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Vsevolod [243]
2 years ago
11

My leaders were called caliphs, and they encouraged knowledge and learning. A. Byzantine Empire B. Islamic Empire C. African Emp

ires D. Chinese Empires E. Western Europe
History
2 answers:
egoroff_w [7]2 years ago
6 0
It's the Islamic Empire - B

Hope that helps.
Lorico [155]2 years ago
6 0

Answer: Islamic Empire

Explanation: Took the test

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Need help with number 2
Alona [7]
Hello,

Wrong question category, please select Mathematics instead of History.

Thanks, 
8 0
3 years ago
Paano makikilala ang salitang naglalarawan?​
Oksanka [162]

Answer:

<em>Sa</em><em> </em><em>mga</em><em> </em><em>nilalaman</em><em> </em><em>nang</em><em> </em><em>bawat</em><em> </em><em>stereo</em><em>.</em><em>.</em>

Explanation:

Ito'y salitang ginagamit sa mag kukumpara sa Isang bagay Tulad nang "Mas maganda yung pencil case ni Mary lite kiysa kang Marie"..

6 0
3 years ago
how has the holocaust influenced your way of thinking or your world view? use a primary source to back up your claim.
QveST [7]
It makes me wonder about which groups in the world have influence and which ones do not, in Russia anywhere from 12-20 million Orthodox Christians were killed by the Soviet regime. The world is largely unaware of this, yet everyone knows about the holocaust. Why is this? Is it because Jews have a disproportionate representation, even though they are only 1.4% of the nations population? The truth is shocking.. Yes they do. http://i.stack.imgur.com/PPhcg.jpg  
4 0
2 years ago
Why did slaves learn to read if it was outlawed by slave code
Alja [10]
Even if it was illegal to teach slaves how to read and write, there are some white Christians who educated them to enable the reading of the Bible. Also, it<span> </span>was the<span> right thing to </span>do, other slave masters teach their slaves<span> because the skill made them</span><span> more useful for particular tasks. 

Hope this helps. :)</span>
6 0
3 years ago
Which of the following statements can be supported by the information in this chart?
Sergeu [11.5K]

Answer:

The status dropout rate represents the percentage of 16- to 24-year-olds who are not enrolled in school and have not earned a high school credential (either a diploma or an equivalency credential such as a GED certificate). In this Fast Fact, status dropout rates are based on data from the American Community Survey (ACS). The ACS is an annual survey that covers a broad population, including individuals living in households as well as individuals living in noninstitutionalized group quarters (such as college or military housing) and institutionalized group quarters (such as correctional or health care facilities).1 In 2018, there were 2.1 million status dropouts between the ages of 16 and 24, and the overall status dropout rate was 5.3 percent.

The status dropout rate varied by race/ethnicity in 2018. The status dropout rate for Asian 16- to 24-year-olds (1.9 percent) was lower than the rates for their peers who were White (4.2 percent), of Two or more races (5.2 percent), Black (6.4 percent), Hispanic (8.0 percent), Pacific Islander (8.1 percent), and American Indian/Alaska Native (9.5 percent). In addition, the status dropout rate for those who were White was lower than that of every other racial/ethnic group except those who were Asian. The status dropout rate for those who were Hispanic was higher than that of most racial/ethnic groups, but was not measurably different from the rates for those who were Pacific Islander and American Indian/Alaska Native.

The overall status dropout rate decreased from 9.7 percent in 2006 to 5.3 percent in 2018. During this time, the status dropout rate declined for 16- to 24-year-olds who were Hispanic (from 21.0 to 8.0 percent), American Indian/Alaska Native (from 15.1 to 9.5 percent), Black (from 11.5 to 6.4 percent), of Two or more races (from 7.8 to 5.2 percent), White (from 6.4 to 4.2 percent), and Asian (from 3.1 to 1.9 percent). In contrast, there was no measurable difference between the status dropout rate in 2006 and 2018 for those who were Pacific Islander.

The status dropout rate was higher for male 16- to 24-year-olds than for female 16- to 24-year-olds overall (6.2 vs. 4.4 percent) and within most racial/ethnic groups in 2018. Status dropout rates were higher for males than for females among those who were White (4.8 vs. 3.6 percent), Black (7.8 vs. 4.9 percent), Hispanic (9.6 vs. 6.3 percent), Asian (2.3 vs. 1.6 percent), and of Two or more races (5.9 vs. 4.4 percent). However, there were no measurable differences in status dropout rates between males and females for those who were Pacific Islander or American Indian/Alaska Native. The size of the male-female gap also differed by race/ethnicity. The male-female gaps for those who were Hispanic (3.3 percentage points) and Black (2.9 percentage points) were higher than the male-female gaps for those who were of Two or more races (1.6 percentage points), White (1.1 percentage points), and Asian (0.7 percentage points).

Explanation:

6 0
2 years ago
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