Question 3/5
Who said, 'before whom I stand, There
shall not be dew nor rain these years,
But according to my word.'

From the passage, it can be concluded that Gilgamesh is a strong, courageous leader who embarks on a long, difficult journey and receives help from the supernatural. So, ''he is a strong, courageous leader'' is a correct option.

The passage suggests that Gilgamesh is a strong and courageous leader as he embarks on a long and difficult journey.

Overall, the passage portrays Gilgamesh as a strong and courageous leader who embarks on a challenging journey and receives support from the supernatural, emphasizing his heroic qualities and highlighting his importance in the narrative. Therefore, the correct option is ''he is a strong, courageous leader''.

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What conclusion about Gilgamesh's can be drawn from this passage?

Gilgamesh is depicted as an adventurous and resilient individual who receives aid from supernatural forces, suggesting his strength, courage, and connection to the divine (option c).

He embarks on a long, difficult journey: The passage suggests that Gilgamesh undertakes a challenging expedition, indicating that he is adventurous and willing to face hardships.

He receives help from the supernatural: The passage implies that Gilgamesh receives assistance from supernatural entities, indicating that he has some form of connection or influence over the divine or otherworldly beings.

He is a strong, courageous leader: Although the passage does not explicitly mention leadership qualities, the fact that Gilgamesh takes on a difficult journey and receives help from the supernatural implies that he possesses strength and courage, which are often associated with leadership.

However, the passage does not provide any information about Gilgamesh being a confident and compelling speaker, so that conclusion cannot be drawn from the given information. Thus, the correct option is c.

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The probable question may be:

What conclusion about Gilgamesh's can be drawn from this passage?

He embarks on a long, difficult journey.

He is a confident and compelling speaker.

He receives help from the supernatural.

He is a strong, courageous leader.

Option (C) is the correct answer. Jose de San Martin, Jomo Kenyatta, and David Ben-Gurion all shared the common goal is  C. Freeing their nations from foreign domination.

Jose de San Martin, Jomo Kenyatta, and David Ben-Gurion were all prominent figures in the history of their respective nations and played significant roles in the struggle for independence and freedom from foreign control.

Jose de San Martin was a key leader in the struggle for independence in South America, particularly in Argentina and Peru. He fought against Spanish colonial rule and played a crucial role in liberating these nations from foreign domination.

Jomo Kenyatta was a central figure in the independence movement in Kenya. He led the fight against British colonial rule and played a pivotal role in the establishment of an independent Kenya.

David Ben-Gurion was a prominent leader in the Zionist movement and the founding father of the State of Israel. He worked tirelessly for the establishment of a Jewish homeland, which culminated in the declaration of Israeli independence in 1948.

All three individuals shared a common goal of freeing their nations from foreign domination. They fought for the self-determination and independence of their people, seeking to establish sovereign states free from the control and influence of external powers.

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Jose de San Martin, Jomo Kenyatta, and David Ben-Gurion all shared the common goal of_____________

A. Preventing the introduction of new technology in their nations

B. Establishing societies based on the ideas of Karl Marx

C. Freeing their nations from foreign domination

D. Establishing an absolute monarchy in their nations​

A) Drawbacks: Limited effectiveness, potential side effects, and the possibility of treatment resistance with only an SSRI.

B) Recommendations: Comprehensive treatment plan, regular monitoring, support system, lifestyle modifications, and open communication with professionals.

A) There are potential drawbacks to Yolanda's current treatment plan of only using a selective serotonin reuptake inhibitor (SSRI) for her severe depression.

Some potential drawbacks include:

1. Limited effectiveness:

2. Side effects:

3. Treatment resistance:

B) Recommendations to improve Yolanda's prognosis:

1. Comprehensive treatment plan:

2. Regular monitoring and adjustments:

3. Support system:

4. Lifestyle modifications:

5. Open communication:

It is important to note that specific recommendations should be made by a qualified mental health professional who has a comprehensive understanding of Yolanda's individual needs and circumstances.

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One major difference in the lives of farmers in ancient China before and after the rebellion was the redistribution of land ownership and a shift in the power dynamics between landlords and peasants.

Before the rebellion, farmers in ancient China often faced oppressive conditions under the feudal system. Land was concentrated in the hands of wealthy landlords, who exploited the peasants through high rents, taxes, and forced labor.

