Why do boys hate me so much??? I just want to know.

Leaders act consistent with their core values because A,B, and C all the given option is correct.

Leaders are individuals who have the ability to inspire, motivate, and guide people to a common goal. They are able to recognize and utilize the skills, strengths, and talents of their followers to drive progress. Leaders have a clear vision of what they want to achieve and know how to share that vision with others in a way that will help them to understand it. They are able to motivate their teams and provide direction, while also taking into account their opinions. Leaders are also able to make difficult decisions and navigate complex situations. In short, they are the ones who guide and manage the collective effort of their team while inspiring them to reach their goals.

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Answer:

1. Writ of Habeas Corpus

President Abraham Lincoln suspended this and drew massive criticism for it.

2. Emancipation Proclamation  

This was issued by President Lincoln in 1863 and freed the enslaved people in the South. It made the war about slavery thereby denying the South support from Europeans.

3. Second Inaugural Address  

Abraham Lincoln said it was time to heal and bind the Nation's wounds.

4. Gettysburg Address  

Her President Lincoln reinforced the reason for fighting the war and that the soldiers who had died would not die in vain.  

5. Robert E. Lee  

Commander of the Confederate troops.

6. Thomas ''Stonewall'' Jackson  

Became Gen. Robert E. Lee's right hand man after he won a great victory against the Union by holding his troops steady.  

7. Jefferson Davis  

President of the Confederate States of America

8. Ulysses S. Grant  

Rose through the ranks to become the Commanding (and winning) General of all U.S. troops during Civil War. Eventually became President as well.

9. Fort Sumter  

The Confederates bombed this fort thinking that it would make the Union sue for peace. It instead started the Civil War.

10. William Tecumseh Sherman  

His match to the sea from Atlanta to Savannah wrecked such heavy damage on the South that they lost morale to fight. It was the first instance of the modern warfare tactic of Total War.

11. Battle of Atlanta  

Atlanta was devastated in this battle.

12. Battle of Vicksburg  

With this battle, the Union split the Confederacy in half by winning control of the Mississippi.  

13. Battle of Gettysburg  

The Union victory here was a turning point and began the general defeat of the Confederacy as General Meade kicked General Lee out of the war and back into Confederate territory.

The following characteristics describes either alfisols or mollisols

Alfisols or mollisols are soil types with a high degree of fertility and

productivity. They are found in forest biomes such as deciduous,  coniferous

etc.

The Alfisola are the most prevalent in the United States with a percentage

of 13.9 percent.

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Answer:

they seem great! :)

Explanation:

by biodiversity do you mean nature or animals or both?

The passage relies on pathos by generating sympathy for the American people.

What is Sympathy?

Sympathy is the capacity to see, understand, and respond to the suffering or needs of another life form. According to David Hume, the driving force behind this empathic concern is a change of perspective—away from one's own—and toward that of a different group or person who is in need.

This is the situation: feelings are easily transferred from one person to another, leading to responsive movements, since, according to Hume,

Therefore, "the brains of all men are alike in their thoughts and activities," and because "the motion of one communicates itself to the rest."

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Answer:

The total kinetic energy (EK) of the person and the skateboard can be calculated as follows:

First, calculate the kinetic energy of the person:

EK_person = (1/2) * m_person * v^2

where m_person is the mass of the person and v is the velocity of the person.

EK_person = (1/2) * 50 kg * (16 m/s)^2

EK_person = 6400 J

Next, calculate the kinetic energy of the skateboard:

EK_skateboard = (1/2) * m_skateboard * v^2

where m_skateboard is the mass of the skateboard and v is the velocity of the skateboard.

EK_skateboard = (1/2) * 5 kg * (16 m/s)^2

EK_skateboard = 640 J

Finally, add the two kinetic energies together to get the total kinetic energy:

Total EK = EK_person + EK_skateboard

Total EK = 6400 J + 640 J

Total EK = 7040 J

Therefore, the total kinetic energy of the person and the skateboard is 7040 Joules.

Explanation:

For the situation: People who are depressed sleep more, some possible confounding variables could be that sleeping more results in depression to be more likely as they spend less time with people or eating habits may make people more prone to depression and changes their sleeping habits.

