28 July 1914 - 11 November 1918

World War I (often abbreviated as WWI or WW1), also known as the First World War or the Great War, was a global war that lasted from 28 July 1914 to 11 November 1918. Contemporaneously described as "the war to end all wars",[7] it led to the mobilisation of more than 70 million military personnel, including 60 million Europeans, making it one of the largest wars in history.[8][9] It is also one of the deadliest conflicts in history,[10] with an estimated nine million combatant deaths and 13 million civilian deaths as a direct result of the war,[11] while resulting genocides and the related 1918 influenza pandemic caused another 17–100 million deaths worldwide.[12][13] World War I Clockwise from the top: The road to Bapaume in the aftermath of the Battle of the Somme, 1916   British Mark V tanks crossing the Hindenburg Line, 1918   HMS Irresistible sinking after hitting a mine in the Dardanelles, 1915   A British Vickers machine gun crew wears gas masks during the Battle of the Somme, 1916   German Albatros D.III biplane fighters near Douai, France, 1917 Date28 July 1914 – 11 November 1918 (4 years, 3 months and 2 weeks) Peace treaties Treaty of Versailles Signed 28 June 1919 (4 years and 11 months)[b] Treaty of Saint-Germain-en-Laye Signed 10 September 1919 (5 years, 1 month, 1 week and 6 days) Treaty of Neuilly-sur-Seine Signed 27 November 1919 (4 years, 1 month, 1 week and 6 days)[c] Treaty of Trianon Signed 4 June 1920 (5 years, 10 months and 1 week) Treaty of Sèvres Signed 10 August 1920 (6 years, 1 week and 6 days)[d] United States–Austria Peace Treaty Signed 24 August 1921 (3 years, 8 months, 2 weeks and 3 days)[e][f] United States–Germany Peace Treaty Signed 25 August 1921 (4 years, 4 months, 2 weeks and 5 days)[g] United States–Hungary Peace Treaty Signed 29 August 1921 (3 years, 8 months, 3 weeks and 1 day)[h] Treaty of Lausanne Signed 24 July 1923 (8 years, 8 months, 3 weeks and 4 days)[i] Location Europe, Africa, the Middle East, the Pacific Islands, China, Indian Ocean, North and South Atlantic Ocean Result Allied victory Central Powers victory on the Eastern Front nullified by defeat on the Western Front Fall of all continental empires in Europe (including Germany, Russia, Ottoman Turkey and Austria-Hungary) Russian Revolution and Russian Civil War, with the collapse of the Russian Empire and the subsequent formation of the Soviet Union Widespread unrest and revolutions throughout Europe and Asia Creation of the League of Nations (more ...) Territorial changes Formation of new countries in Europe and the Middle East Transfer of German colonies and territories, Partitioning the former Ottoman Empire, Austria-Hungary and the Russian Empire, transfer of territories to other countries BelligerentsAllied Powers:  France  British Empire  United Kingdom  Canada  Australia  India  New Zealand  Newfoundland  South Africa  Russia[a] (1914–17)  Serbia  Montenegro  Belgium  Japan  Italy (1915–18)  United States (1917–18)  Romania (1916–18)  Portugal (1916–18)  Hejaz (1916–18)  China (1917–18)  Greece (1917–18)  Siam (1917–18) ... and others Central Powers:  Germany  Austria-Hungary  Ottoman Empire  Bulgaria (1915–18) ... and co-belligerents

|Rasheeda is a name of girl

This chapter begins with a doubt that arises in the mind of Rasheeda, while she goes through a newspaper. This chapter will systematically help solving her query by understanding how people lived in the past, where they lived, the names of the land, the insights we get from the old manuscripts and inscriptions and the signs and symbols used by people who lived in the past.

Return to Rasheeda’s question. Can you think of some answers to it?

When Rasheeda was reading the newspaper, her eyes fell on a small headline: “One Hundred Years ago.” How, she wondered, could anyone know what had happened so many years ago?

Solution 3:

One can think of 4 different ways

1. Inscriptions
2. Manuscripts
3. Tools and weapons
4. Reading the books written in the past.

Its a name

One can know what had happened so many years ago through these ways:

There are various ways by which the people can know about the past. (i) The remains left by the early man in the form of tools, weapons, pottery, jewellery etc. (ii) After man had learnt the art of writing he wrote on leaves and bark of the trees and even on hard material. We have been able to read the script of these people.  

We know that historians use various sources to know about history. Some important sources are: manuscripts, coins, inscriptions, archaeological sites, etc.