The rebellion thus brought about a transformation in the socio-economic landscape, empowering the farmers and improving their living conditions.

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We can see here that a conversation between a poor, landless farmer and a middle class American in which each evaluates the economic challenges and benefits they face is:

Poor, landless farmer: I'm so tired of working my fingers to the bone for barely enough to survive. I've been farming for years, but I can't seem to get ahead. The prices of crops are always going down, and the cost of land is always going up. I don't know how much longer I can keep this up.

A conversation is a verbal or written exchange of ideas, information, or opinions between two or more individuals. It involves a back-and-forth communication where participants take turns speaking or writing, actively listening or reading, and responding to each other.

Continuation of the conversation:

Middle class American: I can understand your frustration. It's tough out there for farmers these days. But I have to say, I'm glad I'm not in your shoes. I'm a member of the middle class, and I have a lot of advantages. I have a good job, a nice house, and I can afford to send my kids to college. I know that not everyone is as fortunate as I am, but I'm grateful for what I have.

Poor, landless farmer: I wish I could be a member of the middle class. But it seems like it's almost impossible for landless farmers like me to achieve that status. The cost of education is too high, and the job market is too competitive. I don't know what I'm going to do.

Middle class American: I know it's tough, but you shouldn't give up. There are still opportunities out there for people who are willing to work hard. You just need to find your niche.

In the 19th century, the middle class was defined as people who were neither rich nor poor. They were typically professionals, such as doctors, lawyers, and teachers, or business owners.

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Answer:

Gerda Seifer's story is related to United States history in the sense that she is a Holocaust survivor who eventually emigrated to the United States. Her experiences provide a firsthand account of the horrors of the Nazi regime and serve as a reminder of the importance of international cooperation and human rights. Additionally, her story is a testament to the resilience of survivors and their ability to rebuild their lives in new and unfamiliar environments. The Gerda Seifer Yom HaShoah Fund also supports Holocaust remembrance and education initiatives in the United States

Explanation:

1. Mrs. Roosevelt identified racial discrimination, segregation, and unequal treatment faced by African Americans and other minority groups in American society.

2. She believed it was vital to solve these problems because they contradicted democratic principles, hindered social progress, undermined national unity, and damaged the nation's moral standing and international reputation.

1. Mrs. Roosevelt identified several racial problems in American society during her time. She recognized the systemic racism and discrimination faced by African Americans, as well as other minority groups. African Americans were subjected to segregation and unequal treatment in various aspects of life, including education, housing, employment, and public facilities.

2. Mrs. Roosevelt believed it was vital to solve these racial problems for several reasons.

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     4.to find a short all-water route to the Far East

     5. What was the reason for the voyage of Jacques Cartier: A)

        hope it helps have a nice day uwu

The cultural diversity in the United States has been shaped over time through a combination of historical factors and ongoing immigration.

The country's early history saw the arrival of Native American tribes, followed by European colonization, which brought diverse cultural influences from different European countries.

The forced migration and enslavement of Africans added another layer of cultural richness. In the 19th and 20th centuries, waves of immigration from around the world, including Asia, Latin America, and the Middle East, further contributed to the country's diversity.

Each wave of immigration brought with it unique customs, languages, religions, and traditions that became woven into the fabric of American society. The Civil Rights Movement and social changes in the 20th century also played a role in fostering recognition and celebration of diverse cultures.

Today, the United States continues to be shaped by immigration and cultural exchange, allowing for a vibrant and evolving multicultural identity.

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The following question may be like this:

How did the cultural diversity in the United States come to be shaped over time?

The use of Islamic terms in Liberia reflects the long-standing influence of Islam in the country, both in terms of language and religious practices.

One way Islamic influence is reflected in Liberia is through the adoption of Arabic terms and expressions in the local languages. Arabic, as the language of the Qur'an and a major language of the Islamic world, has had a profound impact on the vocabulary of Muslims in Liberia.

Many Islamic concepts, religious rituals, and everyday expressions have been borrowed from Arabic and incorporated into local languages, such as Mandingo, Vai, and Kpelle. This demonstrates the historical and cultural interaction between Islam and the indigenous cultures in Liberia.

Moreover, the Islamic influence in Liberia is visible in the spread of Islamic education and religious institutions. Islamic schools, known as madrasas, have been established in various parts of the country, providing education in the Arabic language, Islamic studies, and religious principles. The teachings and practices of Islam have permeated Liberian society, influencing moral values, social norms, and family structures.