For the situation: unmarried men are more likely to end up imprison or a mental institution, it seems like the most likely confounding variable is that more mentally stable people are more likely to get married, so not being married doesn't necessarily cause you to end up in prison or a mental institution, it's just that being mentally unwell may make you more likely to not be married which makes it appear as if being unmarried causes up higher rates in prison and mental institutions.

Answer:

I did some research and yes if you do fail an advanced class, you will need to go to summer school and retake the subject depending on which one you failed. Good luck though! :)

Explanation:

Cristian Arcega, Lorenzo Santillan, Oscar Vazquez, Luis Aranda, and Fredi Lajvardi

Happy to help, have a great day! :)

Answer:

Needs the options but, a taxpayer may exclude several types of income from their gross income, depending on the tax laws and regulations in the country or jurisdiction where they reside. Some common examples of income that may be excluded from gross income include:

Certain types of investment income, such as dividends or capital gains, may be subject to a lower tax rate or be excluded entirely.

Income earned from certain types of municipal bonds may be tax-free at the federal level

Some types of employee benefits, such as contributions to a 401(k) plan or health savings account, may be excluded from gross income.

Certain types of compensation, such as workers' compensation or disability payments, may be excluded from gross income.

Some types of scholarships and fellowships may be excluded from gross income if they are used for certain expenses such as tuition and books

Certain types of gifts and inheritances may be excluded from gross income.

It's worth noting that the laws and regulations regarding what income can be excluded from gross income can vary depending on the jurisdiction and are subject to change. So, it's best to consult with a tax professional or refer to the relevant tax laws and regulations for the most accurate and up-to-date information.

Navy-Wide Advancement Exam U.S Citizen requirements are determined by the Navy Personnel Command (NPC) entity.

The Navy Personnel Command (NPC) is responsible for implementing and managing the Navy's enlisted advancement system.

The Navy-Wide Advancement Exam (NWAE) is a written test that is administered to enlisted sailors to evaluate their knowledge and skills in their respective ratings and to determine their eligibility for promotion to the next higher rank. To take the NWAE, a sailor must meet several eligibility requirements, including U.S citizenship. U.S citizenship is a mandatory requirement to join the U.S military.

The Navy, being one of the U.S military branches, has similar requirements for its sailors. The NPC determines the U.S citizenship requirements for the NWAE, and all other requirements that must be met before a sailor can take the test.The NPC also determines the exam content, scoring, and eligibility criteria for advancement in the enlisted ranks.

The NPC ensures that all sailors are evaluated fairly and equitably, regardless of their background, race, ethnicity, or gender. It also provides guidance and support to sailors to help them advance their careers in the Navy.

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In this section of the Quiz, if you answer questions incorrectly, there will be a penalty for guessing.

For each question answered incorrectly, one-fourth of that number will be subtracted from the total number of questions answered correctly.

This means that your score for correctly answered questions will be reduced by a fraction of the incorrect answers.

It is important to be cautious and confident in your responses, as guessing incorrectly can have a negative impact on your overall score in this specific section of the Quiz.

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Answer: I and II

Explanation:

The gene flow will be affected because the fragmentation will make it quite cumbersome for birds in the different populations to go to each other and and be able to transfer genetic qualities which is key to genetic diversity.

The founder effect will also be affected. The founder effect is when a smaller group of a larger population are separated from the large population and form a new colony. As they are a smaller group, the genetic diversity will probably be low. With more fragmentation, the founder effect might happen a lot more as the parakeet get separated.

Answer:

I and II

Explanation:

Answer:

The mural will be 32 inches wide.

Explanation:

Since Larry is creating a mural from a photograph he took while on vacation, and he has decided that every 1.5 inch of the photo will equal 6 inches in his mural, if the photograph is cropped to be 8 inches wide, to determine how wide will the mural be the following calculation must be performed:

6 / 1.5 = 4

8 / 1.5 = 5.333 x 4 = 32

Therefore, the mural will be 32 inches wide.

