Hope this helps.
Judaism, Islam, and Christianity are similar because they are all three monotheistic religions— which means they all worship one supreme God as opposed to multiple— that originated in the Middle East. They also share similar core values like love of God and love of others.
They are different in a few ways: Christianity believes in a trinity (three distinct parts of one God) while Islam and Judaism both have a non-Trinitarian belief system. Judaism and Islam is based more about salvation by good works, while Christianity is about trusting Jesus as salvation. They also have different holy books, the Holy Bible, (Christianity) the Hebrew Tanakh, (Judaism) and the Quran (Islam.)
You can omit or reword things. Especially the ones between parentheses or hyphens. Those are just to help you out if you needed more context.
Answer:
Similarities:
Disease wipes out native populations
Trading with Europeans
Assimilation
Differences:
Encomienda System (Spanish & Southern Indigenous People)
French Fur Trades & Alliances with Native Populations in what is now Canada.
Explanation:
Answer:
6/25 of the world's energy
Explanation:
24% as decimal is .24
24/100 is not in simplest form so we divide by 4 (because both 24 and 100 are divisible by 4)
and then we get 6/25
hope this helped :)
Answer:
The hypothetical-deductive method has several essential steps: observation of the phenomenon to be studied, creation of a hypothesis to explain said phenomenon, deduction of consequences or propositions more elementary than the hypothesis itself, and verification or verification of the truth of the deduced statements. .
Explanation:
<u>We could say that this method was very aptly applied in the case of children of children of the peace movement in Colombia, because first The situation or problem was observed and recognized ;</u>more than 140 student leaders formed a special council. They divided into various "commissions" to discuss different aspects of the conflict. There was a commission for the construction of peace, a commission for human rights, another for displaced persons, etc. They met in a large room, with each commission supported by one of the adults. For many of the students, the idea of being asked what they thought about war and how they could help peace was a revelation. An example of this was that of Farlis Calle, who was then fifteen years old and who later became a prominent leader in the National Movement for Children for Peace, asked why they did not teach peace education in Colombian schools. "How can we learn to be peaceful if our teachers don't help us understand what it means? No one here has lived in peace. We have been fighting from the moment we were born. "At the end of the two-day session, the various commissions had come up with many suggestions: for peace education, recreation projects, cultural events, and" a youth movement working for peace.
<u>After taking advantage of Machel's visit, Farlis Calle had been chosen by the students as the first child mayor of Apartad & oacute; and they believed that this gave them the constitutional right to form a local government of children. So here come the proposals and verification of results</u> by means of which notices were sent to the municipal schools, for others to know that they could and should participate in their government , and soon as many as 200 children attended peace meetings three times a week, gathering on soccer fields and parks.
Blueberry picking and thunder thigh clapping. Basically anything w mold and ur lungs lol any job is manual labor
