Answer:
Belief in God the Father, Jesus Christ as the Son of God, and the Holy Spirit. The death, descent into hell, resurrection and ascension of Christ. The holiness of the Church and the communion of saints. Christ's second coming, the Day of Judgement and salvation of the faithful.
Explanation:
Grassland pasture and range uses
Answer:
Political borders were decided by European powers without consideration of the political and historic connections in the region.
Explanation:
After the fall of the Ottoman Empire, a power vacuum was created in South West Asia.
This power vacuum attract many empires within the region which previously have to live under the Ottoman's shadow. They wanted to rise up and took the territories that previously under the ottoman's control.
Since none of the empire was particularly stronger over the other, Ottoman's past conquests were separated into smaller chunks which controlled by different empires.
After the hostile takeover, many of the new conquerors forced the past ottoman citizens to conform to the new traditions and religion and abandon the old ones. Which is why political and historic connections in the past ottoman's region gradually forgotten over time.
Answer:
The hypothetical-deductive method has several essential steps: observation of the phenomenon to be studied, creation of a hypothesis to explain said phenomenon, deduction of consequences or propositions more elementary than the hypothesis itself, and verification or verification of the truth of the deduced statements. .
Explanation:
<u>We could say that this method was very aptly applied in the case of children of children of the peace movement in Colombia, because first The situation or problem was observed and recognized ;</u>more than 140 student leaders formed a special council. They divided into various "commissions" to discuss different aspects of the conflict. There was a commission for the construction of peace, a commission for human rights, another for displaced persons, etc. They met in a large room, with each commission supported by one of the adults. For many of the students, the idea of being asked what they thought about war and how they could help peace was a revelation. An example of this was that of Farlis Calle, who was then fifteen years old and who later became a prominent leader in the National Movement for Children for Peace, asked why they did not teach peace education in Colombian schools. "How can we learn to be peaceful if our teachers don't help us understand what it means? No one here has lived in peace. We have been fighting from the moment we were born. "At the end of the two-day session, the various commissions had come up with many suggestions: for peace education, recreation projects, cultural events, and" a youth movement working for peace.
<u>After taking advantage of Machel's visit, Farlis Calle had been chosen by the students as the first child mayor of Apartad & oacute; and they believed that this gave them the constitutional right to form a local government of children. So here come the proposals and verification of results</u> by means of which notices were sent to the municipal schools, for others to know that they could and should participate in their government , and soon as many as 200 children attended peace meetings three times a week, gathering on soccer fields and parks.
Then it wouldn't be a essay
