Under the Roman Empire, citizenship and loyalty to the empire governed society. What governed society after the empire fell?

a strong professional military
a bond of language and culture
centralized rule
personal ties and relationships

Answer:

Economists generally agree that economic development and growth are influenced by four factors: human resources , physical capital, natural resources and technology. Highly developed countries have governments that focus on these areas.

Explanation:

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Mark brainliest

Answer:

B.

Explanation:

The Great Gatsby is a novel written by F. Scott Fitzgerald. The novel is about the life of Jay Gatsby and his strive to reunite with his love, Daisy.

In chapter 4, we see Daisy in a double-state of mind. The day before her wedding, she receives a letter, supposedly from Jay Gatsby. After receiving a letter from her former lover, she gets drunk. This incident reveals that Daisy still has feelings for Gatsby but is marrying under pressure.

Therefore, option B is correct.

Answer:

This question is incomplete, it lacks options: A. Nativist theory. B. Theory of innately guided learning. C. Linguistic determinism hypothesis. D. Skinnerian theory of language. The correct answer is C.

Explanation:

Linguistic determinism hypothesis states that language determines the mode of thought. That is, we perceive reality and organize it into concepts and give them meanings according to an implicit agreement of our language community that has codified it in this way. As speakers we subscribe to the mode of organization and classification that our own language decrees.

Answer:

C.

Explanation:

Prior to 1920 and the 19th Amendment, the following states recognized a woman's right to vote:

Wyoming, Utah, Colorado, Idaho, Washington, California, Oregon, Montana, Arizona, Kansas, Alaska, Illinois, North Dakota, Indiana, Nebraska, Michigan, Arkansas, New York, South Dakota, & Oklahoma.

After 1920 and the 19th Amendment, the federal government recognized women's suffrage as a whole, and guaranteed it in the U.S. Constitution.

Voting rights for women in the United States were not guaranteed until the Nineteenth Amendment was passed. In many states, but not all, they had the right to vote. Therefore, option C is the correct solution.

The 19th Amendment states that a country cannot restrict a person's ability to vote based on gender identity. According to the 19th Amendment, women in America have a right to the right to vote.

To ensure that American citizens could no longer be denied the right to vote due to their sex, the 19th Amendment was inserted into the Constitution. Michael Boyd worked as a legal studies intern at the National Constitution Centre.

The 19th Amendment to the United States Constitution, also known as the "Women's Right to Vote," helped millions of women achieve equality in all spheres of American life.

This aided women in their battles for reproductive health, equitable pay, public awareness, sex education, and employment prospects.

This means that option C could be voted in many states, but not all are right.

Learn more about Nineteenth Amendment here:

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Answer:

The majority of oil found in Canada is Alberta.

Explanation:

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Answer:

C

Explanation:

Quality of life (QOL) is defined by the World Health Organization as 'individuals' perception of their position in life in the context of the culture and value systems in which they live, and in relation to their goals, expectations, standards and concerns.

Answer:

the standard of health, comfort, and happiness experienced by an individual or group.

Explanation:

Save the Children has developed a project that aims to link the global work done on protecting education from attack to what happens at school level in affected countries. Schools as Zones of Peace is a Save the Children led project that aims to secure boys and girls’ protection at school, and avoid that education is disrupted because of armed conflict. The project builds on the Schools as Zones of Peace-model that was successful in ensuring children’s access to education in Nepal during the civil war, and uses components from this while linking it to the Safe Schools Declaration. In the project, we work with children, school management and local communities, and work to influence local, national and global policies. Locally, the project aims to secure protective learning environments in conflict and post-conflict situations, raise awareness among communities, school management and children, and build local and national level engagement to protect education. This includes using participatory tools and methods to engage children. This is a way to implement the Safe Schools Declaration through a bottom-up approach by engaging local schools and communities. Where the context allows, we work through partners to engage armed non-state actors (ANSAs) among others to not disrupt education. Globally, we aim to link experiences from these countries to the global advocacy and policy work.

This project links child protection and education across the interventions. One of the key aspects of the project is to address the issues one has uncovered (for instance ensuring that documentation is follow-up by providing a response, either through referral or through direct support). It is thus important that education and child protection colleagues work together in designing and implementing this project. As Save the Children works to reach the most marginalised children, it is important that when conducting activities, the organisation pays special attention to the children who are not the most vocal, and ensures that the activities are conducted in an inclusive and gender-sensitive way, promoting the participation of all children. Boys and girls should both be represented when conducting the activities.

Schools as Zones of Peace (SZOP) is primarily for any situation (conflict or fragile context) where children are facing disruption in education because of military use, occupation, attacks on schools, forced recruitment or classrooms used as storage for military or weaponry. The project is linked to the Safe Schools Declaration (SSD), but endorsement of the SSD is not a prerequisite to implement the project in a given context. In some circumstances, implementation of the SZOP project may lead to a state endorsing the declaration.

Working on a project to protect education from attack is sensitive, and may not be appropriate in all contexts. Carefully consider whether this project is appropriate, and take care to ensure that none of the activities chosen put any staff, children or local communities at risk or in harm’s way. In some contexts, none or only a few of the presented activities may be possible, while in others, it is appropriate to conduct all the activities. This guide merely aims to present the key activities as they are currently being implemented in the Schools as Zones of Peace countries, but the responsibility for programming will ultimately lie with the implementing organisation choosing the activities. Please take care to contextualise any activities chosen, and be aware that not all tools will be appropriate in all contexts, and most will have to be contextualised.

Below is a short video presentation of the SZOP implemented in the Democratic Republic of Congo:

Explanation:

In total, 37% of MSW in Nepal is disposed of in sanitary landfills, although not necessarily in a sanitary manner. While the majority of the municipalities have a separate section or unit responsible for SWM, 17 municipalities do not have a designated section or unit.

Answer:

Self-protection; isolation

Explanation:

passive-aggression

This is simply showing or expressing of anger at some person or situation indirectly, through nagging, nitpicking, or sarcasm, for example, rather than directly and openly.

Self protection

This is usually known as holistic. It is largely and mostly based of educational experience and is more productive than exclusive self defense training. It is trying to protect your own self

Isolation

This is simply a situation or a state where an individual feels a reduction in the level of normal sensory and social input is possible on physical space or movement. It is also an outcome for those with mental, physical, infectious, .

It can be as a result of stress or a reduction in adaptation and performance.

Answer:

These institutions often work together to support victims of human rights violations.

Government institutions and non-government organizations work together to support the affected communities.

Hope this helps you out!!

Answer:

The production side of business activity is referred as industry. It is a business activity, which is related to the raising, producing, processing or manufacturing of products. ... Producer's goods are the goods used by manufacturers for producing some other goods. E.g. Machinery, tools, equipments, etc.

Explanation:

thank me later

Answer:

Global International cooperation is the coming together to different nations for countries of the world to pursue a common goal for the benefit of all it is the collaboration of national in politician economic and social issues for the common good of all Nations.....

Answer:

c

Explanation:

there none living

Answer:

B

Explanation:

Internet es la mejor opción posible, ¿puedo tenerlo más inteligente, por favor?

Answer:

Explanation:

hope it's helpful

Answer:

Her failure was absent-mindedness

Answer:

I am gonna say the answer is D!!

Explanation:

I say D is the correct answer!!

Answer:

Global interdependence is largely the result of international trade, i.e., the importing and exporting of products and services. In fact, countries today cannot survive for long without each others’ imports and exports. Oil and natural gas have created global interdependence between the major producing nations and those that do not have enough.

Explanation:

Answer:

Explanation: 32

Answer:

D. 32 F

Explanation: