What restriction/denial of right and liberty did lgptq face historically

After the Pakistani army weakened the Taliban hold on the Swat Valley, Malala’s school was able to re-open, and Malala continued her education and became an advocate for girls' education. The correct option is A) Malala continued her education and became an advocate for girls' education.

The Pakistani army initiated an operation to suppress the Taliban in the Swat Valley after the Taliban took control of the region and began imposing Sharia law on the local population. On May 7, 2009, the operation began, and the Pakistani army gained control of the region after several months of intense fighting.Malala Yousafzai was a schoolgirl in the Swat Valley at the time of the fighting. The Taliban had closed her school, but after the Pakistani army weakened the Taliban's hold on the valley, the school was able to reopen.

Malala has continued to campaign for girls' education since then, and she gained international recognition for her efforts, culminating in her receiving the Nobel Peace Prize in 2014. Malala became a global icon of female empowerment, with her activism and courage inspiring millions of people worldwide.

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Delegates at the Constitutional Convention identified several weaknesses in the Articles of Confederation, which led to the decision to draft a new constitution. These weaknesses stemmed from the limited powers granted to the federal government and the loose structure of the Confederation.

One of the key weaknesses was the lack of centralized authority and the absence of a strong national government. The Articles of Confederation established a weak central government with limited powers, primarily relying on the states to govern themselves. This resulted in a fragmented and ineffective system of governance, as the federal government lacked the authority to enforce laws, regulate trade, or raise revenue. It struggled to maintain order and coordinate policies among the states.

The Articles of Confederation also suffered from a lack of economic power. The federal government had no power to tax, and its ability to regulate trade was severely limited. This led to economic instability and difficulties in financing the government. The states often pursued their own economic interests, creating trade barriers and engaging in currency disputes, which hindered commerce and economic growth.

Furthermore, the Articles of Confederation lacked a strong executive branch and a national judiciary. The absence of an executive to enforce laws and a judiciary to interpret them created challenges in ensuring justice and maintaining order.

Overall, the weaknesses in the Articles of Confederation demonstrated the need for a more centralized and powerful federal government. These shortcomings prompted the delegates at the Constitutional Convention to work towards drafting a new constitution that would establish a stronger national government capable of addressing the shortcomings of the Confederation and providing a more effective system of governance.

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After the Second World War, religion was primarily seen as having a significant impact on societal and cultural norms.

With the creation of numerous new groups and denominations, this period saw a significant growth of the religious landscape in the country. In American culture, religion played a range of functions, from acting as a moral compass to promoting harmony and cohesion among neighbors.

Christianity provided a moral basis for peaceful protest and had a big impact on the civil rights movement. Religious organizations also led the way in addressing societal issues including poverty, education, and healthcare.

Additionally, political candidates and initiatives were regularly sponsored by religious leaders, which had a significant impact on American politics. This intersection of religion and politics has continued to affect American political discourse and elections.

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Native American children and their culture suffered a terrible impact. Psychological distress, homesickness, and dislocation were brought on by the loss of language and cultural customs. Cultural wisdom, customs, and spirituality were lost, continuing trauma cycles and fostering feelings of guilt and self-rejection.

Native American students and their culture were greatly impacted by the creation of Native American boarding schools in the United States in the late 19th and early 20th century. These institutions were created with the goal of erasing Native American children's original identities and incorporating them into mainstream American society.

A number of factors were used by the American government to support the creation of Native American boarding schools. First, they thought that in order for the Native American population to civilize and integrate into American society, assimilation was required. In an effort to instill in Native American youngsters a sense of devotion and patriotism to the United States, the government also sought to indoctrinate them with American values and Christianity.

Native American boarding schools were frequently found outside of reservations, dividing kids from their families and communities. Children were forcibly divested of their customary attire and haircuts as soon as they arrived, and they were absolutely barred from speaking in their original tongues. They were made to follow a tight regimen that prioritized work, discipline, and obedience to stringent Euro-American cultural norms. The schools forced religious conversion, Western-style education, and a total upheaval of their ancient ways of life.

Native American children and their culture were severely harmed by the boarding schools for Native Americans. Deep psychological damage was caused by the forced integration and loss of language and cultural practices. Many young people reported feeling homesick, depressed, and disconnected from their families and communities.

Native American Boarding Schools were started with the intention of assimilating Native American children, but this had a negative impact on their wellbeing and cultural heritage. The destruction of indigenous languages and traditions as well as acute trauma and dislocation were all results of these schools.

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