It is difficult to discuss the historical profession, or American life, for very long nowadays without encountering references to "diversity"—its history, current status, and future prospects. In schools, places of employment, and associations like the AHA, "diversity" has become a shorthand for ensuring that participation adequately reflects the heterogeneous makeup of our society, especially with regard to race and gender. The AHA has numerous rules to ensure that committees and program sessions at the annual meeting adequately reflect diversity thus defined. It is a truism, moreover, that today's scholarship takes much more cognizance than in the past of the diversity of the historical experience. There is another kind of diversity, however, that some historians feel has been sacrificed in the transformation of our profession during the past two generations—a mutual respect for the disparate subjects, methods, and interpretations that make up the discipline of history. In my first column as AHA president, I suggested that both the organization and the study of history itself were in a "healthy" condition. The first response I received, from a recently retired colleague at a prominent university, begged to differ. I am taking the liberty of quoting from his letter: "Sorry, but the state of history is very, very unhealthy. The problem is the contempt that people in cultural and social history routinely display for everyone else in other fields which would include foreign policy, mainstream political history, intellectual history, and business history. . . . Contrary to what the social and cultural types who rule the roost believe, there are no irrelevant fields in history. All fields are legitimate and provide a balance that all students need at all levels." There is no question that scholarship revolving around historical categories like gender and race and the methods and concerns of social history occupy a far more prominent place in historical scholarship than when I was in graduate school. But is it really true that "traditional" fields of study are ignored or held in contempt today? My first response on receiving this letter was to think of my own department at Columbia, where political and intellectual history once reigned supreme in the hands of such giants of the profession as Richard Hofstadter, Allan Nevins, and William Leuchtenberg. Today, fields like African American history, women's history, cultural history, and social history occupy a central place in our curriculum. Yet numerous courses still focus on politics, the nation state, and foreign relations. Even military history is not entirely neglected (although I have to admit that business and economic history seem, for the moment, to have fallen by the wayside). More important, my colleagues and I fully embrace the sentiment emphasized by the letter-writer—that so long as it is conducted at a high level of scholarship, no area of historical study is alien or irrelevant. At Columbia, political historians, intellectual historians, social historians, and cultural historians share a mutual respect and common commitment to advancing historical knowledge. Nor is it true, as is sometimes claimed, that "traditional fields" are ignored on the AHA's annual program. After receiving the above letter, I tried to categorize by field the 151 sessions at last January's annual meeting. Sessions that can be subsumed under the broad umbrella of gender, race, and "identity" were well represented (comprising 42 sessions by my count). Forty-six sessions, however, dealt with such "traditional" subjects as war, politics, nationhood, empire, public policy, and intellectual history. Another 31 focused on issues of teaching, research, historiography, and professional issues. Actually, the fields most neglected, and unfortunately so, were the history of religion, and economic and labor history, each of them represented by only a handful of sessions. Of course, these numbers are quite arbitrary, since many sessions fall into more than one category. More to the point, the rise of the "new" histories has fundamentally redefined political and intellectual history so as to include analysis based on the categories of race and gender. But I cannot believe that "traditional" historians were hard-pressed to find sessions that served their needs and interests. Nonetheless, the sense of exclusion so evident in the above letter cannot be refuted or wished away by the marshaling of statistics. Nor should it be dismissed by recalling the adage that each generation writes its own history, a process that often leaves older colleagues feeling neglected or unfairly marginalized. The continual infusion of new ideas is both inevitable and indispensable to the pursuit of historical understanding. If a significant number of historians feel unappreciated by their own colleagues or by professional associations, this is a cause for serious concern. There is not much that the president of the AHA can do to influence how historians treat one another, except to urge that all of us cultivate a spirit of collegiality, open-mindedness, and respect for all those engaged in the common project of advancing knowledge of the past. No matter how committed we are to the value of a particular field or point of view, we must recognize that historical study cannot and should not be confined to any one set of methods or approaches. It is especially incumbent on younger scholars to recognize and appreciate the contributions made by previous generations, even in the face of pressures, to highlight one's own originality by refuting earlier interpretations. More concretely, the AHA is moving to expand the number of sessions at the annual meeting so as to maximize the representation of fields and types of history. Moreover, the Program Committee for the 2000 meeting, chaired by Michael Bernstein and Barbara Hanawalt, made a concerted effort to encourage the participation of "older" scholars and more "traditional" fields. The program committee has no hidden agenda, no systematic policy of favoring some approaches to history over others. The committee, however, is largely dependent on session proposals submitted by members. In the future, if diplomatic, intellectual, and political historians desire more representation on the program, they need to mobilize themselves to submit more proposals. Such submissions will receive the same consideration as those in more au courant fields (and perhaps even a bit of affirmative action to compensate for any past neglect). I can assure all AHA members that the organization values intellectual and methodological heterogeneity as strongly as the more familiar kind of diversity. No field or approach is alien to the forever unfinished project of expanding our understanding of history.