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Answer:

When the Spaniards claimed their territory in the western hemisphere they enslaved the indigenous peoples of the land. The Spaniards enslaved and stole from many tribes in what is known as today’s Central America, Mexico, and North America. Such tribes included the Taino Indians and the Aztecs. Although it only lasted for a short amount of time, the indigenous people were still forced to embrace Spain’s Catholicism and turn from their native ways.
The French on the other hand, were very kind towards the natives and treated the people with respect. The French traded with the indigenous people of Northern America, The French made positive relationships with their people, and the French tended to not invade or steal from the Indians.
In shorter terms, the French were respectful towards the Natives while the Spanish conquered indigenous peoples and enslaved them.

The Spanish imposed harsh conditions on indigenous tribes, enslaving many for forced labor, driven by a desire to convert natives to Christianity and extract wealth. In contrast, the French sought to establish a fur trade, viewing natives as trading partners and allies, resulting in fewer indigenous people being displaced.

The Spanish and French held different attitudes towards the indigenous peoples they encountered in the New World. The Spanish, driven by a desire to convert natives to Christianity and extract wealth for the crown, often imposed harsh conditions on the indigenous tribes. Spanish conquistadors enslaved many indigenous peoples and forced them to work in mines and plantations. In contrast, the French approach was more commercial and diplomatic. They saw natives as trading partners and allies against other European powers. Their goal was to establish a fur trade rather than found agricultural colonies, resulting in a fewer French settlers displacing the indigenous population.

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Answer:

Anti-Federalists were worried that, without a bill of rights, a national government would hold too much power, and jeopardize individual liberties.

Explanation:

Anti-Federalists disagreed with the creation of a stronger central government in the U.S. because they worried that a strong government would be too similar to British Tyranny and worried that it would take power away from the states.

Answer: The Anti-Federalists opposed the ratification of the 1787 U.S. Constitution because they feared that the new national government would be too powerful and thus threaten individual liberties, given the absence of a bill of rights.

Explanation: YIPPPEE

Answer:

India has a fast-growing, diverse economy with a large, skilled workforce. But because of its population, it's also one of the poorest countries in the world based on income and gross national product per capita. Although agriculture employs the most workers, services are the major source of economic growth.

Answer: The Manhattan Project was a research and development undertaking during World War II that produced the first nuclear weapons.

Explanation: boom boom YIPPPEE

Constantine the Great moved the capital of the Roman Empire to Byzantium, creating the grand city of Constantinople.

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The shaded region on the map represents the division of Palestine by the United Nations in 1947. The two states created were Israel and Palestine.

This division was part of the UN's plan to address the ongoing conflict between Jewish and Arab populations in the region and establish separate Jewish and Arab states.

The plan, known as the UN Partition Plan for Palestine, proposed dividing the land into two separate entities: one for the Jewish population and the other for the Arab population. The plan allocated specific territories to each state and proposed an international administration for Jerusalem, which was considered a separate entity.

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While ethical relativism encourages understanding and respecting cultural diversity, it faces challenges when confronted with conflicting moral perspectives and universal human rights concerns. It raises questions about the nature of morality and the possibility of moral progress, as well as the need to balance cultural diversity with the recognition of fundamental ethical principles that transcend cultural boundaries.

Cultural relativism and ethical relativism are two related but distinct concepts in ethics.

Cultural relativism is the belief that moral values and ethical standards are relative to a specific culture or society. It asserts that there are no universal or objective moral principles that apply to all cultures or individuals. Instead, ethical judgments should be based on the cultural norms, customs, and beliefs of a particular society. For example, in a culture where polygamy is accepted and valued, cultural relativism would argue that polygamy is morally acceptable within that specific cultural context.

Ethical relativism, on the other hand, posits that moral judgments are relative to individual preferences or subjective opinions. It holds that there are no universally valid moral principles or standards, and moral judgments are based on personal or cultural perspectives. Ethical relativism allows for different individuals or groups to have conflicting moral views without one being objectively right or wrong. For instance, if an ethical relativist encounters someone who believes that lying is morally permissible in certain circumstances, they would accept this viewpoint as equally valid as their own.

