Answer:
Today you can walk into your local grocery store and fill your shopping cart with a variety of fresh produce. Then, with no more effort than it takes to push your cart, you can head to the cereal aisle to pick out your favorite boxes of breakfast cereal before ending your shopping trip in the bread aisle, where you grab a couple of loaves of bread for your lunchtime sandwiches. What you probably don't realize is that these conveniences that you experience today, could not be a reality if it were not for the Agricultural Revolution that took place hundreds of years ago. In this lesson, we will take a look at how advancements in farming techniques and equipment that happened during the Agricultural Revolution changed our lives, and how they have impacted our environment.The development of agriculture is responsible for the shift from a nomadic lifestyle to one of settlements that later became urban environments. As well, this development has had a significant effect on human society. As agriculture changed from the natural environment, such as picking wild berries, to that of tilled fields and pastures, growing crops became a selective process. Farming procedures allowed for a greater variety of crops that were healthier and more diverse.
Explanation:
https://www.enotes.com/homework-help/how-did-development-agriculture-bring-change-human-791733
https://study.com/academy/lesson/agricultural-and-industrial-revolutions-impacts-on-the-environment.html
check these websites
they can help
Let me say that too often adolescent girls face intersecting disadvantages because of their age, gender, ethnic background, sexual identity, religion affiliation, income, disability among other compounded factors. We have seen pictures, evoked images of girls in different situations that live with disadvantage, even without crisis. The perception and reality of vulnerability arising out of these multiple intersectionalities really creates that context of discrimination and differentiated impact of crisis.
During conflict or humanitarian situations, natural disasters or climate change, these factors exacerbate and disproportionately and differentially affect young women and girls due to neglect of their human rights and the intersecting forms gender-inequality and discrimination that they endure. So this is how we shine the light on this particular situation of girls in emergencies. As was mentioned, it is often forgotten that women and girls are not only helpless victims, they are sources of power, power to cope, power to prevent, power to reduce risk, power for resilience and transformation and to build back better after crisis. That is the power that we want to invoke and tap into.
We must be outraged about the disadvantages that girls still experience. But here has been some progress. Humanitarian actors and governments are much more aware today about addressing crises and resilience building with a gender lens and with a girls lens. But, we still have miles to go.
Imagine that to date, women and children account for more than 75 per cent of the refugees and displaced persons at risk from war, famine, persecution and natural disasters.
Every 10 minutes, somewhere in the world, an adolescent girl dies because of violence.
Up to one-third of adolescent girls report their first sexual experience as being forced and they are victims of sexual violence. Currently at least 133 million girls and women have experienced female genital mutilation.
Imperialists around the world used ideas of racial, national, and cultural superiority to justify imperialism. One of these ideas was Social Darwinism which was the belief that life consists of competitive struggles in which only the fittest survive. Social Darwinists felt that certain nations and races were superior to others and therefore destined to rule over inferior peoples and cultures. In an 1899 interview president McKinley explained "We could not give (the Philippines) back to Spain- that would be cowardly and dishonorable." instead he argued that the United States had no choice but to "take them all, and educate the Filipinos, and uplift and civilize...them.".
<span>He oversaw the creation of new federal departments and asked Alexander Hamilton to tackle the nation's debt problem.</span>
