I'm pretty sure the answer is fingerprint scanning.
Zionism. This is where the Jewish made a national home/state.
Answer:
If the reason I am stessed is not having enough work, activities or change in my life, I can take up a hobby such as painting, an online class, or joining a sports team
Explanation:
If this is good, please give brainliest. If not, please tell me what I did wrong and I will change it
Jasmine's plan provides an excellent example of the strategy of scaffolding.
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<u>Explanation:</u></h3>
Instructional scaffolding is a process through which a teacher adds supports for students in order to enhance learning and aid in the mastery of tasks. The teacher does this by systematically building on students' experiences and knowledge as they are learning new skills. We can take the example of a child learning to walk.
It is a process through which a teacher adds support for students in order to enhance learning and aid in the mastery of tasks. The teacher does this by systematically building on students’ experiences and knowledge as they are learning new skills. Just like the scaffold, these supports are temporary and adjustable. As students master the assigned tasks, the supports are gradually removed.
Answer:
Option: Soil was made richer for growing plants, and fields could be replanted for many years.
Explanation:
Neolithic Revolution was a revolution in the field of agriculture. This period is known as the Agricultural Revolution considered the transformation in human history from small nomadic groups of hunter-gatherers to large, farming hamlets.
Neolithic people domesticate sheep, cows, goats, dogs, and pigs. As they grew cops thee was a need for a natural substance. The Neolithic people managed to give crops manure regularly. The Neolithic farmers used the dung from domesticated animal and used it as a slow fertiliser. Compost (dung) requires a long time to breaks down slowly in soil and crops to benefit from its nutrients. Farmers focused on giving manure to pulses and wheat crops for a better harvest.