A. The Depreciation Expense is $7,833.33. B. Depreciation per Unit is $0.022 per examination/test. C. The double declining balance method for income tax purposes in the first year of using the equipment.

Depreciation Schedule:

A. Straight-line Method:

The straight-line method allocates the cost of an asset evenly over its useful life. In this case, the asset cost is $63,000, and the useful life is 6 years with a residual value of $16,000.

The annual depreciation expense can be calculated as follows:

Depreciation Expense = (Cost - Residual Value) / Useful Life

                 = ($63,000 - $16,000) / 6

                 = $7,833.33

The depreciation schedule for the straight-line method is as follows:

| Year | Asset Cost | Depreciation Expense | Accumulated Depreciation | Asset Book Value |

|------|------------|---------------------|--------------------------|------------------|

| 1    | $63,000    | $7,833.33           | $7,833.33                | $55,166.67      |

| 2    | -          | $7,833.33           | $15,666.67               | $47,333.33      |

| 3    | -          | $7,833.33           | $23,500.00               | $39,500.00      |

| 4    | -          | $7,833.33           | $31,333.33               | $31,666.67      |

| 5    | -          | $7,833.33           | $39,166.67               | $23,833.33      |

| 6    | -          | $7,833.33           | $47,000.00               | $16,000.00      |

B. Units-of-Production Method:

The units-of-production method allocates the cost of an asset based on its usage. In this case, the asset is expected to process 18,000 examinations in each of the first 4 years and 14,000 tests in each of the next 2 years. The depreciation per unit can be calculated as follows:

Depreciation per Unit = (Cost - Residual Value) / Total Expected Units

                   = ($63,000 - $16,000) / (4 * 18,000 + 2 * 14,000)

                   = $0.022 per examination/test

The depreciation schedule for the units-of-production method is as follows:

| Year | Asset Cost | Depreciation Expense | Accumulated Depreciation | Asset Book Value |

|------|------------|---------------------|--------------------------|------------------|

| 1    | $63,000    | $3,960.00           | $3,960.00                | $59,040.00      |

| 2    | -          | $3,960.00           | $7,920.00                | $55,080.00      |

| 3    | -          | $3,960.00           | $11,880.00               | $51,120.00      |

| 4    | -          | $3,960.00           | $15,840.00               | $47,160.00      |

| 5    | -          | $3,080.00           | $18,920.00               | $44,080.00      |

| 6    | -          | $3,080.00           | $22,000.00               | $41,000.00      |

C. Double Declining Balance Method:

The double declining balance method depreciates an asset at an accelerated rate. The annual depreciation expense is calculated by doubling the straight-line rate and applying it to the net book value

(cost - accumulated depreciation). The depreciation schedule for the double declining balance method is as follows:

| Year | Asset Cost | Depreciation Expense | Accumulated Depreciation | Asset Book Value |

|------|------------|---------------------|--------------------------|------------------|

| 1    | $63,000    | $15,666.67          | $15,666.67               | $47,333.33      |

| 2    | -          | $15,666.67          | $31,333.33               | $31,666.67      |

| 3    | -          | $9,400.00           | $40,733.33               | $22,933.33      |

| 4    | -          | $5,640.00           | $46,373.33               | $17,293.33      |

| 5    | -          | $3,384.00           | $49,757.33               | $13,909.33      |

| 6    | -          | $3,384.00           | $53,141.33               | $10,525.33      |

Objective Analysis:

The depreciation methods that meet the general manager's objectives depend on the reporting to creditors and income tax purposes.

For reporting to creditors, the method that maximizes reported income in the early years is the straight-line method. This method evenly spreads the depreciation expense over the useful life, resulting in higher reported income in the early years.

For income tax purposes, the method that minimizes income tax payments in the early years is the double declining balance method. This method accelerates the depreciation expense, resulting in higher deductions in the early years, reducing taxable income and income tax payments.

Therefore, to meet the general manager's objectives, St. Paul Vision Center should use the straight-line method for reporting to creditors and the double declining balance method for income tax purposes in the first year of using the equipment.

