Please help me out with the 3 questions for civics asap

Answer:

Its all of the above NOT C

Explanation:

I got it right on the exam.

Answer:

According to the New Testament Gospels, Jesus often taught in synagogues, one of which was in Capernaum (Mark 1:21-28), in northern Israel. The book of Acts suggests that the apostle Paul also taught in synagogues (Acts 17:1-2). But what exactly were synagogues in the first century C.E.? Were they different from modern synagogues? The answers to these questions not only illuminate stories in the New Testament, they also shed light on the early years of an important Jewish institution.

Explanation:

Answer:

Although scholars used to assume that the Pharisees (the likely precursors to the rabbis) were in charge of synagogues, most first-century sources identify elders, priests, and archisynagogoi (Greek for “heads of synagogues”) as the leaders of synagogues (Philo, Hypothetica 7.12-3, Theodotus Inscription, Mark 5:22-23).

Explanation:

THE CONSTRUCTION OF THE PANAMA CANAL

As early as the mid-sixteenth century, interest in a canal across the Central American isthmus began to take root, primarily out of trade interests. The subsequent discovery of gold in California in 1848 further spurred interest in connecting the Atlantic and Pacific Oceans, and led to the construction of the Panama Railway, which began operations in 1855. Several attempts by France to construct a canal between 1881 and 1894 failed due to a combination of financial crises and health hazards, including malaria and yellow fever, which led to the deaths of thousands of French workers.

Upon becoming president in 1901, Roosevelt was determined to succeed where others had failed. Following the advice that Mahan set forth in his book The Influence of Seapower upon History, he sought to achieve the construction of a canal across Central America, primarily for military reasons associated with empire, but also for international trade considerations. The most strategic point for the construction was across the fifty-mile isthmus of Panama, which, at the turn of the century, was part of the nation of Colombia. Roosevelt negotiated with the government of Colombia, sometimes threatening to take the project away and build through Nicaragua, until Colombia agreed to a treaty that would grant the United States a lease on the land across Panama in exchange for a payment of $10 million and an additional $250,000 annual rental fee. The matter was far from settled, however. The Colombian people were outraged over the loss of their land to the United States, and saw the payment as far too low. Influenced by the public outcry, the Colombian Senate rejected the treaty and informed Roosevelt there would be no canal.

Undaunted, Roosevelt chose to now wield the “big stick.” In comments to journalists, he made it clear that the United States would strongly support the Panamanian people should they choose to revolt against Colombia and form their own nation. In November 1903, he even sent American battleships to the coast of Colombia, ostensibly for practice maneuvers, as the Panamanian revolution unfolded. The warships effectively blocked Colombia from moving additional troops into the region to quell the growing Panamanian uprising. Within a week, Roosevelt immediately recognized the new country of Panama, welcoming them to the world community and offering them the same terms—$10 million plus the annual $250,000 rental fee—he had previously offered Colombia. Following the successful revolution, Panama became an American protectorate, and remained so until 1939.

Once the Panamanian victory was secured, with American support, construction on the canal began in May 1904. For the first year of operations, the United States worked primarily to build adequate housing, cafeterias, warehouses, machine shops, and other elements of infrastructure that previous French efforts had failed to consider. Most importantly, the introduction of fumigation systems and mosquito nets following Dr. Walter Reed’s discovery of the role of mosquitoes in the spread of malaria and yellow fever reduced the death rate and restored the fledgling morale among workers and American-born supervisors. At the same time, a new wave of American engineers planned for the construction of the canal. Even though they decided to build a lock-system rather than a sea-level canal, workers still had to excavate over 170 million cubic yards of earth with the use of over one hundred new rail-mounted steam shovels. Excited by the work, Roosevelt became the first sitting U.S. president to leave the country while in office. He traveled to Panama where he visited the construction site, taking a turn at the steam shovel and removing dirt. The canal opened in 1914, permanently changing world trade and military defense patterns.

A photograph shows the excavation of the Culebra Cut in the construction of the Panama Canal.

War of 1812, (June 18, 1812–February 17, 1815), conflict fought between the United States and Great Britain over British violations of U.S. maritime rights.

Answer:

the United States and Great Britain over British violations of U.S. maritime rights.

Answer:

Tell an adult about the messages Lali is receiving.

Talk to the classmate and tell him or her to stop sending mean messages.

Empathize with Lali and ask her if she wants to talk about it.

Explanation:

:))))))))))))))))))))

Answer: The Louisiana Purchase eventually doubled the size of the United States, greatly strengthened the country materially and strategically, provided a powerful impetus to westward expansion, and confirmed the doctrine of implied powers of the federal Constitution.

(This might not be what you’re looking for, but I tried)

Explanation:

The Louisiana Purchase in 1803 represented the time when the United States expanded to the West by buying an area previously owned by France for the price of 15 million dollars.[2] The purchase represented the major diplomatic success of a young nation and an opportunity to double its size and become a leading power. The area purchased would later become “the states of Arkansas, Missouri, Iowa, Nebraska, South Dakota, almost all of Oklahoma and Kansas, and large portions of what is now North Dakota, Montana, Wyoming, Minnesota, Colorado, and Louisiana.”[3] The treaty represented an interesting view of the relations between France and the US that promoted the sale of Louisiana by Napoleon Bonaparte. Additionally, the treaty also served to bring in a major political battlefield between the Federalists and Republicans concerning Article III of the treaty, raising the questions of whether the president can sign treaties and incorporate new people of a gained territory into the union. This research paper will analyze the treaty and delve into the context behind the purchase of Louisiana by dividing it into three parts: the first part devoted to the relations between France and the US, the second to the provision of the treaty and the third to the consequences of the treaty on the constitution and its interpretation.

Wrote a whole essay for you my boy

Racial Profiling" refers to the discriminatory practice by law enforcement officials of targeting individuals for suspicion of crime based on the individual's race, ethnicity, religion or national origin. Criminal profiling, generally, as practiced by police, is the reliance on a group of characteristics they believe to be associated with crime. Examples of racial profiling are the use of race to determine which drivers to stop for minor traffic violations (commonly referred to as "driving while black or brown"), or the use of race to determine which pedestrians to search for illegal contraband.