7. A imagem a seguir é pintura, do séc. XVII, representa a conquista de Tenochtitlán por Cortés em
1521, representa o início do cerco que acabou por derrotar Cuauhtémoc e por fim no império Asteca.
A pintura não tem autoria conhecida. Com base na imagem responda os questionamentos a seguir.

a)O número de pessoas pintadas no quadro é grande?
b)Quem está sendo retratado?
c) O que está sendo retratado?
d)Qual é o local onde este evento está se passando?
e)Descreva com suas palavras esse evento.

Answer:

In 2018, the share of the population living in urban areas in Nepal was approximately 19.74 percent.

Answer:

It's no 2

Explanation:

Ans is economics

Answer:

well-supported theory that argues that every living human being is descended from a small group in Africa, who then dispersed into the wider world displacing earlier forms such as Neandertha

According to Nathaniel Bacon's manifesto titled "The Declaration (1676)" it was revealed that the bacon's rebellion was the first serious tax revolt in American history.

This is evident when he said that "For having, upon specious pretenses of public works, raised great unjust taxes upon the commonalty for the advancement of private favorites and other sinister ends, but no visible effects in any measure adequate..."

The tax revolt was led by Nathaniel Bacon during Governor William Berkeley reign. Ultimately, the rebellion led to William Berkeley being recalled to England.

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disbelieve means to mistrust

Hey there!

Disbelieve means to be unable to believe, so your correct answer is MISTRUST.

If this helps, please mark me as brainliest!

Have a great day!

Answer:

a map

Explanation:

a map refers to the visual representation of an entire or part of an area, typically represented on a scale

Answer: Please refer to:

The Constitutional Convention in Philadelphia met between May and September of 1787 to address the problems of the weak central government that existed under the Articles of Confederation.

===> Choose B. to amend the Articles of Confederation

Explanation:

Not sure but hope it helps.

Answer:

In January 1801, Benedict Arnold's health began to decline. He had suffered from gout since 1775, and the condition attacked his unwounded leg to the point where he was unable to go to sea.

Explanation:

A female client in labor is receiving ceftaroline. She suddenly complains of trouble breathing, weakness, and nausea, indicating anaphylaxis.

Anaphylaxis is a severe life-threatening allergic reaction.

Ceftaroline is in a class of medication called Cephalosporins. Cephalosporins are one of the leading causes of Anaphylaxis.

Ceftaroline exists a cephalosporin (SEF a low spor in) antibiotic that exists used to treat skin infections induced by bacteria in adults and newborns (at least 34 weeks gestational age and 12 daytime postnatal age).

Thus, Option C is the correct answer.

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Answer:

 Sample answer: Cuneiform was first developed to record economic transactions and trade. Writing is important because it is something that not everyone can do (only elites), so it helped to create a class distinction.

Explanation:

The 32nd president of the United States was Franklin D. Roosevelt. He was actually the only president in US history to serve three full terms. He died on his fourth term, though. He served from March 4, 1933-April 12, 1945, until he died. He would have been the first president of the US to serve four full terms, if he did not die. Anyways, I hope this helped answer your question for you. Enjoy your day, and take care.

FDR. Three terms before he died. 1933-1945.

Answer:

In the previous chapter you read about the powerful ideas of freedom

and equality that circulated in Europe after the French Revolution.

The French Revolution opened up the possibility of creating a

dramatic change in the way in which society was structured. As you

have read, before the eighteenth century society was broadly divided

into estates and orders and it was the aristocracy and church which

controlled economic and social power. Suddenly, after the revolution,

it seemed possible to change this. In many parts of the world including

Europe and Asia, new ideas about individual rights and who

controlled social power began to be discussed. In India, Raja

Rammohan Roy and Derozio talked of the significance of the French

Revolution, and many others debated the ideas of post-revolutionary

Europe. The developments in the colonies, in turn, reshaped these

ideas of societal change.

Explanation:

The country which desired wealth and status that was enjoyed by nation such as France and Britain was 'Greece'.

The British Empire was known to be the world's largest and the richest Empire in the History. In the 19th century Britain was also considered as the most advance country because of its technological developments.

Britain became rich because of the slave trade. They traded tea, silk, sugar, paintings, art, sugarcane, cotton, tobacco and perfumes. The British Empire while ruling other regions grew the British economy, by trading their goods with other countries and sending all the profits to Britain.

France has a very rich and fascinating history. France economy is considered wealthy because of its tourism, manufacturing, and pharmaceuticals. France is also considered a wealthy, high-income nation because of The World Bank.

France became a tourist attraction and hence tourism majorly contributed to the French economy. France also became one of the world's top exporters of weapons.

Hence, because of these reasons 'Greece' desired wealth and status that was enjoyed by France and Britain.

Hence option B is correct.

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The Homestead Act, enacted during the Civil War in 1862, provided that any adult citizen, or intended citizen, who had never borne arms against the U.S. government could claim 160 acres of surveyed government land. Claimants were required to “improve” the plot by building a dwelling and cultivating the land.

Answer:

The great awakening helped colonists realize they needed their own national religion.

Explanation:

After the Great Awakening the common people controlled many of the churches of America. ... In fact often the common people became the leaders of the church. The common people of America having experience democracy and equality in the churches began to demand democracy and equality in the political life of the nation.

Answer:

History of Education is studied for the following reasons:

Improving the quality of education

The study of the past educational experience has many lessons that can be used to improve present educational theory and practice. The problems and challenges we face in our education today are not unique; others have faced the same problems and attempted solutions  with  varying degrees of success or failure. We can adopt their successes and avoid their mistakes in attempting to improve our education. History of education is rich in both failures and breakthroughs for us to run away from or copy, respectively.