Diversity means "variety" and "being different". It is a product of different geography, culture and history. Diversity is more than just tolerating the differences. It is respecting and understanding the varying differences among individuals in society.

Explain

Rocks which are found in nature rarely show such simple characteristics and usually exhibit some variation in the set of properties as the measurement scale changes.

There are three types of rocks:

• Igneous Rocks
• Sedimentary Rocks
• Metamorphic Rocks

Please help me

Question 2: How can the stereotype that girls are a burden on their parents affect the life of a daughter? Imagine this situation and list at least five different effects that this stereotype can have on the way daughters get treated in the house.

Answer: When we fit all persons of a particular group into one fixed image, a stereotype is created by us. Stereotypes affect all of us as they prevent us from doing certain things, that we might otherwise be good at. A stereotype is based on prejudices. Such stereotypes hurt the feelings of others and it can result in misunderstandings and conflicts between various communities and groups.
The stereotype thinking that girls are a burden on their parents will affect their life and shatter their dreams and goals. It also creates a feeling of being inferior to others and arouses negativity among them. They feel so discouraged that they are not able to concentrate on their studies.

 

Click on the given link for more :

<a href="https://mycbseguide.com/blog/ncert-solutions-for-class-6-social-science-civics-diversity-and-discrimination/">https://mycbseguide.com/blog/ncert-solutions-for-class-6-social-science-civics-diversity-and-discrimination/</a>

One of the imaginary circles parallel to the Prime Meridian is called longitude.

Trigonometry

Conventional symbols means using different colours, signs and symbols to present any information such as mountains, rivers, peaks, bridges, forts, airports, dams, roads etc on the map. These signs and symbols are used due to the lack of space on a map to show the actual space and shape of such features.

How can the stereotype that girls are a burden on their parents affect the life of a daughter? Imagine this situation and list at least five different effects that this stereotype can have on the way daughters get treated in the house.

Answer: When we fit all persons of a particular group into one fixed image, a stereotype is created by us. Stereotypes affect all of us as they prevent us from doing certain things, that we might otherwise be good at. A stereotype is based on prejudices. Such stereotypes hurt the feelings of others and it can result in misunderstandings and conflicts between various communities and groups.
The stereotype thinking that girls are a burden on their parents will affect their life and shatter their dreams and goals. It also creates a feeling of being inferior to others and arouses negativity among them. They feel so discouraged that they are not able to concentrate on their studies.

For more click:

<a href="https://mycbseguide.com/blog/ncert-solutions-for-class-6-social-science-civics-diversity-and-discrimination/">https://mycbseguide.com/blog/ncert-solutions-for-class-6-social-science-civics-diversity-and-discrimination/</a>

Because 2/3 of the earth is covered with water.so that when we see from the space we can see water in the earth

Because its large part is covered with water.That why it is called blue planet

Yes

The three-fourth of the earth's surface is covered with water bodies. And when looked from the space it appears blue due to those water bodies. That is why it is also known as the Blue planet.

The Municipal Corporation collects taxes on houses, water, entertainment, parking, etc. to earn money. It also gets some grant from the government.

Answer to my question

India is a country with a rich heritage of diversity. People here belong to various religions speak different languages wear different clothes eat different things among other diversities. However despite all this we unite together as indians. We share the some national symbols national virtues and feelings. Being an indian gives us the divine idea of sarvadharma sambhava which means that we have the virtue of respecting all religions since all religions are one.

it is definitely an appropriate term our country India has a huge population with people from many different cultural background different religion people speaking different languages and people following different traditions.Yet this huge diverse nation is always United and moves forward on the path of progress Nehru is trying to say that tolerance is very much ingrained in every Indian citizen.

Great job ????????

Yes, Unity in Diversity is an appropriate term to describe India. Jawahar Lal Nehru, the former Prime Minister in his book "Discovery of India" wrote India was always united inspite of geographical, religious and cultural differences. Indian unity is not something imposed from outside but it is something deeper and within its fold, the widest tolerance of beliefs and customs was practised and variety acknowledged and even encouraged.  

the solar family consists of the sun the planet mercury Venus Earth Mars Jupiter Saturn Uranus Neptune their asteroids metaeroids and their other celestial bodies

Our solar system consists of our star, the Sun, and everything bound to it by gravity — the planets Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune, dwarf planets such as Pluto, dozens of moons and millions of asteroids, comets and meteoroids

The solar system consists of the Sun, eight planets, satellites and other celestial bodies known as asteroids and meteoroids. We often call it a solar family, with the Sun as its head. All the planets and celestial bodies revolve around the Sun in their respective orbits and, in turn, get influenced by the gravitational pull and heat of the Sun.