Assessing the ethical relativist view can be challenging because it presents a significant challenge to the concept of moral truth or objectivity. One practical illustration of ethical relativism's implications is the debate on cultural practices such as female genital mutilation (FGM). Ethical relativism would argue that if FGM is an accepted practice within a specific culture, then it should be considered morally acceptable within that cultural context. However, critics argue that this view fails to consider the human rights implications and the physical and psychological harm caused by FGM, which are universal concerns irrespective of cultural relativism.

Another example is the question of cultural tolerance. Ethical relativism suggests that all cultural practices should be tolerated and respected, even if they contradict fundamental human rights principles. However, this view disregards the importance of protecting human rights and promoting equality and justice. For instance, if a culture practices discrimination or oppression based on race or gender, ethical relativism would argue for tolerance, which conflicts with the principles of equality and human dignit

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One major difference between farmers' lives before and after the rebellion in ancient China was the shift in land ownership and the redistribution of agricultural resources.

Before the rebellion, farmers in ancient China often lived under a feudal system characterized by a concentration of land ownership in the hands of wealthy landlords.

The rebellion brought about a shift in power dynamics and a transformation in the farmers' lives, empowering them and providing them with a more secure and sustainable agricultural foundation.

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Answer: A central issue at the Convention was whether the federal government or the states would have more power. Many delegates believed that the federal government should be able to overrule state laws, but others feared that a strong federal government would oppress their citizens.

Explanation: YIPPPEE

By studying historical speeches and debates on the gold vs silver issue, one can gain insights into the arguments, motivations, and perspectives of the Democratic and Republican parties during that time period. This understanding can shed light on the priorities and values of the respective parties and their stances on economic policies.

Political speeches are often used by party representatives to articulate their party's priorities and ideologies. They provide insight into the key issues and policy positions that a party values and intends to prioritize. By listening to speeches from both the Democratic and Republican parties, one can gain an understanding of their respective priorities.

For example, Democratic speeches might highlight issues such as social justice, income inequality, healthcare, climate change, and progressive policies. These speeches could emphasize the need for government intervention and programs to address these challenges.

On the other hand, Republican speeches might emphasize concepts such as limited government, individual liberty, free market principles, national security, and traditional values. These speeches might highlight the importance of personal responsibility and reducing government intervention.

Regarding the gold vs silver debate, it is important to note that this debate predominantly took place during the late 19th century. It centered around the choice of the monetary standard for the United States. The Democratic Party generally favored the coinage of silver, alongside gold, as a way to increase the money supply and provide economic relief to farmers and debtors. This position was supported by agrarian and populist interests.

The Republican Party, on the other hand, tended to support the gold standard, arguing for a stable currency to ensure economic stability, promote business interests, and maintain a sound monetary system.

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France first sent explorers to North America with the purpose of finding a trade route to Asia. So, the correct option is ''to find a trade route to Asia''.

This objective was driven by the desire to establish lucrative trade connections and access the valuable resources of the East Indies, including spices, silks, and other luxury goods.

In the 16th century, European powers, including France, were seeking new trade routes to bypass the Ottoman Empire's control over existing routes. France hoped to find a direct passage to Asia that would allow them to establish their own profitable trade network.

However, the primary initial purpose was to discover a profitable trade route to Asia. Hence, the correct option is ''to find a trade route to Asia''.

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Direct access to the Atlantic Ocean was important during the Age of Exploration as it provided opportunities for trade, expansion, and colonization. Portugal exemplifies a country that benefited from its direct access to the Atlantic.

Direct access to the Atlantic Ocean was crucial during the Age of Exploration due to its role as a gateway to new trade routes, resources, and territories. The ability to reach the Atlantic provided countries with opportunities for expansion, colonization, and the establishment of lucrative trade networks. Portugal serves as an excellent example of a country that greatly benefited from its direct access to the Atlantic during this era.

During the Age of Exploration, Portugal emerged as a dominant maritime power, thanks to its strategic location along the western coast of the Iberian Peninsula, granting it direct access to the Atlantic Ocean. Portuguese explorers, such as Vasco da Gama and Ferdinand Magellan, embarked on ambitious voyages that significantly impacted global history. Their expeditions aimed to discover new trade routes to Asia, bypassing the land routes controlled by the Ottoman Empire and establishing direct access to the valuable spice trade.

