A pie graph divided into 3 sections. Development and humanitarian assistance section is labeled 50 percent. Economic, military, and political goals section is labeled 44 percent. U N programs section is labeled 6 percent. Image by Education2020 Which of the following is FALSE according to the chart above? A. The majority of United States aid money goes to development and humanitarian assistance. B. Forty-four percent of United States aid goes to economic, military, and political goals. C. United Nations programs funding takes up only six percent of United States aid. D. Development and humanitarian assistance accounts for 44 percent of all United States aid. Please select the best answer from the choices provided

Suppose that a flower nursery benefits from having a butterfly farm located only a few miles away, because the presence of the insects greatly improves flower pollination. lawyers for the two companies meet to draft a legal document specifying the number of butterflies the farm promises to maintain in exchange for payments to be made by the nursery. which of the following types of private solutions to the externality of pollination has occurred in this case? charities moral codes and social sanctions integration of different types of businesses contracts it’s important to note that sometimes private solutions to externalities do not work. for example, this occurs when communications barriers or social customs are important enough relative to the potential gains involved that (a) the government must step in (b) the private solution is not feasible (c) the market system has a crisis

People of french origin make up about of the canadian population. 23 percent 50 percent 1 percent 76 percent

Study the following facts: 1915—state education committee banned the french language in public schools (corporal punishment was allowable to deter the act of speaking french). 1916—compulsory attendance: all louisiana children must attend school until the age of 16 years. 1918—louisiana legislative act 114 stated that german could not be spoken on streets, taught in schools, or printed in newspapers (reaction to german aggression in world war i). 1921—repeal of act 114 . 1921—constitutional amendment stated languages other than english were prohibited in public schools. from the information above, answer the following questions to yourself. how did the above legislative laws affect the ethnic cultures generations later? describe the opportunity cost in economic and cultural terms of these legislative decisions. should efforts be made to preserve or revive the cultural traits of unique ethnic cultures in louisiana? assignment research current efforts and organizations that are actively engaged in cultural preservation. create a poster or powerpoint® describing the methods and strategies being employed in the preservation efforts (e.g., french immersion, german fest, codofil, cafa).