This had a huge impact on the early makings of the United States. For instance, Southern Colonies had a hot climate along with flat ground to grow a lot of crops that are called "cash crops" these crops included Tobacco, Cotton, and a few more. New England was a much colder climate along with the soil in New England being very bare so it was a lot harder to grow crops in New England so those colonies would resort to fishing and later the creation of miles including textile. The Middle Colonies grew a large amount of food like wheat and corn they also would grow to have strong industry as well.
Answer:
Gender inequality in Nepal refers to disparities and inequalities between men and women in Nepal, a landlocked country in South Asia. Gender inequality is defined as unequal treatment and opportunities due to perceived differences based solely on issues of gender. Gender inequality is a major barrier for human development worldwide as gender is a determinant for the basis of discrimination in various spheres such as health, education, political representation, and labor markets. Although Nepal is modernizing and gender roles are changing, the traditionally patriarchal society creates systematic barriers to gender equality.
Answer:
yes i have and
Explanation:
1 a 2 d 3 that thay are not alone and thay are more people there now 4 im a litle con fiused with this one but imma say that alonles has changed because there is 2 people insted of 1 because 1 is aloonenes but now there 2 people and not 1
Answer: <em>Consumer-generated marketing</em>
Explanation:
Consumer-generated marketing also known as CGM is referred to as an affordable and efficient marketing strategy which tends to use a customer-created feedback and material, i.e. user created reviews and content. One of the major advantage of such kind of marketing is that it tends to be affordable and thus can be easily and quickly created. But there lies some drawbacks as well, i.e. the lack of control and relative rawness of such marketing.
The Reconstruction era is always a challenge to teach. First, it was a period of tremendous political complexity and far-reaching consequences. A cursory survey of Reconstruction is never satisfying, but a fuller treatment of Reconstruction can be like quick sand—easy to get into but impossible to get out of. Second, to the extent that students may have any preconceptions about Reconstruction, they are often an obstacle to a deeper understanding of the period. Given these challenges, I have gradually settled on an approach to the period that avoids much of the complex chronology of the era and instead focuses on the “big questions” of Reconstruction.
However important a command of the chronology of Reconstruction may be, it is equally important that students understand that Reconstruction was a period when American waged a sustained debate over who was an American, what rights should all Americans enjoy, and what rights would only some Americans possess. In short, Americans engaged in a strenuous debate about the nature of freedom and equality.
With the surrender of Confederate armies and the capture of Jefferson Davis in the spring of 1865, pressing questions demanded immediate answers.
