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.
<span>The answer is
b. Fifth Amendment. It is also known as “Pleading
the Fifth”. It is used for citing t<span>he freedom </span>that
allows a witness to refuse to answer questions where the answers might implicate
him or her to avoid suffering a penalty for declaring the benefit. A defendant
cannot be forced to become a witness at his or her own trial. But he or she decides
to testify, he or she is not eligible to the privilege, and in conclusion can
be drawn for refusing to answer a question while being cross-examined in court.<span> </span></span>
Answer:
Learning disabilities
Explanation:
A learning disability is a neurological disability. In these disabilities, there is reduced intellectual ability and have difficulty with everyday activities. Everyday activities such as household tasks, managing and socializing, etc.
The children who suffer from learning disabilities have difficulties in learning. They take more time in comparison with normal children. They need support from the teacher, family members. With the help of others, they understand complex task easily.
host agent module
All processes, modules, and libraries that are packaged with the host agent fall under its border. The Host Agent can, but is not necessary to, run on the platform as a daemon or service. Although having a local or remote Graphical Interface (GUI) for management is not anticipated for the Host Agent, this PP-Module does not forbid it. It is anticipated that the linked ESM server or the underpinning platform would administer the host agents. The communication path with other Host Agents, a Smtp server, or a public cloud is included in the TOE border. A host agent assessment does not cover the platform operating system or execution environment in which the host agent is running.
To know more about Host Agent refer to brainly.com/question/20556615
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Brain drain can be described as the process in which a country loses its most educated and talented workers to other countries through migration. This trend is considered a problem, because the most highly skilled and competent individuals leave the country, and contribute their expertise to the economy of other countries. The country they leave can suffer economic hardships because those who remain don't have the 'know-how' to make a difference.
Brain drain can also be defined as the loss of the academic and technological labor force through the moving of human capital to more favorable geographic, economic, or professional environments. More often than not, the movement occurs from developing countries to developed countries or areas.
Causes of Brain Drain
There are various causes of brain drain, but they differ depending on the country that's experiencing it. The main causes include seeking employment or higher paying jobs, political instability, and to seek a better quality of life. Causes of brain drain can be categorized into push factors and pull factors.
The push factors are negative characteristics of the home country that form the impetus for intelligent people migrating from Lesser Developed Countries(LDC). In addition to unemployment and political instability, some other push factors are the absence of research facilities, employment discrimination, economic underdevelopment, lack of freedom, and poor working conditions.
Pull factors are the positive characteristics of the developed country from which the migrant would like to benefit. Higher paying jobs and a better quality of life are examples of pull factors. Other pull factors include superior economic outlook, the prestige of foreign training, relatively stable political environment, a modernized educational system to allow for superior training, intellectual freedom, and rich cultures. These lists are not complete; there may be other factors, some of which can be specific to countries or even to individuals.
