True or false? President Franklin Roosevelt was sworn in after President Kennedy's assassination

The Mexican Revolution (1910-1920) was primarily influenced by economic factors. Political factors, social inequality, and educational issues were also significant factors that contributed to the revolution. The revolution began with the overthrow of the Porfirio Diaz dictatorship, which had ruled Mexico for over thirty years. The following are some of the economic factors that led to the outbreak of the Mexican Revolution:Social Inequality - Social inequality was one of the most significant factors that led to the revolution.

The social structure of Mexico was extremely hierarchical, with wealthy landowners at the top and impoverished peasants at the bottom. The wealthy elite had exclusive access to political power and education, whereas the working class had little say in how the country was governed. The concentration of wealth and power led to widespread discontent, which resulted in the revolution. Land Reform - Land reform was a key economic factor that led to the Mexican Revolution. Before the revolution, the majority of the land in Mexico was owned by a small group of wealthy landowners. The working class had no access to land and was forced to work on large haciendas owned by wealthy landowners. The revolution aimed to redistribute land ownership, giving the working class access to land and the ability to become self-sufficient. This aim led to the establishment of the ejido system, which allowed peasants to farm land owned by the community rather than wealthy landowners.

The Mexican government also began to redistribute land from wealthy landowners to peasants after the revolution. Foreign Investment - Foreign investment was another economic factor that contributed to the revolution. During the late 19th and early 20th centuries, foreign investors, primarily from the United States and Europe, poured money into Mexico. The majority of these investments were in the form of loans, which the Mexican government used to develop infrastructure such as railroads. However, these investments also resulted in a high level of debt for the Mexican government. The high levels of debt led to austerity measures, such as tax hikes and budget cuts, which caused widespread discontent.

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In 1803, the United States bought a large area of land from France is best represented by location B on the given map.

Explanation: In 1803, the United States bought a vast region of land from France. This acquisition was known as the Louisiana Purchase, and it included the territory from the Mississippi River to the Rocky Mountains. As per the map, location B is located between the Mississippi River and the Rocky Mountains, and it is more likely part of the Louisiana Purchase. Hence, the correct option is b. Location B.

The Louisiana Purchase refers to the acquisition of a vast territory in North America by the United States from France in 1803. The purchase effectively doubled the size of the young United States and had significant implications for the nation's history.

The Mississippi River is one of the major rivers in North America, located in the United States. It is the second-longest river in the United States, flowing approximately 2,320 miles (3,730 kilometers) from its source at Lake Itasca in northern Minnesota to its mouth at the Gulf of Mexico.

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The empirical relationship that determines total solidification time in casting is known as Chvorinov's rule .

What is Chvorinov's rule? Chvorinov's rule is used to calculate the total solidification time of a casting. It is defined as the ratio of the volume of the casting to the surface area of the casting. The surface area of the casting is related to the amount of heat that must be removed from the casting, and the volume of the casting is related to the amount of heat that must be transferred through the casting in order to solidify it completely Chvorinov's rule states that the total solidification time is proportional to the square of the casting's thickness and inversely proportional to the surface area-to-volume ratio.

An empirical relationship refers to a relationship or correlation observed or derived from empirical evidence or observations. It is based on real-world data or observations rather than on theoretical assumptions. In other words, it is a relationship that has been observed through experimentation, measurement, or observation, rather than being derived from a theoretical or mathematical model.

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Despite the reports Columbus gave Ferdinand and Isabella of finding great riches, he mostly found timber, wild plants, hawk’s bells, and glass beads.

Columbus is known to have embarked on four voyages to the Caribbean, Central, and South America with the aim of finding an alternative route to India that would enable Spanish trade with the East Indies. Columbus's voyage in 1492, which led him to the Caribbean, was made possible by Ferdinand and Isabella's sponsorship.

Columbus did not find great wealth in the Caribbean. He found a vast expanse of trees, which he cut down for timber. The land had wild plants, and hawk’s bells were found on birds. Columbus also found glass beads which he had brought from Spain to trade with the natives.

The voyages, in general, brought disease to the native people, exploitation of resources, and the beginning of the transatlantic slave trade.

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Gandhi's preachings to the Indian people after his election to the president of the Indian National Congress Party in 1921, focused around ahimsa, or non-violence.

He encouraged the Indian people to stand up against the British colonial rule in a peaceful and constructive fashion, and to actively resist oppression through self-sufficiency, non-violence, and an insistence on justice. He argued that the change should come from within and without taking physical action, the individual can motivate and set an example for the entire nation to follow.

