The Pendleton Act of 1883 classified jobs to people based on merit rather than political connections.
Eastern Europe wanted to be independent from the Soviet Union, but did not feel strong to oppose Soviet Union: only upon its collapse could they really become independent.
And Soviet Union did not support religion: so religious groups could function more in the open after the collapse of the Soviet Union.
Answer:
Explanation:
As a direct result of the transatlantic slave trade, the greatest movement of Africans was to the Americas — with 96 percent of the captives from the African coasts arriving on cramped slave ships at ports in South America and the Caribbean Islands.
Sexual relations, marriage, and family are all considered by anthropologists as social constructs.
<h3>
What are social constructs?</h3>
A social construct is a concept or category that has socially and culturally mediated meaning.
In other words, social constructs are concepts that generate their meaning through social and cultural worldviews.
Race is a powerful social construct for explaining and classifying physical, or phenotypical, differences among people.
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Answer:
The hypothetical-deductive method has several essential steps: observation of the phenomenon to be studied, creation of a hypothesis to explain said phenomenon, deduction of consequences or propositions more elementary than the hypothesis itself, and verification or verification of the truth of the deduced statements. .
Explanation:
<u>We could say that this method was very aptly applied in the case of children of children of the peace movement in Colombia, because first The situation or problem was observed and recognized ;</u>more than 140 student leaders formed a special council. They divided into various "commissions" to discuss different aspects of the conflict. There was a commission for the construction of peace, a commission for human rights, another for displaced persons, etc. They met in a large room, with each commission supported by one of the adults. For many of the students, the idea of being asked what they thought about war and how they could help peace was a revelation. An example of this was that of Farlis Calle, who was then fifteen years old and who later became a prominent leader in the National Movement for Children for Peace, asked why they did not teach peace education in Colombian schools. "How can we learn to be peaceful if our teachers don't help us understand what it means? No one here has lived in peace. We have been fighting from the moment we were born. "At the end of the two-day session, the various commissions had come up with many suggestions: for peace education, recreation projects, cultural events, and" a youth movement working for peace.
<u>After taking advantage of Machel's visit, Farlis Calle had been chosen by the students as the first child mayor of Apartad & oacute; and they believed that this gave them the constitutional right to form a local government of children. So here come the proposals and verification of results</u> by means of which notices were sent to the municipal schools, for others to know that they could and should participate in their government , and soon as many as 200 children attended peace meetings three times a week, gathering on soccer fields and parks.
