Answer:
They led to a great drop in Kush’s population.
Explanation:
In order to conducted the invasions, The Kush empire have to sacrifice a lot of men in the battlefield. Not all of these men were soldiers. Some of them were common workers (such as farmers or artisans) that were made to join the battle.
This led to a great drop in Kush's population. They managed to recover it over time during the peace period after the invasions, but it's overall made the kingdom become more vulnerable compared to the period before the invasions.
In order to examine the distinctions and similarities among the values held by and practices used by Chinese, Korean, and Japanese-American families to ensure their children have successful educational futures, this chapter integrates findings from the new Japanese-American interviews, the Chicago field study, and recent analyses of NELS: 88.
- The model of academic accomplishment developed in the Chicago field study serves as the foundation for our work's overall methodology.
- Due to the way this model connects particular family behaviors to more extensive societal systems, it is very helpful for our research.
- The findings of the field-based study in Chicago sparked curiosity regarding the educational priorities of East Asian American households.
- Strong East-Asian cultural values that place an emphasis on the value of education for self-improvement, deference to authority, and a sense of responsibility and loyalty to the family have been linked to differences in behavior across these populations.
- For East Asian Americans living in the United States, investment in education has not yielded the same financial returns as it has for European Americans.
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It has has a communist government - or more specifically, a socialist government.
The Constitution of Cuba defines the country actually as a socialist country, following the Ideas of Marx and Engels and of Lenin, in which the Communist Party of Cuba has the power and is ruling the country
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To be able to do this, he would have to be in Piaget's "stage of formal operations".
The formal operational stage is the fourth and last phase of Jean Piaget's theory of cognitive development. It starts at around age 12 and keeps going into adulthood.
Now being developed, thinking turns out to be substantially more refined and progressed. Children can consider conceptual and hypothetical ideas and utilize rationale to think of innovative answers for issues. Abilities, for example, legitimate idea, deductive thinking, and precise arranging additionally develop amid this stage.