He also spoke about developing a sense of collective support, mutual understanding and communal harmony as well as social cohesion among Indians. He urged people to reject any differences based on religion, caste or class. He also emphasised of the need of complete independence from the British. Above all, he talked of forgiveness in order to establish peace and harmony in the country.

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The four actions above are significant efforts undertaken by the United States during World War II to support the war effort

During World War II, the U.S. raised funds for the war effort. Govt. used diverse tactics to gather funds. Encouraging citizens to purchase war bonds.

War bonds were loans for the government to fund military efforts and produce war supplies. During World War II, the United States increased industrial capacity to produce significant war supplies.

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It is safe to say that, in the 1950s, television saved the day for radio stations.

During the 1950s, radio stations faced a significant challenge as their audience started switching to television. The radio industry struggled to stay relevant as television became more popular and accessible, leading to a decline in advertising revenue and audience share.

Radio stations could not ignore this challenge, which they couldn't solve with their own resources. However, a new medium provided an opportunity that radio stations could leverage to stay relevant and profitable; television, which began broadcasting in the 1940s, came to the rescue of radio stations during the 1950s.

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The gubernatorial election of 1946 was significant because it marked the first time in over 30 years that Republicans gained control of Congress. What was the outcome of the gubernatorial election of 1946?The gubernatorial election of 1946 was significant for several reasons. It was the first election following the end of World War II, and it marked the beginning of a period of conservative dominance in American politics.

This shift was most evident in Congress, where Republicans gained control of both the Senate and the House of Representatives for the first time in over 30 years. Republicans captured 55 seats in the Senate and 246 seats in the House of Representatives.

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Answer:

C

Explanation:

The key work in Brene Brown’s lecture is the “arena”. This concept is used to refer to the idea of putting yourself out there and embracing the potential for failure and disappointment.

The correct option is C.

It is about learning to take risks and trust yourself and the world in an effort to find fulfillment and purpose, while understanding that the outcomes may not always be what we expected. She states that when we show up in the arena, we can get messy with our emotions and explore the uncertainty, while allowing ourselves to be seen and heard. Developing the skills to face tumultuous times that will inevitably come our way in life is an important part of emotional resilience.

This arena concept helps us to work through fear, vulnerability, and rejection in order to find courage and build our confidence and self-worth.  This concept of the arena as Brene Brown defines it is a key part of her lecture.

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The establishment and development of a robust administrative and bureaucratic system played a crucial role in uniting Abbasid society.

One of the accomplishments of the Abbasid Caliphate was the creation and growth of a strong administrative and bureaucratic apparatus, which was essential in bringing Abbasid society together. Based on the effective operation of several institutions, this administrative structure promoted cohesion and stability within the empire.

The Abbasid Caliphate established a complex administrative system that included, among other things, the Diwan al-Kharaj (Department of Finances), Diwan al-Barid (Department of Postal Service), Diwan al-Qudat (Department of Justice), and Diwan al-Jund (Department of Military Affairs).

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The French Revolution witnessed the period between 1792 and 1794 called the Reign of Terror, which saw a vast amount of bloodshed and upheaval in France.

This event was mainly caused by political turmoil and the consolidation of power by the Jacobins over the French Government. Let's discuss the causes and effects of the terror in France between 1792 and 1794 below:

Cause of Terror in France (1792-1794):

The main causes of the Terror in France between 1792 and 1794 are:

Foreign threats: During this time, France was under attack from multiple neighboring countries who sought to restore the French monarchy.

Factional struggles: Factional struggles in the political arena for control of power within the government and society led to a rift between political parties. This further led to radicalization and extreme acts of violence.

Fear of counter-revolutionaries: A fear of counter-revolutionaries who would seek to dismantle the newly created republic and return France to the pre-revolutionary monarchy.

Effects of Terror in France (1792-1794): The effects of the Terror in France between 1792 and 1794 are: The Terror led to the creation of the first ever secret police in Europe, which had unrestricted powers to detain, interrogate, and execute individuals who were deemed threats to the revolution. The Committee of Public Safety, led by Maximilien Robespierre, oversaw this process.

Overall, the Terror led to a profound loss of life in France. Between 16,000 and 40,000 people lost their lives in Paris alone during the 11 months of the Reign of Terror. The terror continued for about two years, during which an estimated 40,000 people were executed. The Reign of Terror led to an over centralization of power in the Committee of Public Safety. The concentration of power was mainly in the hands of Maximilien Robespierre.

