The Atlantic slave trade combined elements from various historical models of slavery, incorporating some of the worst aspects from different cultures and time periods
(a) Greek Slavery:
Greek slavery in ancient times often involved individuals captured in warfare or born into slavery. The enslaved were used for various purposes, including labor and domestic work.
(b) Roman Slavery:
Roman slavery was characterized by the widespread use of slaves for agricultural and manual labor. Slavery was a fundamental part of the Roman economy, and slaves were considered property.
(c) Judeo-Christian World:
In the Judeo-Christian world, slavery existed in various forms throughout history. The Bible, including the Old Testament, had provisions regulating the treatment of slaves. Slavery in medieval Europe also had elements of servitude and bondage.
(d) Muslim Arabs:
Slavery was present in the Islamic world, with Muslim Arabs engaging in the trans-Saharan and Indian Ocean slave trades. Enslaved individuals were used for labor and other purposes.
(e) Spanish and Portuguese:
The Spanish and Portuguese were among the European powers involved in the Atlantic slave trade. The European model of slavery involved the forced transportation of millions of Africans across the Atlantic to the Americas.
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Answer:
I think it would be the Spanish and Portuguese.
Explanation:
Answer:
Ethics
Explanation:
Utilitarian ethics is based on the belief of evaluating the benefits and harms of actions. In this case the action is lying to the young team in order to keep their spirts high and encourage the team to continue to play and have fun.
So lying although by some considered as unethical, utilitarian ethics considers it acceptable when the action (the lie) has a greater benefit or minimizes harm, than not lying.
Utilitarian ethics does not consider it immoral to lie if the lie has a greater benefit or it reduces harm. It could even be considered immoral not to lie because of the harm it could cause, in this case to the young team.
In this example if the girls' soccer coach did not lie it could hurt the spirts of the young soccer team, and could discourage them from continuing to play and have fun.
So Kathleen the girls' soccer coach estimated the consequence of the lie as a greater benefit than telling the truth and possibly hurting the teams spirits and fun.
Although it seems reasonable to lie to the team and not hurt their feelings, some critizise this approach. The problem that critics have with utilitarian ethics is that people could erronuesly estimate the consequence of the lie and the harm or benefits it could have.
For example, maybe by telling the team the truth it would encourage the team to improve and grow by correcting their mistakes and having a positive outcome.
So although lying could seem as the right thing to do for Kathleen, other coaches could have a different approach, and ethical thought should be considered when making decisions that could harm or benefit people.
Answer:
Erikson's theory of social development explaines how adolescence is a stage were teens are building their identity or self. They are discovering and exploring new ideas an building likes and dislikes. Creativity, new intrests, friends, the possibility to have a role to identify to, or some dream or ideal which helped them stablish goals will help them be more resilent.
Explanation:
Identity vs confussion role is the stage in which adolescents have a crisis of what are day going to be, who are day going to become. A lot of insecurities and problems occure so in this process the more secure, and self rely a person can be, they can outgrow the problems and create solutions.
Art, making friends, having intrests in sports, all this can help them be creative and resilient. Having aspirations for instance can help them.
Which were part of an entire ritual landscape linking this world to the "afterlife".
Old Egyptian afterlife doctrines were revolved around an assortment of complex customs that were impacted by numerous parts of Egyptian culture. Religion was a noteworthy patron, since it was an imperative social practice that bounded all Egyptians together. To guarantee the continuity of afterlife, individuals paid tribute to the divine beings, both in and after their life on earth.
Adam, at a young age, learned about gender identity and gender roles. He initially believed in gender stereotyping, but eventually understood that changing external attributes doesn't change one's gender. This understanding aligns with modern academic concepts of gender.
From the information given, Adam learned about gender identity and gender roles during his early childhood. This is a process of understanding the internal perception of one's gender, and the societal expectations tied to each gender. According to a study by Kane in 1996, children become aware of these distinct gender roles by the age of two or three, and by the age of four or five, most are well versed in culturally appropriate gender roles.
Adam's earlier understanding that wearing his mom's dress would make him a girl can be tied to a belief in gender stereotyping, as dresses are often associated with the female gender. His realization at the age of four that changing external attributes does not change one's gender indicates that he is beginning to understand gender identity on a more complex level. His understanding aligns with scholar Judith Butler's concept of gender as a performative relation between categorical norms and individual performances of those norms.
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B.the legislature
C.the trustees
D.James Oglethorpe
The rules keeping new citizens productive and on equal footing were established by James Oglethorpe and his group of Trustees for the colony of Georgia in the 1730s
The 'rules that would keep new citizens productive and on an equal footing' refer to the rules that were established for the English colony of Georgia in the 1730s. These rules were established by James Oglethorpe, who was a British soldier, Member of Parliament, and philanthropist. Together with a group of like-minded associates referred to as the Trustees, he set up the colony of Georgia as a place where those deemed 'worthy poor' in England could start anew. The rules were designed to limit the accumulation of wealth and prevent social division, for example, by banning slavery and large land grants. However, these rules were significantly relaxed over time, due in large part to the settlers' resistance.
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