Strengthening the professional competence of the teacher

A proper study of the history of education affects the way in which teachers or student teachers conduct their personal and professional activities. The subject contributes to strengthening both by encouraging  the teacher to examine, evaluate, accept or modify the cultural heritage; and to become an educational critic and agent for intelligent cultural transmission and change, rather than blindly accept the educational status quo, ideas, practices and unchallenged claims. In other words, an examination of educational theories and practices in their historical context encourages teachers to adopt a critical attitude towards present theories and practices.

Understanding our own educational systems

The past illuminates the present. History not only teaches what education is, but also where it came from, why it came to be, and what it is bound to become in the future. History of education is a narrative of the origins, growth and development of educational institutions, methods, concepts, aims, curricular, theory and practice without which they would appear new, unexplored, and untried to us in the present world.  History   of education thus helps us to appreciate the road travelled by education to reach where it is today.

Making comparisons within a historical perspective

History of education helps one to draw comparisons of the origins and development of several different ideas, practices and theories of education in different societies. In that way it can help one to formulate better ideas, patterns and principles and provide a larger perspective. It may also enable one to draw from and act imaginatively using a broader range of humanity than that represented by a single cultural experience. Apart from drawing a comparison in the evolution of educational ideas, one is also able to show the development of a particular theory and  practice in historical context, and demonstrate the particular conditions out of which such a theory or practice arose and the specific purpose it was intended to serve.

Making comparisons within a historical perspective enables one to use the power of contextual study to introduce innovation by formulating new and better questions, generating fruitful hypotheses and initiating unexplored lines of inquiry.

Satisfying intellectual curiosity

History of education is like other areas of knowledge, with its own body of knowledge and conventional methods of acquiring  this  knowledge. Human beings, and no less teachers and teachers-to-be are possessed with the inherent desire or curiosity to explore and know what education is, where it came from, and where it is going.  Studying history  of education satisfies this inmate desire. One need not go beyond this reason to justify the study of history of education.

Developing powers of

The fruitful study of history of education compels us to train and exercise all our aspects of intellectual activity, excites curiosity and the spirit of inquiry, disciplines the faculty of reason, and cultivates the arts of self-expression and communication. Historical study is also basic to cultivating the attitudes of the mind that characterize the educated person, the habits of scepticism and criticism; of thinking with broad perspective and objectivity; of distinguishing between the good and the bad in human experience. The historical study of education gives one the discerning eye to give shape, form, organization, sequence and interrelationship and relative importance of ideas.

Answer:

October 31, 1517

Explanation:

Answer:

October,13 ,1517

Explanation:

please mark my answer as brainlist

Answer:

Flood a nearby river valley

Explanation:

Answer:

Agriculture, fishing, furs, livestock, lumber, shipbuilding, textiles, and whaling.

Answer:

rocky soil, farming was not a viable option for the settlers. Instead, they relied on agriculture, fishing, furs, livestock, lumber, shipbuild

Answer:

Slaves worked at all sorts of jobs throughout the slaveholding South, but the majority were field hands on relatively large plantations. Men, women, and children served as field hands. The owner decided when slave children would go into the fields, usually between the ages of 10 and 12.

Explanation:

Answer: The declaration of independence

Explanation: I feal like I remember that.

Explanation:

Governments almost certainly originated with the need to protect people from conflicts and to provide law and order.

Answer:

I think the will be

Explanation:

agree

Answer:

resist because he held him by his arm

Answer:

C

Explanation:

A self-governing nation

Answer:

It enabled spain to establish an empire.

Explanation:

Answer:

ronny

Explanation:babasdr

Explanation:

Given: [tex]f(x, y) = \sin(x + 2y)[/tex] P(-2, -3)

The unit vector in the direction of [tex]\theta = 3\pi/4[/tex] is given by

[tex]\vec{\textbf{u}} = \left(-\dfrac{\sqrt{2}}{2}\right)\hat{\textbf{i}} + \left(\dfrac{\sqrt{2}}{2}\right)\hat{\textbf{j}}[/tex]

The gradient of f(x, y) [tex]\nabla{f(x, y)}[/tex] is defined as

[tex]\nabla{f(x, y)} = \dfrac{\partial{f}}{\partial{x}}\hat{\textbf{i}} + \dfrac{\partial{f}}{\partial{y}}\hat{\textbf{j}}[/tex]

[tex]= \cos(x + 2y)\hat{\textbf{i}} + 2\cos(x+ 2y)\hat{\textbf{j}}[/tex]

so the gradient of f(x, y) at (-2,-3) is

[tex]\nabla{f(-2, -3)} = \cos(-8)\hat{\textbf{i}} + 2\cos(-8)\hat{\textbf{j}}[/tex]

Therefore, the directional derivative [tex]D_uf(x, y)[/tex] is

[tex]D_uf(x, y) = \nabla{f(x, y)}\cdot \vec{\textbf{u}}[/tex]

[tex]\:\:\:\:\:\:\:=\cos(-8)\left(-\frac{\sqrt{2}}{2}\right) + 2\cos(-8)\left(\frac{\sqrt{2}}{2}\right)[/tex]

[tex]\:\:\:\:\:\:\:\:=\cos(-8)\left(\frac{\sqrt{2}}{2}\right) = -0.103[/tex]

Note: the arguments of the cosines are in radian measure.