concerned about the events in Massachusetts, viewing them as a threat to colonial rights and liberties. He believed these conflicts were critical markers of the colonies' escalating conflict with Britain, leading to his decision to command the Continental Army.

General George Washington's view of the events happening in Massachusetts during the period of the American Revolution was of deep concern. He saw the increasing tensions as a threat to colonial rights and liberties. At the time, Massachusetts was a hotbed of revolutionary activity, with key events like the Boston Tea Party and the first battles of the Revolution at Lexington and Concord occurring within its borders. Washington believed these events were crucial indicators of the escalating conflict between the thirteen colonies and Great Britain. They catalyzed his decision to accept command of the Continental Army.

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One way in which freed slaves promoted Christianity in Kenya was through their role as missionary educators.

Many freed slaves who returned to Africa, such as James Kwegyir Aggrey and James Champlin, were educated and trained in Christianity and saw their mission as spreading the faith to their fellow Africans. They established schools and mission stations throughout Kenya and other parts of East Africa. They used their education and knowledge of Christianity to teach and convert many of the local people to the religion.

They also provided guidance and support the newly converted Christians, helping to build strong and vibrant Christian communities. This mission work of the freed slaves played a significant role in the spread of Christianity in Kenya and the region, and it continues to shape the religious landscape of the country to this day.

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The answer is President Ronald Reagan from 1981-1989.

On April 30, 1789, George Washington, standing on the balcony of Federal Hall on Wall Street in New York, took his oath of office as the first President of the United States.

When was George Bush selected as president of the US?

George Bush was selected as president of the US I n 1989-1993.

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Answer:

Moses

Explanation:

After the Ten Plagues, Moses led the Exodus of the Israelites out of Egypt and across the Red Sea, after which they based themselves at Mount Sinai, where Moses received the Ten Commandments. After 40 years of wandering in the desert, Moses died on Mount Nebo at the age of 120, within sight of the Promised Land.

Alvin worked for 20 years as a security guard with nasa and was present for many of the most famous rocket launches in history. However, because of his close proximity to these loud launches, he lost most of his hearing later in life.The term most accurately describes alvin is late-deafened.

A person who is late-deafened grew up hearing, then lost all or most of her or his hearing as an adult. Hearing loss can be caused by a disease or other illness, brain aneurysm, Meniere’s Syndrome, accident or sudden exposure to extremely loud noise. It also can be a side effect of certain medications or radiation treatment. For some people, the cause cannot be clearly identified.

See a doctor as soon as possible if you or your family or friends notice changes in your hearing. A doctor will conduct a hearing screening and examine your ears to determine the cause of your hearing loss and recommend possible solutions or technology, such as hearing aids or cochlear implants, that might be beneficial.

Late-deafened adults need to find new ways to gather auditory information. Some late-deafened adults learn sign language; others continue to communicate using the spoken language they used prior to losing their hearing. Mobile technology, apps and other types of assistive technology are important communication tools.

Home modifications, smart home technology and assistive devices can also help you live safely and independently. The Assistive technology section of this website explains the many different tools and devices available today to improve your access to communication and information.

Losing your hearing as an adult is stressful. Many people with adult onset hearing loss find it helpful to work with a mental health professional who understands hearing loss. Family members are also impacted by their family member’s hearing loss. They also may benefit from mental health support. The DHHSD mental health

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It is probable to state that Robespierre viewed Danton as a threat to his power because Danton was a popular and charismatic leader with a large following among the people.

Robespierre was persuaded as he listened that Danton was advocating for the position of authority in a post-Terrorist government. The Dantonists could win control of the National Convention and overthrow Robespierre's Republic of Virtue if he did not launch a swift counterattack.

The Reign of Terror refers to the 1792–1793 period of the French Revolution. The leader of the Jacobin group, Robespierre, used a revolutionary tribunal to imprison those who appeared to be hostile to the republic. If found guilty, they were executed by guillotine.

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Three types of cultural appropriation are Exchange, Dominance, Exploitation.

Cultural appropriation is the term used to describe the usage of items or aspects from a non-dominant culture in a way that supports oppression or perpetuates stereotypes while also disregarding its original significance or giving credit to its creator.

It also involves the unlicensed use of aspects of their culture, like their dress and dancing. In this way, cultural appropriation is a complex and subtle phenomenon that many people could find difficult to comprehend and might not even be aware of when they are engaging in it.

Exchange is characterized as a mutual interaction between two cultures that are about equal in terms of dominance and power.

Dominance: In this case, a dominating culture appropriates components from a subordinate culture that has been subjected to the force of a dominant culture.

The taking of cultural elements from a subordinate culture without compensation, permission, or reciprocity is known as exploitation.

Transculturation: This method involves combining elements from several cultures, making it difficult to identify and give credit to the original source.

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This case is about a middle school drama class preparing for a spring play in the school auditorium, but it was canceled by the school board after a parent complained that it was inappropriate for middle school students. The students, who were upset that their preparations were a waste, believed they had the right to freedom of expression in performing the play.

2. The case is similar to the Hazelwood v. Kuhlmeier case in that it involves a dispute between students and a school board over the right to freedom of expression in a school setting. Both cases involve the question of whether a school board has the right to censor student expression.

3. The type of expression listed in the First Amendment that relates to this case is freedom of speech.

Reason #1: The school board believed that it had the right to cancel the play because it has the ultimate authority over what is presented in the school. It is responsible for ensuring that the school is providing an appropriate education for its students, and it believed that the play was not appropriate for middle school students.

Reason #2: The students believed they had the right to perform the play because they have the right to freedom of expression. They felt that they should be able to express themselves in the way they felt was appropriate.

Reason #3: I believe the students should be allowed to perform the play. The first reason is that students have the right to freedom of expression which is protected by the First Amendment.

In all, The school board's decision to cancel the play was a violation of the students' freedom of expression. While the school board has the right to make decisions about what is presented in the school, it should not be able to censor student expression without a valid reason.

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Step 1:

The school board cancelled a middle school drama class's spring play one week before the performance due to complaints from a parent about the play's appropriateness for middle school students. The students and their parents believed that the students had the right to freedom of expression in performing the play, while the school board believed that they had the right to approve decisions about what is presented in school by teachers or students.

This case, like Hazelwood v. Kuhlmeier, addresses the issue of student expression and the role of school officials in censorship.

The type of expression protected by the First Amendment in this case is freedom of speech.

The school board claimed they had the jurisdiction to approve decisions about what is presented in school by teachers or students, and that they had the right to cancel the play because they felt it was improper for middle school kids.

The students thought they had the freedom of expression to perform the play, thus they thought they had the right to do so.

The pupils' school play should be performed, in my opinion. These are the justifications for my choice.

The First Amendment protects the students' right to freedom of expression, which is the first justification. This includes the freedom to use the performing arts, such as a school play, to express oneself.

Reason #2: The students didn't have enough time to organize a substitute performance before the school board decided to cancel the play. The students who spent time and effort practicing for the original show are being treated unfairly by this.

The Hazelwood v. Kuhlmeier case established that school officials have the right to limit student speech during school-sponsored events, but only if the censorship is logically connected to valid pedagogical concerns. This brings us to Reason #3. Due to a single parent's objection, the school board decided to cancel the play in this instance.