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The records of the American West have certainly been mythologized as a story of relentless development and self-sufficiency. Several elements have contributed to this mythologization including Manifest Destiny, Frontier Myth, Cultural Productions, Education, and Scholarship, and Political and Economic Interests

Manifest Destiny: The idea of Manifest Destiny, popularized in the nineteenth century, portrayed the westward expansion of the US as a divinely ordained challenge to unfold civilization and democracy. This ideology framed the agreement of the West as a virtuous and inevitable progress, perpetuating the parable of unstoppable westward advancement.

Frontier Myth: The concept of the frontier as an extensive and untamed wilderness ready to be conquered and civilized by means of settlers has become deeply ingrained within the American focus. The frontier fable romanticized the rugged individualism, self-sufficiency, and overcoming adversity related to the pioneers who settled in the West.

Cultural Productions: Literature, art, and later film performed a significant function in mythologizing the records of the American West. Popular works like James Fenimore Cooper's "The Last of the Mohicans" or Frederick Jackson Turner's "The Significance of the Frontier in American History" perpetuated narratives of westward enlargement, heroism, and the clash of civilizations.

Education and Scholarship: The teachings of records in schools and influential scholarship of the American West frequently emphasized testimonies of brave pioneers, cowboys, and outlaws, while downplaying or omitting the complicated realities of indigenous peoples' displacement, violence, and social inequality. This selective portrayal bolstered the myth of progress and self-sufficiency.

Political and Economic Interests: The fable of the American West as a land of opportunity and endless sources served the pursuits of political and economic powers in diverse instances. It furnished a rationale for territorial expansion, useful resource exploitation, and the justification of policies that marginalized or displaced indigenous populations.

It is important to understand that the mythologization of the American West overlooks or downplays the stories of indigenous peoples, the environmental impacts of westward enlargement, and the social and economic inequalities that emerged all through this era. Acknowledging the complexities and more than one view of the West's history is essential to expertise the entire image and transfer beyond the mythologized narratives.

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In the first 150 years of nationhood, high quality education was readily available only if you were wealthy or privileged.

Education can be formal or informal. Formal education is a structured form of learning that takes place in schools, colleges, and universities, while informal education takes place in everyday life.

High quality education: High quality education refers to education that provides students with a comprehensive understanding of the subject, including practical knowledge, skills, and experience. High-quality education includes rigorous academic programs, qualified and skilled teachers, well-equipped classrooms, and well-maintained campuses.

This meant that if you came from a wealthy or privileged family, you had access to high-quality education, while those who were not from wealthy or privileged backgrounds had limited access to education.

The wealthy or privileged had the financial means to hire private tutors or enroll their children in exclusive private schools that provided high-quality education. On the other hand, those from less privileged backgrounds often had to work to support their families or attend poorly funded public schools that lacked the resources to provide high-quality education.

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Answer: textiles

Explanation: i did my research and  textiles made the more sense in the sentence so i can guess it was textiles

By the end of the War of 1812, industry—particularly manufacturing—had experienced dramatic growth.

The conflict, fought between the United States and the British Empire, had significant repercussions for American industry. The war disrupted trade between the two nations, leading to a decline in imports and forcing the United States to develop its own manufacturing capabilities.

During the war, the British blockaded American ports, cutting off access to foreign goods. This compelled the United States to establish domestic industries to meet the demands of its population. American manufacturing flourished, with industries such as textiles, ironworks, and machinery experiencing rapid expansion.

The war also spurred technological innovation and infrastructure development. The need for efficient transportation of goods and military supplies led to the construction of roads, canals, and railroads, which further facilitated industrial growth. The war encouraged the invention of new machinery and manufacturing techniques, contributing to increased productivity and output.

The growth of industry during and after the War of 1812 laid the foundation for the United States to emerge as a leading industrial power in the following decades. It marked a significant shift towards self-sufficiency and economic independence, setting the stage for the Industrial Revolution in the country.

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Christian missionary efforts motivated European imperial expansion in 19th-century Africa to a moderately motivated extent.

The European Imperial powers had a strong interest in Africa's resources and riches, and Christian missionaries, too, were motivated by the prospect of expanding their religious and cultural influence. During the 19th century, Christian missionary efforts and European imperial expansion went hand in hand. Many of the European colonial powers saw Africa as a potential market for their goods and as a source of raw materials. The motivation for European imperial expansion in Africa is as follows: Economic Motivation: The European imperial powers were motivated to expand into Africa because of the resources available there, such as diamonds, gold, and rubber. Missionary Motivation: Christian missionaries were motivated to expand their religious and cultural influence in Africa. Political Motivation: European powers wanted to establish colonies in Africa to expand their empires, boost national prestige, and counterbalance other colonial powers. Technological Motivation: European countries were motivated by their technological superiority to spread their technological advancements to African countries. However, it is evident that the Christian missionary effort played a moderately motivated role in European imperial expansion in 19th-century Africa.

