Answer: 1. The child develops empathy for his mother, is aware that his stuffed animal makes him feel good, knows that his mother is not well and gives it to him so that he is better.
2. Johnny doesn´t have a definite concept of sizes, he only knows about units, that´s why his brother manages to "rip him off".
3. Sally requires a repetition and practice process, going back to her roller skating training, avoid to focus on their fears.
Answer:
hey the answer to your question is -
Athenians
Answer:
B. First tier suppliers
Explanation:
First tier suppliers refers to the individual or a group who provide the main components that needed to make a certain product directly to the producer (without any intermediary)
For example In order to produce a car, you need several main components : as the engine, the wheels. the light system, etc. All of these are the main components that couldn't be eliminate from the production. These parts often ordered from smaller independent companies that focused its operation only to make one single parts. These independent companies are what considered to be first tier suppliers.
Answer:
In How the Other Half Lives, Jacob Riis: e: focused on the wretched conditions of New York City slums.
Explanation:
Jacob August Riis was born in May 3, 1849 in Ribe, Denmark and died in May 26, 1914.
He was a newspaper reporter with a knack of publicity and an abiding Christian faith a social reformer, and a photographer who shocked the conscience of his readers with factual descriptions of slum and squalid conditions in Tenements in New York through a book called How the Other Half Lives published in January 1890 Riis´ remarkable study of the horrendous living conditions of the poor in New York City had an immediate and extraordinary impact on society, inspiring reforms that affected the lives of millions of people as it describes how the system of tenement housing had failed, as he claims, because of greed and neglect from wealthier classes, and called on society to remedy the situation as a moral obligation and gave momentum to a sanitary reform movement.
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.
