Answer:
Yes it was.
Explanation:
Due to the stong and unbreakable moral of the japanese with years of fighting. the japadense weren't even close to the thought of surrendering with motos like "honnor before death" the only way to stop more casulaties from a devistating land invasion the US had to drop the atomic bombs
to prevent more casulaties on both sides.
Answer:
C. producers work together to increase prices
Explanation:
The concept of the invisible hand in economics was introduced by the classical economist Adam Smith, who is considered the father of economic liberalism. According to Smith, men have a natural selfish tendency and will seek to satisfy their own needs through trade in goods and services. Thus a positive effect of each man's selfish and individual attitudes will be felt in the economy. When everyone seeks their benefits, the wheel of economics spins. This is what Smith calls the invisible hand.
Consumers will demand goods and services according to their needs. Business owners, seeking to increase their wealth, will provide consumers with the most desired products. Consumers are rational and tend to buy goods from those they provide at a lower price.
Thus competition is a central element by which Smith justifies the invisible hand. The act of union of producers is considered a cartel, something contrary to the mechanisms of competition and therefore does not fit the metaphor of the invisible hand.
A smaller states had the same voting power in congress as larger states
Answer:
Ghana was combined in the kingdom of Mali in 1240 marking the end of the Ghana Empire. A tradition in historiography maintains that Ghana fell when it was sacked by the Almoravid movement in 1076–77, although Ghanaians resisted attack for a decade. but this interpretation has been questioned.
Capital: Koumbi Saleh
Religion: African traditional religion, Islam
Common languages: Soninke, Malinke, Mande
Answer:
International relations, the study of the relations of states with each other and with international organizations and certain subnational entities (e.g., bureaucracies, political parties, and interest groups). It is related to a number of other academic disciplines, including political science, geography, history, economics, law, sociology, psychology, and philosophy.
The field of international relations emerged at the beginning of the 20th century largely in the West and in particular in the United States as that country grew in power and influence. Whereas the study of international relations in the newly founded Soviet Union and later in communist China was stultified by officially imposed Marxist ideology, in the West the field flourished as the result of a number of factors: a growing demand to find less-dangerous and more-effective means of conducting relations between peoples, societies, governments, and economies; a surge of writing and research inspired by the belief that systematic observation and inquiry could dispel ignorance and serve human betterment; and the popularization of political affairs, including foreign affairs. The traditional view that foreign and military matters should remain the exclusive preserve of rulers and other elites yielded to the belief that such matters constituted an important concern and responsibility of all citizens. This increasing popularization of international relations reinforced the idea that general education should include instruction in foreign affairs and that knowledge should be advanced in the interests of greater public control and oversight of foreign and military policy.
This new perspective was articulated by U.S. President Woodrow Wilson (1913–21) in his program for relations between the Great Powers following a settlement of World War I. The first of his Fourteen Points, as his program came to be known, was a call for “open covenants of peace, openly arrived at” in place of the secret treaties that were believed to have contributed to the outbreak of the war. The extreme devastation caused by the war strengthened the conviction among political leaders that not enough was known about international relations and that universities should promote research and teaching on issues related to international cooperation and war and peace.
International relations scholarship prior to World War I was conducted primarily in two loosely organized branches of learning: diplomatic history and international law. Involving meticulous archival and other primary-source research, diplomatic history emphasized the uniqueness of international events and the methods of diplomacy as it was actually conducted. International law—especially the law of war—had a long history in international relations and was viewed as the source of fundamental normative standards of international conduct. The emergence of international relations was to broaden the scope of international law beyond this traditional focal point.