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Christian missionary efforts motivated European imperial expansion in 19th-century Africa to, option (a)highly motivated extent. Europeans used the efforts of Christian missionaries as a means of advancing their imperialist interests in Africa.

And this was evident in the various ways in which Christianity and imperialism were interlinked. Imperialism is the practice of a strong country extending its power and influence by dominating weaker countries socially, economically, and politically. In the 19th century, Europeans, particularly the British, began expanding their empires, dominating many regions of the world, including Africa. The missionaries were often funded by colonial powers, and they acted as instruments of European imperial interests. They were sent to Africa to promote Christianity and, in doing so, provided a justification for the establishment of European rule in Africa. They were often the first Europeans to visit the interior of Africa, and they provided valuable information about Africa's resources to their governments. The missionaries also played a role in the establishment of formal education and healthcare in Africa, which further strengthened European imperial interests. Mission schools were often used to train local elites who would become collaborators with European authorities in the administration of their colonies. Thus, the efforts of Christian missionaries were crucial in the promotion and consolidation of European imperial interests in Africa. To conclude, Christian missionary efforts motivated European imperial expansion in 19th-century Africa to a highly motivated extent. The missionary movement was an essential part of European expansionism in Africa, and it provided a justification for the establishment of European rule in Africa.

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In the high middle ages, the more rural southern portion of the Italian peninsula was part of the territory of the city-state known as the Kingdom of Sicily. The Kingdom of Sicily is a country that existed from 1130 to 1816 in the southern Italian peninsula and the island of Sicily. It was established as a sovereign state in 1130 by Roger II, who had been granted the title of King of Sicily by the pope.

The Kingdom of Sicily was a well-known Norman kingdom in the high Middle Ages, renowned for its political, cultural, and military achievements. Roger II, William I, and Frederick II, who led the kingdom during its peak period, were among the most brilliant monarchs in European history. The Kingdom of Sicily was one of the most cosmopolitan nations in Europe at the time, with a thriving culture of Arab, Byzantine, and Latin traditions. It was home to one of the world's first modern universities, the University of Naples.

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Answer:

Facade.

Explanation:

the exterior of an architectural structure is called the facade.

Hope this helps!

The exterior of an architectural structure is called the facade.

The facade is the external facing of a building, usually the most ornamental part. A facade is the face of a building that meets the street, frequently the most appealing side, but not always.

he facade serves as a building's face, interacting with the community and the environment. The facade is the building's signature and the most visible component of its image. It is the layer between the interior and exterior spaces, offering shading and creating a microclimate that contributes to energy savings and improved performance of the building.

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One piece of evidence that would support the author’s characterization of Russia’s political culture prior to the Bolshevik Revolution is the suppression of political opposition. According to the author's characterization of Russia’s political culture prior to the Bolshevik Revolution, the government had a history of repressing its political opposition. It was the autocratic and totalitarian government that sought to maintain its power and authority over the masses through such repression.

The government's use of censorship, propaganda, and the use of violence was widespread during this period to suppress the voices of the political opposition. Political critics, writers, and thinkers were often jailed or forced into exile for speaking out against the government or calling for reform.

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The following statement is NOT true of the artist Xu Bing he never had any formal art training (option a).

Art training is a series of courses that are taken in preparation for becoming an artist or designer. Art schools teach a wide range of courses that cover a variety of topics, including drawing, painting, and sculpting. Formal art instruction is typically required for those who are interested in pursuing a career in the fine arts.

Xu Bing is a contemporary Chinese artist, whose works are mainly in printmaking and installations. He studied at the Central Academy of Fine Arts (CAFA) in Beijing, where he obtained his bachelor's degree in 1981 and his master's degree in 1987. Thus, the statement "He never had any formal art training" is not true of the artist Xu Bing. The correct option is a.

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In Roosevelt's speech, there were strong elements in his reasoning and rhetoric, particularly in his call for collective action and his emphasis on the value of democracy and freedom.

Roosevelt's speech showcased strong elements in his reasoning and rhetoric. His call for collective action and unity resonated strongly, emphasizing the idea that addressing economic challenges required a collective effort rather than individual pursuits.