By having direct access to the Atlantic Ocean, Portugal could bypass the traditional Mediterranean trade routes, which were monopolized by the Italian city-states and the Ottomans. This allowed them to establish direct maritime connections with Africa, Asia, and the Americas, opening up new opportunities for trade, colonization, and the acquisition of valuable resources. The Portuguese also established several trading posts and colonies along the African coast, India, and Brazil, solidifying their influence and economic dominance in these regions.

In summary, during the Age of Exploration, direct access to the Atlantic Ocean was essential for countries like Portugal as it enabled them to forge new trade routes, expand their territories, and establish lucrative trade networks with distant lands.

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Direct access to the Atlantic Ocean was crucial during the Age of Exploration due to its significance for trade, colonization, and the search for new routes to Asia.

Direct access to the Atlantic Ocean provided countries with several advantages during the Age of Exploration.

Firstly, it offered convenient trade routes to reach distant regions and establish lucrative trading networks.

Secondly, access to the Atlantic Ocean enabled countries to expand their colonial empires.

Lastly, the search for new routes to Asia, particularly for the lucrative spice trade, drove explorers to venture into the Atlantic.

In conclusion, direct access to the Atlantic Ocean was crucial during the Age of Exploration for trade, colonization, and the quest for new routes to Asia. Countries like Portugal capitalized on their access to the Atlantic to establish trade networks, expand their empires through colonization, and seek alternative routes to reach Asia.

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Answer:

nurses, soldiers and advocates

Explanation:

During the Civil War, women in both the South and North served as123:

Nurses: Thousands of women in the North and South joined volunteer brigades and signed up to work as nurses12.

Soldiers: More than 400 women disguised themselves as men and fought in the Union and Confederate armies during the Civil War13.

Advocates: Women like Mary Livermore and Clara Barton made their voices heard in the highest halls of power, successfully advocating for reforms based on their experiences as nurses during the war2.

Hope this helps:))

The correct answer is option C. As factories grew, more people moved to the city looking for job opportunities in the expanding manufacturing sector, particularly in factory jobs.

In conclusion, as factories grew, more people moved to the city looking for job opportunities in the expanding manufacturing sector, particularly in factory jobs.

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The events that occurred during the desegregation attempts at the University of Mississippi or the order in which they transpired  is:  A. (1) James Meredith is able to register for classes at the University of Mississippi. (2) Protestors arrive by bus in large numbers at the university.

The correct option is: A. (1) James Meredith is able to register for classes at the University of Mississippi. (2) Protestors arrive by bus in large numbers at the university.

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Answer:B. (1) The U.S. Supreme Court forces the University of Mississippi tointegrate. (2) James Meredith is able to register for classes at theuniversity.

Explanation:

If Valentina were confronted by Bagaruka after the genocide, her response would depend on the circumstances and her emotional state, but she may express her emotions, seek understanding, and prioritize justice or reconciliation.

Here is a possible response Valentina might consider:

1. Stay calm and composed: Despite the emotions that may arise, it is essential to maintain composure and approach the situation with a level head.

2. Assess the safety of the situation: Prioritize personal safety and evaluate the environment to ensure there are no immediate threats. If the situation feels unsafe, consider seeking help or moving to a public area.

3. Express the impact: Share her personal experiences and emotions, expressing how the genocide has affected Valentina and her community. This can help Bagaruka understand the gravity of the consequences and the pain caused by his actions.

4. Seek understanding: If Valentina feels emotionally ready, she might attempt to engage Bagaruka in a conversation to gain insight into his motivations and perspective. Asking open-ended questions like, "Why did you participate in the genocide?" or "What did you hope to achieve?" can encourage dialogue.

5. Confrontation and accountability: If Bagaruka's involvement in the genocide is clear, Valentina could firmly express her disapproval and hold him accountable for his actions. This might involve reminding him of the atrocities committed and emphasizing the importance of accepting responsibility for one's deeds.

6. Demand justice: If appropriate and necessary, Valentina might advocate for legal consequences and encourage the involvement of relevant authorities to ensure that justice is served. This step is crucial for accountability and the prevention of future atrocities.

7. Consider reconciliation: Depending on Valentina's personal beliefs and readiness for reconciliation, Valentina might explore the possibility of healing and move forward. This could involve discussing the importance of acknowledging past wrongs, working towards forgiveness, and seeking ways to rebuild trust within the community.

It is important to note that every individual and situation is unique, and the specific response would depend on personal circumstances and emotional readiness. This response is one possible approach, but the ultimate choice and actions would be up to Valentina herself.

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