Answer:
Correct answer is it served as a unifying force that helped launch an Arab empire.
Explanation:
First option is not correct as the conquest of Mongols came much later in the period of the Late Middle Ages.
Second option is correct because a Muslim Empire that stretched from Mesopotamia to Spain became a leading force in the region.
Third option is not correct as Persian Empire was already weakened by the Byzantines.
Last option is also not correct as the Byzantine Empire didn't had enough power to subdue new force that appeared in the nearby.
Answer:
Colonizers were in the case of the Spanish, French and the Chesapeake Bay colony lower nobility, common folk, or indentured servants, while for New England they were religious migrants, and for Dutch settlements merchants and sailors.
Spanish and French proclaimed thier missionary role, and "rescue" of natives, and the colonies in New England also detailed their mission to construct a "city on the hill",while Dutch and English in Chesapeake both were aimed at maximizing profit.
The interaction with environments and natives was influenced by this aims, as Spanish and French colonies tried to assimilate natives like free subjects but with their speficic culture if that did not clash with the Catholic doctrine, and emphasizing conversion and tribute, in the specific case of the French via the fur trade, while for Spanish it would be the <em>encomienda</em> system and later the "hacienda" (latifundia). Dutch engaged primarily with natives as trading partners, not seeking integration, and also without transforming the environment. English for the other did change the environment and clashed with the Natives, althoug at first they used them as life support, due to their poor knowledge of the terrain, but eventually the colonist clashed with the natives.
Explanation:
When students come into the university and become members of the institution for the first time they usually face a number of adjustment problems, the result of stressful experiences they are subjected to by the conditions, events, or situations in their new environment. This study was, therefore, an attempt to find out the nature of students' experiences by finding out aspects (conditions and or events) of the university they assessed as stressful especially during their early days in the university. A 40-item questionnaire, with statements clustered into five categories of stress-induced factors of university, was used to collect relevant data. The subjects responded to the questionnaire in terms of their assessment of their experiences of the different aspects of the university presented to them on the questionnaire. The results revealed that factors associated with Financial Difficulties, Demands of the University Environment and the University Administrative Process (in that descending order) were assessed as stressful. While data analysis revealed significant sex differences in the assessment of stressful experiences with various aspects of the university, no significant differences were found on the basis of subjects' age groups and institutional affiliations.