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The term that can best be defined as "understanding what your interests are, having the skills you need for a job, and knowing how to present yourself in a job interview" is Career Readiness.

The professional who masters Career Readiness is a focused, objective professional who is able to manage his skills and activities very efficiently. This is because this professional recognizes his skills and objectives in relation to the professional environment, his skills, knowledge, and aspirations.

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The macroeconomic data are mostly used by governments when making budgeting spending, creating taxes or interest rates, making policy decisions etc.

A macroeconomic data refers to data that consist of aggregate values of economic flows at the level of the total economy

The higher level of the aggregate values in macroeconomic data consist of data such as:

The lower level of the aggregate values in macroeconomic data consist of data such as:

In conclusion, the macroeconomic data are mostly used by governments when making budgeting spending, creating taxes or interest rates, making policy decisions etc.

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Answer:

ya..ya....they always delete my answers

Explanation:

The method used to locate the cause of the allergic reaction is the Method of Agreement, which is one of Mill's Methods.

The Method of Agreement involves looking for a common factor that is present in all cases where the phenomenon occurs. In this case, the woman noticed the allergic reaction each time she ate chocolate and pecans, which are the only two foods that were present in all three instances. Therefore, chocolate and pecans are the common factor that is present in all cases where the allergic reaction occurred.

The fact that the woman did not notice the reaction when she ate pecans, chicken, and milk products or when she ate pecans and shellfish does not contradict the hypothesis that chocolate and pecans are the cause of the allergic reaction, as the presence of other foods may have masked the reaction or the reaction may not occur consistently.

Thus, the Method of Agreement was used to locate the cause of the allergic reaction by identifying the common factor that was present in all cases where the phenomenon occurred.

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Answer: Your welcome!

Explanation:

Political sovereignty is a myth because in reality, no state or nation can be completely independent and free from external influence. Through economic and political interdependence, actions taken by one state or nation can have a ripple effect throughout the world, affecting the policies of other states and nations. Additionally, the emergence of global issues such as climate change and human rights violations that affect multiple countries simultaneously further illustrate the impossibility of complete political sovereignty. Moreover, the presence of international organizations such as the United Nations and World Trade Organization, as well as regional organizations such as the European Union, demonstrate that states and nations are linked and must cooperate in order to effectively deal with global issues. All of these factors indicate that political sovereignty is a myth, and that no state or nation can truly exist independently from the rest of the world.

Answer: is b

Explanation:

because is good

The sentence from the text that best supports Realism, Naturalism, and Regionalism emphasized character over plot is B) “Just as with Realism and Naturalism, plot often took a backseat in Regionalist literature.”

The sentence that best supports Realism, Naturalism, and Regionalism emphasized character over plot is option B: “Just as with Realism and Naturalism, plot often took a backseat in Regionalist literature.”

This sentence directly states that character is emphasized over plot in Regionalist literature and connects this emphasis to the literary movements of Realism and Naturalism, which also prioritized character development over plot.

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Answer:

Explanation:

The governments and the press of the Western Bloc were more inclined to refer to themselves as the "Free World" or the "Western world", whereas the Eastern Bloc was often called the "Communist world or Second world".

Answer:

- underscore tension between two different groups in society

Explanation:

just did it

The maximum ratio of R2/R1 for which the wheel's rotational speed decreases is 1/1.7, or approximately 0.588.

To start solving this problem, use the principle of conservation of angular momentum. In this case, assume that there are no external torques acting on the pulley and rope system.

Let R1 be the radius of the larger circle and R2 be the radius of the smaller circle. The angular momentum of the pulley and rope system is given by:

L = Iω

where I = moment of inertia of the pulley and ω = angular velocity. Since the pulley is initially rotating clockwise, its angular velocity is negative.

The moment of inertia of the pulley can be expressed as:

I = (1/2)MR1² + (1/2)MR2²

where M = mass of the pulley. Assume that the mass of the rope is negligible compared to the mass of the pulley.

The tension forces T1 and T2 create torques on the pulley, given by:

τ1 = -T1R1

τ2 = T2R2

where the negative sign in τ1 = torque in the opposite direction to the initial angular velocity of the pulley.