Additionally, his emphasis on democracy and freedom as essential values tied to the American identity and prosperity was persuasive, appealing to the patriotic sentiments of the audience.

Roosevelt's speech displayed strong elements in his reasoning and rhetoric, particularly in his call for collective action and his emphasis on democracy and freedom.

However, weaker aspects were found in the lack of specific policy measures and the potential for criticism regarding the expansion of executive power.

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The event that immediately followed the storming of the Bastille is option  c. National Assembly

The system consists of two chambers, namely the House of Representatives as the lower chamber, and the Senate as the upper chamber. This convenes within the borders of the United States.

The legislative building located in Washington, D. C The method of directly  electing Senators and Representatives is utilized, however, Governors may fill any vacancies that arise in the Senate. The entire Congress is comprised of 535 Members. One hundred individuals are employed in the United States. The US Senate and 435 individuals are members of the US government.

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In 1600, world empires included the Ottoman Empire, the Ming Dynasty in China, and the Spanish Empire. By 1750, the British Empire, the French Empire, and the Russian Empire had emerged. By 1900, the British Empire, the Russian Empire, and the growing influence of the United States marked the world empires.

In 1600, several significant empires dominated the world stage. The Ottoman Empire controlled vast territories in the Middle East, North Africa, and southeastern Europe. The Ming Dynasty in China held power and influence over East Asia, while the Spanish Empire, through its conquests, had established colonies and controlled territories in the Americas, including large parts of Central and South America.

By 1750, the geopolitical landscape had undergone significant changes. The British Empire had risen to prominence, expanding its colonial holdings across various regions, including North America, the Caribbean, parts of South Asia, and parts of Africa. The French Empire also had a significant presence, with colonies in North America, the Caribbean, and parts of Africa. The Russian Empire had expanded its territory in Eurasia, encompassing vast areas of Eastern Europe and northern Asia.

By 1900, the world saw the continued growth and influence of certain empires. The British Empire had reached its zenith, controlling territories around the globe, including India, Australia, Canada, and parts of Africa. The Russian Empire, despite facing internal challenges, still maintained control over vast territories in Eastern Europe and Siberia. The United States, emerging as a global power, had started to exert its influence through its growing economic and military strength, particularly in the Americas and the Pacific.

It's important to note that these are simplified descriptions of world empires during the given time periods, and there were various other regional powers and smaller empires that existed alongside them.

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Militarism contributed to the increased imperialism by providing military support to countries that wanted to expand their territories.

Military power was used to annex new territories and expand the existing ones, especially during the late 19th and early 20th centuries. Militarism is a belief in the value of military strength and glorification of military power. Militarism caused the buildup of military forces, arms and weapons. European countries, especially Great Britain and Germany, had strong armies and navies, and the countries that wanted to establish an empire had to have a strong military force. Imperialism is a process of extending power by conquering territories and establishing political and economic control over them. European countries had colonized areas for centuries, but the rate of colonization aggressively increased in the 1800s. Militarism contributed to the increased imperialism in the following ways: Military force was used to annex new territories and expand the existing ones, especially during the late 19th and early 20th centuries. Military power was used to assert control over the newly acquired territories and protect them from potential threats. Militarism allowed countries to use their military power to support their economic interests by establishing colonies in resource-rich areas.

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According to the information, we can infer that militarism contributed to increased imperialism by providing the means to conquer and control territories through military force.

Militarism contributed to increased imperialism by providing the military capability to conquer and control territories. The advancement of military technology allowed European powers to project their power over greater distances and assert dominance.

Additionally, the presence of powerful military forces instilled fear and facilitated the submission of native populations. Military forces were also crucial for maintaining control and suppressing resistance in colonized territories.

Accoding to the above militarism enabled European powers to enforce their imperial ambitions and expand their colonial holdings.

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The British brought things such as a centralized taxation system, a currency system, and a legal system to India in the 19th century, which ultimately led to the demand for Independence from India.

The British replaced the old Mughal taxation system with a new system that was extremely oppressive and exploitative of Indian peasants. This system saw huge chunks of income taken away from the locals. In addition to taxation, the British imposed heavy restrictions on local industry, which led to economic decline and the growth of poverty and unemployment in India.

Furthermore, British legal systems introduced an unequal and discriminatory judicial system, further marginalizing Indians. All of this led to a gradual buildup of resentment and eventually, a demand for independence in India in the 19th century.