A community is a social unit with commonality such as norms, religion, values, customs, or identity. Communities may share a sense of place situated in a given geographical area or in virtual space through communication platforms. Community, also called biological community, in biology, an interacting group of various species in a common location. For example, a forest of trees and undergrowth plants, inhabited by animals and rooted in soil containing bacteria and fungi, constitutes a biological community. 

Yes

The laws are made by the government and every citizen have to follow these laws. According to these laws, a government can function and make decision and vests with power to enforce these laws. The government needs to make rules for everyone in the form of law because by doing so people can obey rule and thus the nation as a whole leads a secure life.  

To maintain happiness in nation,for justice

From Gujarat to Arunachal Pradesh there is a time lag of two hours. Hence, time along the Standard Meridian of India (82° 30' E) passing through Mirzapur (in Uttar Pradesh) is taken as the standard time for the whole country.

??

21st June

June 21

These are the latitudes where the Sun is directly overhead at noon once a year. In the Northern hemisphere, on the Tropic of Cancer, that is the Summer Solstice, usually June 21. In the Southern Hemisphere, on the Tropic of Capricorn, that is the Winter Solstice, usually December 21

Ok...thanks

June 21

These are the latitudes where the Sun is directly overhead at noon once a year. In the Northern hemisphere, on the Tropic of Cancer, that is the Summer Solstice, usually June 21. In the Southern Hemisphere, on the Tropic of Capricorn, that is the Winter Solstice, usually December 21

The International Astronomical Union (IAU) downgraded the status of Pluto to that of a dwarf planet because it did not meet the three criteria the IAU uses to define a full-sized planet. Essentially Pluto meets all the criteria except one—it “has not cleared its neighboring region of other objects.”

The International Astronomical Union (IAU) downgraded the status of Pluto to that of a dwarf planet because it did not meet the three criteria the IAU uses to define a full-sized planet. Essentially Pluto meets all the criteria except one—it “has not cleared its neighboring region of other objects

Oval shaped path in which planet revolves

A rectangular field is a click-sensitive area which is used to reference IGSS objects. Use. Rectangular fields are typically used to: Represent references to other diagrams to achieve a zooming effect. 

1. The formula: Inner area = (Length x Width) Total area = (Length + (2 x Width of border)) x (Width + (2 x Width of border)) Area of a Rectangle border = Total area – Inner area.
2. Answer = (Side length x Side length) square area.
3. Abbreviations of unit area: ft2, in2, yd2, cm2, mm2, m2

In physics, circular motion is a movement of an object along the circumference of a circle or rotation along a circular path. It can be uniform, with constant angular rate of rotation and constant speed, or non-uniform with a changing rate of rotation. There are two different types of Circular Motion. Uniform Circular Motion(UCM) and Non-Uniform Circular Motion. In UCM the angular speed,and acceleration are constant whereas angular velocity changes. In Non-Uniform Circular Motion angular speed also changes.

of a living organism) grow or develop in a healthy or vigorous way, especially as the result of a particularly congenial environment.

Small Scale Map: When a large area is shown on a small map, such a map is called a small scale map. Example; map of a country or state.

Large Scale Map: When a small area such as a village is shown on a map, such a map is called a large scale map. A map of a neighbourhood is another example of large scale map. A large scale map gives more details compared to a small scale map.

The imaginary line that separates light from the darkness and day from the night is known as the circle of illumination. Earth’s axis refers to an imaginary line going through the centre of the earth from top to bottom. The circle of illumination cuts all latitudes into half on the spring and autumnal equinoxes. The circle of illumination bisects the equator while the circle of illumination separates light from darkness and day from night, the axis is a line along which the earth rotates.

Thanks

The Indus Valley Civilization is also known as Harappan Civilisation. This is because of the following reasons:

1. Harappa was the first city to be excavated in the process of discovery of the civilisation.
2. The sites excavated later had the similar pattern of living as that of Harappa.

The kingdoms like magadha flourished because of the following reasons: 1) florish  due to geographical location because and both Rajgir and Patliputra located at strategic location. 2) Abundance of natural resources especially iron which made them to equip with effective weapon.