Since there are no external torques acting on the system, the sum of the torques must be zero:

τ1 + τ2 = 0

Substituting the expressions for τ1 and τ2:

-T1R1 + T2R2 = 0

or

T2/T1 = R1/R2

Given that T2 = 1.7T1, so substitute this into the above equation to get:

1.7 = R1/R2

To determine the maximum ratio of R2/R1 for which the wheel's rotational speed decreases, we need to find the value of R2/R1 that makes the tension force T2 greater than T1.

From the expressions for the torques, this happens when R2 is sufficiently small compared to R1.

Let us assume that T1 is the larger of the two forces, so T2 = 1.7T1. The torques created by these forces are given by:

τ1 = -T1R1

τ2 = 1.7T1R2

For the wheel's rotational speed to decrease:

|τ2| > |τ1|

or

1.7T1R2 > T1R1

or

R2/R1 > 1/1.7

or

R1/R2 < 1.7

Therefore, the maximum ratio of R2/R1 for which the wheel's rotational speed decreases is 1/1.7, or approximately 0.588.

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By exercising ways that enhance their control and commission, similar as speaking politely and icing that families are informed, trauma-sensitive seminaries foster cooperation with scholars and families are included as mates in decision- making regarding pupil requirements and plans, and kiddies are apprehensive of what's passing and are suitable to express their studies.

What's commission?

People that are empowered have authority and influence over their own life. People admit the backing that's applicable for them. Citizenship on an equal footing is what commission entails. They enjoy respect and tone- assurance in their neighborhoods. It's insolvable to empower someone differently or to give someone additional power.

Colorful strategies that support cooperative practices :

1) Understand Trauma and Its Impact

( 2) Believe Healing Happens in connections

( 3) Support Choice, Control, and commission

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Answer:

6

Explanation:

take the 2nd derivative.

first derivative: 6t^2 -30t

2nd derivative: 12t-30

1st derivative: velocity

2nd derivative: acceleration

12(3)-30 = 6

Answer:

Explanation:

It is for answering the questions.

For example, this "question" has 8pts. This means that when someone answers the questions, they get eight points for helping you.

Answer:

The first wave of imperialism, which took place in the Americas in the 16th and 17th centuries, was characterized by the establishment of colonies by European powers, including Spain, Portugal, England, and France. The focus of this imperialism was primarily on the extraction of natural resources and the exploitation of indigenous peoples.

In contrast, the second wave of imperialism, which began in the late 19th century and lasted through the early 20th century, was focused on the acquisition of territories in Africa and Asia. European powers, such as Britain, France, and Germany, sought to control large areas of these continents in order to gain access to their resources, including minerals, rubber, and oil, and to establish markets for their manufactured goods.

One key difference between the first and second waves of imperialism was the nature of the relationship between the imperial powers and the people and societies they sought to control. In the Americas, the Spanish and Portuguese established direct rule over the indigenous peoples and exploited them for their labor and resources. In Africa and Asia, however, European powers often relied on indirect rule, meaning that they established local client governments and ruled through them. This approach allowed them to exert control over large territories while minimizing the costs and risks of direct rule.

Another important difference was the level of technological advancement available to European powers during the second wave of imperialism. Advances in transportation and communication, including the telegraph and steamship, allowed European powers to exert greater control over their colonies and to coordinate their activities on a global scale. This made it easier for them to establish and maintain their control over large territories, even in the face of local resistance.

In summary, the key differences between the first and second waves of imperialism include the nature of the relationship between the imperial powers and the people they sought to control, as well as the level of technological advancement that was available during the second wave. While the first wave was focused on the exploitation of indigenous peoples in the Americas, the second wave was characterized by the acquisition of territories in Africa and Asia, and the establishment of global systems of control and exploitation.

