Answer:
C.) Life was unpredictable and difficult, and they assumed their difficulties were a punishment
Explanation:
The Mesopotamians believed in many gods who control different aspects of life; examples include Ishtar, the goddess of love and war, and Enki, the god of freshwaters. With the gods having power over specific aspects of their lives, they believed that keeping them happy was essential to the prosperity of their civilizations. For example, if a civilization does not have a sufficient yield in crops, they will believe they upsetted Tammuz, the god of agriculture. This is why the Mesopotamians built massive temples called ziggurats to worship and keep the gods happy and prevent tragedies from occurring.
Since in colonial North America, many people did not have the luxuries we have now, their entire lives revolved around work. Without a good harvest season or another product to trade for food, a family could easily go hungry and starve to death. As exemplified through Jamestown's "Starving Time," the leader, whose name escapes me at this time, decided that if the colonists were not willing to work, they would not receive any food. The second question is more of an opinion question that I cannot answer for you.
After World War I, new states were formed, new movements were encouraged, in this way cultural, political changes were happened.
<h3>What was World War I?</h3>
World War I started in 1914. After World War I, in Europe, new political and constitutional changes occur in ten countries.
Thus, After World War I, new states were formed, new movements were encouraged, in this way cultural, political changes were happened.
Learn more about World War I
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How do you write 740%<span> as a fraction or mixed number in simplest form?
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Answer:
As experienced and knowledgeable practitioners, it’s important for us to consider and observe a child’s learning and development holistically, but are we taking a holistic view of the individual child and their individual circumstances and experiences?
Observing learning and development in children is a fundamental part of our curriculum and the children’s learning journey. However, before we can make these observations and link them to the children’s age and stage of development, we must ‘build a picture’ of a child holistically too, to ensure that the observations we are making are relevant and a true reflection of the child and their individual circumstances, their age and stage of development.
The process of ‘building a picture’ of the child should begin from the moment the child steps foot into the setting; and practitioners should endeavour to find out as much necessary information as possible about the child, the family and the child’s home life and family history.
For many children, ACEs (Adverse Childhood Experiences) and other life events can have a detrimental impact on the child’s overall wellbeing and, as a result, have a significant impact on their learning and development. ACEs such as childhood trauma, family breakdown, parental death or being placed into care or adoption, can seriously impact a child’s life, even from an incredibly early age. Children who have experienced any trauma like this will need significant levels of understanding and support from us as
