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Step2247 [10]
3 years ago
10

Was it a union or a confederate state?

Social Studies
2 answers:
Vikentia [17]3 years ago
5 0
South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana, Texas, Arkansas, North Carolina, Tennessee, and Virginia were all Confederate Sates.

Maine, Vermont, New Hampshire, Massachusetts, New York, Connecticut, Pennsylvania, New Jersey, Ohio, Michigan, Indiana, Illinois, Iowa, Wisconsin, Minnesota, Rhode Island, Kansas, Oregon, and California were Union States.

Delaware, West Virginia, Kentucky, Missouri, and Maryland were Border States.

The rest weren't states yet or didn't pick a side.
Gre4nikov [31]3 years ago
3 0
The above comment is correct.
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After the Ice Age ended, what did the Paleo-Indians do to make sure they had enough food?
natulia [17]

Answer:

It is

Explanation:

Why and how did Paleo - Indians adapt to environmental changes? They where first presented with an abundance of large game animals that they could hunt. When most of the big game animals went extinct. ... Why did Archaic Native Americans shift from big - game hunting to foraging and hunting smaller animals?

8 0
2 years ago
A compound sentence is created by combining what
siniylev [52]
Two independent clauses
7 0
3 years ago
Which term describes the expression of a trait? <br><br> phenotype <br> genotype<br> DNA <br> RNA
valentina_108 [34]
Phenotype I'd the correct answer to you question
8 0
3 years ago
Read 2 more answers
Describe briefly and then cite some of the advantages and disadvantages of each of the following schools of thought concerning e
Mice21 [21]

Answer: see explanation

Explanation:

1) The linear stages of growth models share the central role of savings and capital formation as their basic theme. The two examples given are W.W. Rostow's theory and the Harrod-Domar model. This approach is limited since the structural and institutional conditions necessary to effectively utilize savings are often lacking, and the possibilities of development are often conditioned on international factors beyond a developing country's influence. In this respect, a distinction must be made between the necessary and sufficient conditions for economic growth.

1. The neocolonial dependence school emphasizes the unequal power relationships between the developed and less developed countries and blames underdevelopment on conscious or unconscious developed country exploitation, perpetuated by power inequality within each developing country, whereby a small ruling elite controls the means of production.

The false paradigm model argues that underdevelopment is fostered by well-meaning but inappropriate advice from aid agencies and other Western trained economists and/or advisors.

3. The dualistic development model, or Singer's superior-inferior sectors model which is cited as representative of the dualistic development thesis. Despite doubts that developed countries intentionally keep developing countries in a dependent state, there is recognition of the fact that many key international economic decisions are taken in developed countries.

4) The neoclassical counter revolution focuses on the working of markets, inefficiency, and a lack of economic incentives within developing countries as being responsible for the lack of development. In this respect, three approaches are highlighted:

1. The free market approach argues that markets are efficient and any government intervention is counterproductive.

2. The public choice, or new political economy, approach emphasizes inherent government failure and the self-interested behaviour of public officials.

3.The neoclassical counterrevolution has identified, and emphasized, three areas, namely, that:

(1) Price allocation is usually more efficient than intervention;

(2) State-owned enterprises have not fulfilled their promise and have been inefficient; and

(3) Incentives must be stressed

The neoclassical approach is criticized on the grounds that markets in developing countries, when they exist, are far from perfect and cannot be made perfect by any simple formula

7 0
3 years ago
Where can we find the roots of our problematic ideas about "cultural authenticity"?
sasho [114]

A cultural system creates a unique world that is experienced as "reality" by its members. The people of a certain culture come to accept the "realities" which form its culture.

However, when groups of different cultures come together, their "realities" become confronted. Creating a clash of cultures. The outcome of this clash is decided by the material power of each of this groups. The group with the most material will emerge victoriously and end up influencing the other group with its cultural system. Therefore, individuals from the influenced culture will end up learning a new "reality" by force. On the other hand, individuals of the influencing culture tend to see the others as "objects of study".  

Clashes of cultures have been occurring throughout time, affecting the cultural authenticity of groups. Due to the constant blend of cultures, it is nowadays, very difficult to consider that a certain cultural group is "truly authentic".

4 0
3 years ago
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