Answer:

Class 9b: Colonialism• First wave of colonialism (Americas) • Second wave (Africa, East Asia, etc.) • Dismantling colonial empires• Impacts of colonialism• ColonialismColonialism definitions• Colony: territory tied to a sovereign state – No foreign policy, military– Sometimes internal affairs, too– A state imposes political, economic, cultural systems on another territory– May encourage settlementMotives for colonialism• Nationalism, economic, or cultural • “God, gold, and glory”– Missionaries spreading Christianity – Resources for European economies – More colonies = more powerful state first wave: 1492 to 1825• Why were Europeans the colonizers in the 1400s?First wave: 1492 to 1825• Location, location, location– European trading cities oriented to the sea– West African trading cities oriented inland– East Africa, China and India farther away from Americas– Trade winds favored EuropePortuguese colonialism• Earliest explorers in Africa• Policy of trade, not settlement– Gold as part of mercantilism– Diseases harmful to Europeans• Developed slavery system in late 1400s– Laborers as commodities to be used up – Linking status and humanity with colorSpanish colonialism• Different historical and political context – Coming out of Reconquista– More interested in settlement• Different physical context– Europeans brought diseases– Settlers brought plants, animals – Slaves imported for plantationsSpanish colonialism• Distinctive urban landscapes• More mixing of cultures• Treaty of Tordesillas with Portugal (1494)– Portugal got Africa and East Indies– Spain got the Americas (minus Brazil)French colonialism• More gradual approach to Americas • Settlement/trade major motivations– Catholic/Protestant conflicts at home– Traded beaver; no gold or silver• More equal interactions with Natives– Fewer settlers– Less penetration inlandEnglish colonialism• Still different political situation– Slower rise as maritime power– Colonial experience gained in Ireland• Focus on settlement• More hostile towards nativesFirst wave: Impacts at home• Portugal and Spain– Colonies as resource-based economies• France– Battles with England shifted to colonies – Less settlement, less impact• Great Britain– Learned from others, rose to greatest prominenceFirst wave: independence• Number of colonies began to decrease in 1776• Led to French Revolution and European unrest• Led to wars of revolution in Latin America (from 1801 in Haiti to 1825 in Bolivia)• Abolition of slave trade, then slavery (from 1807/1833 in Britain to 1819/1863 in U.S.)Second wave: 1885-1900Europe needed new marketsSurplus population from demographic transitionIncreased nationalism• Geographical expeditions to Africa promised resources, marketsSecond wave: Africa• 1885 Europe began carving up Africa • Establishing trade, obtaining resources • "Humanitarian" mission• Increased political prestige• Everyone else is doing itSecond wave: Africa• Arbitrary straight lines on the map– Cultural groups divided– Minorities preferred as collaborators• British adjusted their governance by place • French tried to import French cultureSecond wave: Middle East• World War I: Ottoman Empire joined Germany• Britain captured Iraq; received local support with promise for self-ruleOttoman territory carved into “mandates”Nationalist uprisings against British, FrenchIndependence in 1930s; military remainedSecond wave: 1885-1900• Impact of WWII– Germany, Italy, Japan lost colonial blocs – U.S. exchanged aid for trade access– Start of Cold War• From 134 colonies in 1950 to 58 in 1961Second wave: independence• Generally peaceful transitions– Britain worked with nationalist leaders– France more neo-colonial; fought and lost in Vietnam and Algeria– Belgium simply left Zaire; fierce fighting • From 1943-1990, 98 “new” statesSecond wave: independence• Two paths to development• State ownership or protection (India)– Not favored by US, Europe • Free market– Prone to corruption– Economic colonialismSecond wave: impacts• Impact on former home countries– Economic benefits without administrative costs– Cold War fought through proxies – Increasing numbers of immigrantsImpacts of colonialism: first wave• Decimation of native population (90%) • Forced migration of slave populations• Diffusion of language, religion• Distinctive city plans, architecture• Wealth to home countriesSecond wave impacts: nation-building• Creating new national identity• Resentment of favored minorities • Importance of leadership• New (or restored) iconographySecond wave impacts: state-building• High military spending– Est. 1/3 of African spending – Better since Cold War• Tendency toward military rule• African commitment to state bordersSecond wave impacts: economics• Strong ties to former colonial powers – Main trade partner– Migration field– Source for tourism• Dependence on a single commodity –

Explanation:

Answer:

C

Explanation: