Answer:
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Explanation:
through the use of quotas, used first in the Soviet Union and later in other socialist states. In the Soviet Union, the first Five-Year Plan (1928–32), implemented by Joseph Stalin, concentrated on developing heavy industry and collectivizing agriculture, at the cost of a drastic fall in consumer goods. The second plan (1933–37) continued the objectives of the first. Collectivization led to terrible famines, especially in the Ukraine, that caused the deaths of millions. The third (1938–42) emphasized the production of armaments. The fourth (1946–53) again stressed heavy industry and military buildup, angering the Western powers. In China, the first Five-Year Plan (1953–57) stressed rapid industrial development, with Soviet assistance; it proved highly successful. Shortly after the second plan began in 1958, the Great Leap Forward was announced; its goals conflicted with the five-year plan, leading to failure and the withdrawal of Soviet aid in 1960.
Answer:
Boys usually went to school in the winter, when there were fewer farm chores for them to do, while girls and younger children went to school in the summer. Students ranged in age from 4 to 20 years old.
Explanation:
The first colonies to be established in Colonial America were in New England and were predominantly Puritan. The Puritans encouraged Colonial Education for religious reasons as Bible reading and Bible study played an important role in their religion
One of the major controversies in developmental psychology centers if development is continuous or discontinuous. Those psychologists who support the continuous view of development suggest that development involves gradual and ongoing changes throughout the life span, with behavior in the earlier stages of development providing the basis of skills and abilities required for the next stages. Not all psychologists, however, agree that development is a continuous process. Some view development as a discontinuous process. They believe development involves distinct and separate stages with different kinds of behavior occurring in each stage. This suggests that the development of certain abilities in each stage, such as specific emotions or ways of thinking, have a definite starting and ending point. However, there is no exact time at which ability can appear or disappears. Although some types of thinking, feeling or behaving may seem to appear suddenly, it is more than likely that this has been developing gradually for some time. Stage theories of development rest on the assumption that development is a discontinuous process involving distinct stages which are characterized by qualitative differences in behavior. They also assume that the structure of the stages is not variable according to each individual, however the time of each stage may vary individually. Stage theories can be contrasted with continuous theories, which posit that development is an incremental process.
Explanation:
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