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Between the 17th and 19th centuries, approximately 12.5 million Africans were taken to the New World as part of the transatlantic slave trade.

The transatlantic slave trade, spanning from the 17th to the 19th centuries, involved the forced transportation of African men, women, and children to the Americas. Historians estimate that around 12.5 million Africans were captured, enslaved, and forcibly transported across the Atlantic Ocean to the New World during this period.

These individuals were subjected to unimaginable suffering, as they were treated as commodities and subjected to brutal conditions during the Middle Passage, the treacherous journey across the Atlantic. The slave trade had a profound and devastating impact on African societies, as well as shaping the social, economic, and cultural fabric of the Americas, leaving a lasting legacy of systemic racism and inequality.

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Francis Bacon, Lucien Freud, and Jean Dubuttet were the artists who played significant roles in the art industry. They had created several iconic pieces of art.

Here's a list of the art pieces created by them and their historical significance:

Francis Bacon's 'Three Studies for Figures at the Base of a Crucifixion' (1944):This piece of art has three distorted, screaming, and tortured figures that seem to depict the horrors of the Holocaust. It symbolizes the fear and anxiety that humans had faced during World War II. Bacon had painted this piece in 1944, and it's a perfect example of post-war art. Bacon had wanted to portray a sense of deep existential horror that was felt during the war.

Lucien Freud's 'Girl with a White Dog' (1950-51):Lucien Freud was a British painter who was famous for his realistic paintings. This painting was painted in 1950-51. It's a portrait of a woman who is holding a small white dog in her lap. The girl looks away, and her expression is pensive. The painting is an illustration of Freud's fascination with the human form, particularly in the way it ages. The girl seems to be in her middle age, and she seems to be experiencing a sense of melancholy.

Jean Dubuttet's 'Paysage Aux Arques' (1973):This painting by Dubuttet features bright colors and an abstract landscape. The painting was created in 1973 and is a part of Dubuttet's 'L'Hourloupe' series. Dubuttet had created this painting after he had returned from a trip to the village of Les Arques. He was inspired by the colors and shapes that he had seen on the journey. The painting represents the artist's vision of the world, which is chaotic, frenzied, and full of color.

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Grudem suggests that someone hiding jews during wwii who was questioned by Nazis should tell the truth.

If someone was hiding Jews during WWII and were questioned by Nazis, Grudem suggests that they should tell the truth. According to Grudem, the Bible provides the basis for the principle that lying is always wrong. He believes that God as the source of all truth cannot Himself lie, and therefore we as His followers should refrain from lying.

Additionally, Grudem believes that by lying, one will harm both the trustworthiness of their witness of the gospel as well as their own reputation for trustworthiness among people in their lives. Even though the potential consequence may be great, Grudem believes that it is the moral responsibility of the person being questioned to always tell the truth. Lying is never right and no matter how valid the reason appears for it, God commands us to never live a lie and to always be truthful and honest in all situations.

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In the United States in the 1920s, there were many bank failures in rural areas as the result of agricultural depression.

In the 1920s, the American economy was experiencing a period of prosperity. Many people were borrowing money to purchase stocks and goods, expecting the economy to continue to grow.

Farmers, on the other hand, were in a period of depression. Due to the increased demand for crops during World War I, many farmers increased their production. When the war ended and production decreased, the prices for crops fell as well.

Farmers, as a result, were unable to pay their loans.The depression of the agricultural sector eventually led to many bank failures, especially in rural areas.

Banks had made many loans to farmers who were unable to pay them back. When farmers were unable to pay back their loans, banks also suffered as a result.

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The US Supreme Court addressed the issue of "separate-but-equal facilities" in Plessy v. Ferguson (1896) and Brown v. Board of Education (1954).

Plessy v. Ferguson was a Supreme Court case in 1896 that upheld the constitutionality of "separate but equal" facilities for Black Americans. In 1892, Homer Plessy, who was 1/8 Black and 7/8 White, challenged a Louisiana law that required separate train cars for Black and White passengers. He refused to sit in the Black car and was arrested. The Supreme Court ruled in favor of "separate but equal" facilities.What is Brown v. Board of Education Brown v. Board of Education was a landmark Supreme Court case in 1954 that declared that the "separate but equal" doctrine was unconstitutional in the context of public schools. The case involved several Black families who challenged the segregation of public schools in Topeka, Kansas. The Supreme Court ruled that "separate educational facilities are inherently unequal," and that segregation in public schools violated the Equal Protection Clause of the 14th Amendment.

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