just tap on the both profile and see who is that person....
I am assuming that horses' is plural.
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If it were singular, it would be horse's.
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Sinces is it written s',it is plural.
<h2> विद्यार्थी जीवन</h2><h2> Vidyarthi Jeevan</h2><h3>विद्यालय वा क्याम्पसमा ज्ञान हासिल गर्ने </h3><h3>जाने क्षात्र वा क्षात्राका जीवनलाई क्षात्रजीवन </h3><h3>वा विद्यार्थी जीवन भनिन्छ. सामान्य रूपले </h3><h3>क्षात्र भन्न साथ पुस्तक, कापी च्यापेर वा</h3><h3> झोला भिरेर विद्यालय पढ्न जाने विद्यार्थीलाई जनाउँछ. मानिसको सरदार उमेरलाई कामको </h3><h3>आधारमा बाँडफाँड गर्दा प्रारम्भिक उमेर </h3><h3>आर्जन गर्ने समय भएकोले त्यस समयलाई </h3><h3>नै विद्यार्थी जीवन भनिएको हो.</h3>
<h3>भावी जीवन निर्माण हुने बलियो जग र मानव जीवनको महत्त्वपूर्ण भाग क्षात्रजीवन हो. </h3><h3>क्षात्र जीवनमा रहेर पनि सब विद्यार्थीहरूले </h3><h3>उच्च ज्ञान हासिल गरी शिक्षा क्षेत्रमा </h3><h3>आफूलाई सफल बनाउन सकेका हुँदैनन्.</h3><h3> किनभने कोही नराम्रो व्यसनमा लागेर, कोही नराम्रो संगत मा लागेर नै पढ्नुपर्ने समयलाई </h3><h3>खेर फालेर पछि पछुताउने गर्दछ. त्यसैले </h3><h3>मानिसले आफ्नो भावी जीवनलाई सुखी</h3><h3> तुल्याउन क्षात्र जीवनमा आफूले उचित ज्ञान</h3><h3> हासिल गर्नुपर्छ. क्षात्र जीवनमा रोपेको बीउ</h3><h3> पछि गएर उम्रन्छ, फुल्छ र फल्छ.</h3>
<h3>आजका विद्यार्थी भोलिका कर्णधार हुन्.</h3><h3>विद्यार्थी जीवनबाट उक्लेर कोही नेता, </h3><h3>डाक्टर, इन्जिनियर, लेखक, शिक्षक आदि हुन्छन्. त्यसै अवस्थादेखि विद्या योग्य </h3><h3>नागरिक बनाइन्छ. यसैले विद्यार्थी जीवनमा किताबी ज्ञान मात्र आर्जन नगरी स्-चरित्रता, </h3><h3>व्यवहारिक पक्षलाई पनि आर्जन गर्ने गरिन्छ. </h3><h3>क्षात्र जीवनको सदुपयोग गर्ने व्यक्ति नै महान् व्यक्ति हुन् सकेका छन्. उदाहरणका लागि उहिलेका एकलब्य, कर्ण, अर्जुन आदिलाई</h3><h3> लीन सकिन्छ.</h3>
<h3>HOPE IT HELPS YOU ʕ•ᴥ•ʔ</h3>
Answer:
Explanation:
A) One particular example of the root causes of the Russo-Japanese War, which the author does not explicitly say, is that Russia was afraid of Japan becoming a strong empire in the East and of getting rid of its hegemony over a large part of East Asia. Russia thought Japan could easily accomplish this feat if Japan managed to gain new territory and increase its military strength, so they decided to start a war with Japan to retain control over these territories and maintain their dominance.
B) One specific example of the broader consequences of the Russo-Japanese War, which the author does NOT explicitly say, is that it became a world power as a result of Japan's victory. Japan acquired influence over certain East Asian territories that Russia had acquired and made it so that Japan would be a force to be dealt with in future wars. The triumph of Japan against Russia also inadvertently contributed to the involvement of Japan in both World Wars, as Japan became a world power and, with its military might, participated in both.
C) One specific example of how losing the war-affected Russia, which the author does NOT explicitly say, is that political turmoil was created as a result of the embarrassment Russians felt after their defeat, and there was a large division within Russian society. This inevitably led to the government's overthrow in 1917, as many factors contributed to social and political tension, but the main reason was the failure of the Russo-Japanese War, a war they felt they could win, and the loss of all their South Asian territories as a result.
Answer:face, body, voice, verbal content and verbal style.
Explanation:
I got from goodwill
