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Vlad [161]
3 years ago
9

What were the names of the two political parties that were involved in the election of 1796, and what were the names of their ca

ndidates?​
History
1 answer:
ikadub [295]3 years ago
8 0

Answer:

They were caleed the federalist and democratic republicans

Explanation:

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Many people, like Nader and Buchanan, opposed the ratification of NAFTA. How might that have influenced what Clinton said in his
Ugo [173]

The correct answer to this open question is the following.

During the times of NAFTA, the North America Free Trade Agreement between México, Canada, and the United States, many people opposed the treaty and questioned President Bill Clinton about it.

Nader and Buchanan opposed the ratification of NAFTA. This influenced what Clinton said in his speech of September 14, 1993. On that day, President Clinton signed two supplements that were included in the Free Trade Agreement.

President Clinton’s speech addressed the arguments against NAFTA that Nader and Buchanan made in that hehe said it was not true that the trade meant just moving out jobs from the US to México. And he clearly explained that Mexicans with lower income than Germans or Europeans spent more in US products, more than those Europeans and Canadians.

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3 years ago
1.) What was unique about Nazi deportations of Jews in Denmark when compared to other countries that the Nazis conquered?
Anna35 [415]

Answer:

It is difficult to begin a chronological index, a matrix – as it were – for a massive event. In fact, Nazi Germany generated several policies of planned mass killing, a practice which culminated in the attempt to completely destroy European Jewry in a planned way, which will be the focal point of this index. The beginning of these mass killing practices has been clearly identified: the first massacres took place in the context of the total ideological war against the USSR. However, the warning signs preceding these practices, without which the latter remain mostly difficult to understand, are still being discussed (Burrin, 1989; Gerlach, 1998; Browning, 1992 and 2003; Brayard, 2004). With a few rare exceptions, the factual information about these phenomena has been well documented and analyzed, which justifies attributing four stars to all of the facts and events detailed below, except when indicated otherwise.

Should one link Hitler directly to Luther, as some U.S. authors did in the 1950s? The approach chosen here will not. The first manifestations of discrimination against Jews began in Germany during the First World War, then were eclipsed on the institutional level during the Weimar Republic; afterward, they grew steadily from 1933 to 1941. However, one cannot trace a direct line from discrimination to persecution and killing.

Thus, we must begin by focusing on Germany, even though murder practices (in the strictest sense) did not take place there at the time, in order to explain a process which blazed across the whole of Europe and led to the participation of a very broad part of European societies, and the killing of over 5 million Jews from all the countries involved (Hilberg, 1961). We shall also present a detailed account of the local implementation procedures of violent impulses, which were sometimes decided locally, but were more frequently inspired by the Berlin-based decision-making centers, through a general matrix, and four geographically-based indexes. Based on the general matrix, which will concentrate on the central (i.e., German) point of view, we shall:

show how discrimination practices were exported, radicalized and spread to the fringe of territories that were occupied early on – Austria, Czechoslovakia and Poland. Actually, these countries initially served as laboratories for Nazi Germany’s Final Solution, and then – in the case of Poland – as a vanguard in this process.

Observe how killing practices began differently, and followed specific procedures in Yugoslavia, and especially in Russia.

Describe how the Nazis implemented the decision to eradicate European Jewry, which had been taken between December 1941 and the end of January 1942, and adapted it to particular local conditions in Western Europe.

May 1916: Census of the Jews drafted into the German armed forces, officially to put an end to rumors that they were not sent to the Front as much as other troops. The census results were not publicized; this added to the rumors, which grew after 1918 (Kruse, 1997).

1918-1924: At the end of the war, Germany experienced a series of different kinds of unrest and conflict: friction in its border areas due to inter-community clashes in Silesia and in the Posen area, several coup attempts, revolutionary movements and the Spartakist crisis in Berlin, Max Hoelz’s Communist insurrection in Thuringia and Saxony (Schumann, 2001), as well as Kapp’s separatist coup in Bavaria. Germans experienced the occupation of the Rhineland and the Ruhr region by Franco-Belgian forces as the peak of the crisis, as this occupation was perceived as an invasion, coupled with an internal betrayal, due to the activitives of the Rhinelander separatists (Krumeich, Schröder (eds.), 2004). The idea of a “World of enemies” in league with one another against Germany, which had emerged during World War I, came back to the fore at this time. The imagined conjunction of the action of internal and external enemies, some of which were seen as marked by a biological difference, constitutes a mental structure born of war culture, and of its preservation as a framework of thought by völkische activists throughout this period.

Explanation:

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2 years ago
What happened to the world’s two superpowers during the cold war?
nevsk [136]

Answer:

When the war ended, the two super powers had two very different ideas of how Europe should be reconstructed.

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3 years ago
A general sense of equality is most pervasive among
Snowcat [4.5K]

Answer:

<h3>middle class students .</h3>

Explanation:

  • It is important that students should understand the importance of multiculturalism and equality in their society and environment. Gender equality as well other forms of equality is seen more pervasive in middle class students because of the environment they are raised in.
  • Middle class students and individuals are mostly raised in families where both parents work and contribute equally in the family. They understand how both parents need equal access to opportunity and better wage to provide them a living.
  • The circumstances they live in makes them more pervasive and attack towards a general sense of equality.
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3 years ago
How did inventions and special knowledge support agriculture in Sumer?
garri49 [273]
The advanced options they had to farm allowed faster growth and faster harvest time.
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3 years ago
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