Answer:
Carry arrows in the nocked position only when slowly approaching game—never nock an arrow or draw a bow if someone is in front of you. Use a haul line to raise a bow and quiver into a tree stand to avoid serious injury.
Answer:
Create a plan!
Explanation: I create a layout first, starting from the intro all down to the outro, and seperating irrelevant paragraphs. Usage of grammar and semi-colons is also appreciated. Keep the text aligned. The handwriting eligible.
The correct answer is “Language, literacy, and math are just a few of the essential subjects that must be taught in schools for citizens to be successful there.” .
According to the functionalist view of education, the purpose of education is to develop skills, promote social cohesiveness, and sort students. Functionalists contend that schools' primary purpose is to prepare pupils for participation in societal institutions.
<h3>What does the functionalist view of education purport?</h3>
Functionalism is the belief that an object's ability to be classified as a thought, desire, or pain (or any other form of mental state) depends only on its function, or the part it plays in the cognitive system of which it is a part, rather than on its internal makeup.
Education serves many clearly defined purposes, including change and innovation, socialization, social control, culture transmission, and role distribution.
To know more about Functionalists, visit brainly.com/question/4254506
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Question:
Why do you think Lincoln didn't end slavery in the north?
Answer:
The proclamation didn't end slavery because it didn't affect the border slave states that weren't in rebellion, and it had no immediate effect in most of the deep South because, at least on the day it was issued, the slaves were in territory still controlled by the Confederacy.
Explanation:
Abraham Lincoln did believe that slavery was morally wrong, but there was one big problem: It was sanctioned by the highest law in the land, the Constitution. The nation’s founding fathers, who also struggled with how to address slavery, did not explicitly write the word “slavery” in the Constitution, but they did include key clauses protecting the institution, including a fugitive slave clause and the three-fifths clause, which allowed Southern states to count enslaved people for the purposes of representation in the federal government.
In a three-hour speech in Peoria, Illinois, in the fall of 1854, Lincoln presented more clearly than ever his moral, legal and economic opposition to slavery—and then admitted he didn’t know exactly what should be done about it within the current political system.
Abolitionists, by contrast, knew exactly what should be done about it: Slavery should be immediately abolished, and freed enslaved people should be incorporated as equal members of society. They didn’t care about working within the existing political system, or under the Constitution, which they saw as unjustly protecting slavery and enslavers. Leading abolitionist William Lloyd Garrison called the Constitution “a covenant with death and an agreement with Hell,” and went so far as to burn a copy at a Massachusetts rally in 1854.
-Alan Becker
