Waddup my dude. the answer is B, a profile of one of the survivors of the crash.
Price level rose on average by 63 percent in second plan, 5.8% in third plan, 9% in fourth plan, 6.3% in fifth plan, 3.6 percent in Ninth plan and 4% in 2004-05. Furthermore, the plan witnessed only increase in inequality. Rich Class becomes richer and poor class poorer. This inequality is found not only in industrial sector but in agriculture sector also. According to one estimate, 3 percent of household own roughly 50 percent of cultivable land. Hope this helps and if your feeling generous, leave a rate, thanks, and brainliest. ;)
A giffen good is a good whose demand rises when the price rises, which is opposite to the laws of demand because the laws of demand state that a rise in price will result in a reduction of demand. An example can be a staple food like bread. If the price of bread rises, people will buy it more because they'll have to cut back on other more expensive things, of course this applies in theory.
The correct answer is; Jewish people.
Further Explanation:
There was a rush of immigrants that flocked to Israel right after it was founded in 1948. By 1950, the size of the immigrants were doubled. In 1948, there was a new law enacted called "Proclamation of the Establishment of the State of Israel." This called for all open Jewish immigration to come into Israel.
It was in 1950 that the "Law of Return" was enacted and granted automatic rights and citizenship to the Jewish people. There were an estimated 687,000 Jewish people who took advantage of the new law in 1950. The people who came were from several groups such as;
- Holocaust survivors
- Jewish communities from Bulgaria and Poland
- Jewish people from Iraq, Libya, and Yemen
- One third of the Jewish population from Romania.
Learn more about Israel at brainly.com/question/402150
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Answer:
This is an example of the whole-language approach.
Explanation:
The whole-language approach focuses on developing a child's metacognition, more than just on reading or writing skills. It centers on making the child <em>think about what he/she is doing</em>, more than just getting something done.
In this case, more than just singing and reading about insects, the students put what they have learnt to use in order ro create something more from it, not just staying in knowing about insects from the article but actually creating their own poems about bugs.
