Answer:
World War one started on the 28th of July 1914 between two sides; triple alliance and the triple entente. It ended on the 11th of November 1918. Difference in policies were to blame, although the immediate cause of World War one was the assassination of Austria’s Archduke Franz Ferdinand. The war started mainly because of four aspects: Militarism, Alliances, Imperialism and Nationalism. This is because big armies become potential threats to other countries, other countries started forcing alliances in order to secure land. Imperialism was a cause because building an empire needs manpower such as an army and a navy to conquer and keep the land that they colonised. The alliances system meant that a local conflict could easily result into an intimidating global one. The overall cause of World War was the assassination of Archduke Franz Ferdinand.
Explanation:
Militarism could have cause the war due to the naval and arms race. ... The Kaiser felt he needed a bigger navy than Britain to protect its country. While Britain and Germany built up their navies, the major powers on mainland Europe were also building up their armies.
The statement which best described the Mexican history after independence was that small groups have always held power and wealth, while many people remained poor - D.
This is also true and as is the case in a lot of countries, smaller gatherings of people held great power and were able control this power.
The Tudor monarchs of 16th century England used the Court of the Star Chamber to "<span>a. replace Parliament as a legislative body" since this was the king's decision. </span>
Answer: After world war 2, the birthrate in the United States rose sharply, resulting in a group known as the baby boomers.
Answer:
Explanation:
This paper proposes a definition of systems thinking for use in a wide variety of disciplines, with particular emphasis on the development and assessment of systems thinking educational efforts. The definition was derived from a review of the systems thinking literature combined with the application of systems thinking to itself. Many different definitions of systems thinking can be found throughout the systems community, but key components of a singular definition can be distilled from the literature. This researcher considered these components both individually and holistically, then proposed a new definition of systems thinking that integrates these components as a system. The definition was tested for fidelity against a System Test and against three widely accepted system archetypes. Systems thinking is widely believed to be critical in handling the complexity facing the world in the coming decades; however, it still resides in the educational margins. In order for this important skill to receive mainstream educational attention, a complete definition is required. Such a definition has not yet been established. This research is an attempt to rectify this deficiency by providing such a definition.
