Answer:
Explanation:Wooden railroads, called wagonways, were built in the United States starting from the 1720s. A railroad was reportedly used in the construction of the French fortress at Louisburg, Nova Scotia, in New France (now Canada) in 1720. Between 1762 and 1764, at the close of the French and Indian War (1756–1763), a gravity railroad (mechanized tramway) (Montresor's Tramway) is built by British military engineers up the steep riverside terrain near the Niagara River waterfall's escarpment at the Niagara Portage (which the local Senecas called "Crawl on All Fours.") in Lewiston, New York.
The answer is "B" I hope his helped a lot!!
Answer:
The five facts about the Great Society and its programs and many more are discussed below in deep details.
Explanation:
1. The Great Society's five facts are Johnson's more perfect view of society, Intended to benefits minority and urban poor, rebuild decaying inner cities, eliminate hunger and diseases, and extended the power of the federal government.
2. Great Society was a collection of national policy initiatives intended to eradicate poverty and racial inequality in the United States, decrease crime, and enhance the environment. It was started by President Lyndon B. Johnson.
3. Great Society designed to help poor people who were below the poverty line and facing racial injustice in the United States.
4. The Great Society programs are that many of them are still in effect today. such as Medicare, Medicaid, the Older Americans Act, and federal education funding, are still in place today.
5. They addressed spending in education, medical care, urban problems, rural poverty, and transportation.
<span>The type of government that combines aspects of both unitary and confederal government is called
Federal
An example of a federal government can be seen in the United States.</span>
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:
