The trailing researcher's presence in the study using head-mounted eye tracking on crawling and walking infants raised concerns about the potential interference with infants' natural play behavior.
Ecological validity refers to the extent to which research findings accurately reflect the real-world settings and behaviors being studied. In this case, the trailing researcher's presence and the use of a harness to prevent potential injuries from falling may disrupt the infants' natural play behavior. Infants may be aware of the researcher's presence or feel restricted by the harness, leading to altered behavior compared to their typical play in a natural environment. As a result, the ecological validity of the study could be compromised because the infants' behavior in the playroom may not fully represent their behavior in a real-world scenario.
Reliability, on the other hand, refers to the consistency and repeatability of research findings. The trailing researcher's presence and the use of a harness may not necessarily threaten the reliability of the study. As long as the procedures and measurements are consistently applied across participants, the study can still yield reliable results. However, it is important to consider potential confounding factors introduced by the researcher's presence that could affect the reliability of the data collected.
The concern raised by the reviewers does not directly relate to inter-rater validity. Inter-rater validity refers to the agreement between different raters or observers in assessing and scoring participants' behavior. In this study, the concern is about the trailing researcher's influence on infants' natural play behavior, rather than disagreement or inconsistency between different observers. Therefore, the issue is primarily related to ecological validity, with potential implications for the reliability of the study.
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Which of the following organizations was compatiable with the thinking of DuBois and not Washington?
In the 21st century, the smartphone camera changed the way we use and view photography. In addition, apps and social media have changed the way we share photography. How has the invention of the smartphone camera changed photography? • How have apps and social media changed the way we share photos? Are they positive and/or negative changes? Explain. Include a statement from a current photographer or critic to support your points. . Option 1: In the 19th century, the camera was a revolutionary invention, and many artists were concerned about the effect that photographs would have on the art world Did the invention of the camera change the arts? Why or why not? • Choose an artistic movement that you believe was influenced by the camera and discuss how the movement was affected. Include at least one example of an artist and artwork in your response. Include a statement from a current photographer or critic to support your points .
1) Smartphones with built-in cameras have made photography more accessible to a wider audience.
2) On the positive side, these platforms have provided a global audience and a sense of community for photographers.
3) One artistic movement that was influenced by the camera is Impressionism.
How does smart phone affect photography?Impressionism is one creative trend that was impacted by photography. Impressionist painters used bold colors and loose brushstrokes to try to capture transitory moments and the dance of light.
The development of the camera, with its capacity to snap rapid photos and stop time in its tracks, had an impact on the Impressionists' methods of approaching their subjects.
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What are the major foreign policy issues that President
Biden must face?
As the new US President Joe Biden has taken office on January 20, 2021, he faces many foreign policy issues. The major foreign policy issues that President Biden must face are given below:
1. Rejoining the Paris Climate Accord: Joe Biden has promised to immediately rejoin the Paris Climate Accord, which the United States officially withdrew from on November 4, 2020, the day after the election. The Biden administration aims to achieve carbon neutrality by 2050.
2. Iran Nuclear Deal: Biden has promised to rejoin the 2015 Iran nuclear deal, also known as the Joint Comprehensive Plan of Action (JCPOA), which the Trump administration withdrew from in May 2018.
3. China-US Tensions: China-US relations are among the most crucial and complex issues confronting the Biden administration, with trade, technology, human rights, Taiwan, Hong Kong, and the South China Sea all possible flashpoints. Biden has made it clear that he will take a more collaborative approach than his predecessor.
4. Relations with North Korea: North Korea remains a critical issue for the Biden administration, and resolving the nuclear issue on the Korean peninsula will be a significant foreign policy challenge.
5. Afghanistan Withdrawal: The Taliban's resurgence in Afghanistan is a challenging foreign policy issue for the Biden administration. Biden has confirmed his intention to withdraw all U.S. troops from Afghanistan by May 1, 2021. However, there are concerns about how the Taliban will respond, and the Afghan government has expressed concern about what the future holds.
6. US-Russia Relations: US-Russia relations have been strained since the Obama administration. Biden administration plans to take a more cooperative approach than its predecessor to some extent. There are still major concerns, such as Ukraine, Syria, and arms control negotiations.
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What does it mean to say that white people's behavior is not racialized?
pick the right choice :
a ) It means that whiteness is not a social construct like other racial categories.
b) It means that white people may suffer hardships in life but they are not supposed to discuss those issues.
c)It means that white is not a racial category like black or Asian.
d) It means that white people can behave in ways that are not seen as reflective of their race or racial group.
It means that white people can behave in ways that are not seen as reflective of their race or racial group.
This is option D
When we say that white people's behavior is not racialized, it means that white people are given the freedom to behave and act however they wish without their behavior being attributed to their race or racial group.
This is not the case for other racial categories, particularly black and brown people, whose behavior is heavily racialized and scrutinized as a reflection of their race.It is generally believed that white people can act in ways that are not seen as reflective of their race or racial group because whiteness is seen as the norm or the standard.
Whiteness is often viewed as the default and anything outside of that is seen as "other" or "different." As such, white people are often able to avoid the negative stereotypes and scrutiny that other races face.
So, the correct answer is D
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QUESTION 5 and items in STM George Miller (1956), in his research on the capacity of memory, found that most people can retain 5,9 9,11 11, 13 13,15
George Miller's research on the capacity of memory, commonly known as Miller's Law or Miller's Magic Number, states that most people can retain approximately 7 (plus or minus 2) chunks of information in their short-term memory.
In his 1956 study, George Miller explored the limits of human short-term memory. He proposed that the average person has a limited capacity to hold and process information in their working memory.
The idea behind Miller's Magic Number is that individuals can effectively process and remember a limited amount of information at a given time. If the information exceeds this capacity, it becomes challenging to retain and recall accurately. Miller's findings have influenced cognitive psychology and have been widely cited in memory research and related fields.
The actual number of chunks a person can hold in their short-term memory may vary based on factors such as individual differences, familiarity with the information, and cognitive strategies employed.
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What roles do gods and spirits have in the functioning of
society? Explain using examples.
The roles of gods and spirits in society vary across different cultures and belief systems. They often serve as guiding forces that shape cultural practices, social norms, and individual behaviors.
In many societies, gods and spirits are revered and worshipped as sources of protection, blessings, and wisdom. They can provide moral frameworks, offer explanations for natural phenomena, and establish communal identities. For instance, in ancient Greece, the gods were believed to govern various aspects of life, from agriculture (Demeter) to warfare (Ares).
In addition to their religious significance, gods and spirits can influence societal governance and decision-making. In some indigenous cultures, spiritual leaders or shamans communicate with spirits to gain insights, resolve conflicts, or seek guidance in important matters. For example, among the Maasai people of East Africa, spiritual leaders, known as laibon, play a pivotal role in mediating disputes, preserving cultural traditions, and ensuring the well-being of their community.
Overall, the roles of gods and spirits inspire belief systems, shape values and practices, and contribute to the cohesive functioning of communities through rituals, moral teachings, and leadership roles.
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NEED ANSWERS ASAP
Identity Cultures in the Philippines that correlates with
Intergroup Peace
Some identity cultures in the Philippines that correlate with intergroup peace include the Bangsamoro identity, which acknowledges the distinct cultural and political aspirations of the Bangsamoro people in Mindanao.
The indigenous identity of the Lumad or Katutubo promotes peace by recognizing their rights and cultural practices. Regional identities, such as Ilocano, Bisaya, and Tagalog, can contribute to intergroup peace by celebrating cultural diversity. Additionally, embracing a multicultural identity that encompasses various ethnic and religious groups fosters harmony.
These identity cultures promote understanding, respect, and cooperation among different groups, leading to intergroup peace in the Philippines.
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Complete Question:
"What are some identity cultures in the Philippines that correlate with intergroup peace?"
4. Your reading describes ways we can respond nondefensively to
criticism. In which mediated contexts can this skill be used most
effectively?
The skill of responding nondefensively to criticism can be used effectively in various mediated contexts. Some of examples may include online discussions and social media, email and messaging, video conferencing, etc.
1. Online Discussions and Social Media: In online platforms where discussions and debates take place, responding nondefensively to criticism can foster constructive dialogue. It allows individuals to address differing viewpoints with openness and respect, promoting healthy and meaningful interactions.
2. Email and Messaging: In written communication, such as email or messaging apps, responding nondefensively to criticism can prevent misunderstandings and defensiveness. By approaching feedback or critique with a calm and open mindset, individuals can engage in productive conversations and find resolutions.
3. Video Conferencing and Virtual Meetings: In virtual settings where face-to-face interactions are simulated, responding nondefensively to criticism is crucial for maintaining a positive and collaborative environment. It helps to avoid conflict escalation and allows for a more constructive exchange of ideas and feedback.
4. Online Reviews and Feedback Platforms: For individuals or businesses receiving reviews or feedback through online platforms, responding nondefensively can contribute to maintaining a good reputation and addressing concerns effectively. By listening to the feedback, acknowledging perspectives, and offering constructive responses, trust and customer satisfaction can be fostered.
Overall, the skill of responding nondefensively to criticism is valuable in any mediated context where communication takes place. It promotes understanding, collaboration, and the resolution of conflicts or disagreements in a respectful and productive manner.
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What actions did Hitler take during the 1930’s that directly lead to the outbreak of World War II in Europe? How did Great Britain and France respond to Hitler’s demand for more territory in Europe and what finally drew them into war in 1939?
Answer: Hitler's actions in the 1930s directly led to the outbreak of World War II in Europe. He rearmed Germany, annexed Austria, and claimed the Sudetenland. Great Britain and France responded with a policy of appeasement, hoping to avoid conflict.
However, Hitler's invasion of Poland in 1939 crossed a line. This prompted Great Britain and France to finally declare war on Germany, as it violated international agreements.
The invasion of Poland marked the start of World War II, as it demonstrated Hitler's aggression and disregard for diplomatic efforts, forcing the allies to take a more decisive stance.
My thesis title is "Willingness to communicate"
my research question is " WTC and anxiety in learning a second language: WTC among EMI university students with a comparison of year 1 and year 3 students.
Please help me to write the significance of the study.
The study on "WTC and anxiety in learning a second language" is significant for understanding the link between willingness to communicate and anxiety, guiding language learning interventions.
The significance of the study "WTC and anxiety in learning a second language: WTC among EMI university students with a comparison of year 1 and year 3 students" lies in its potential to contribute valuable insights into the relationship between willingness to communicate (WTC) and anxiety in second language learning, specifically among EMI (English as a Medium of Instruction) university students in different academic years.
The study holds significance for several reasons. Firstly, understanding the link between WTC and anxiety can provide valuable knowledge on the factors that influence language learning outcomes, as WTC plays a crucial role in language acquisition and proficiency. By examining the relationship between WTC and anxiety, the study can shed light on how anxiety levels impact students' willingness and ability to communicate effectively in a second language.
Furthermore, by comparing year 1 and year 3 EMI university students, the study can provide insights into how WTC and anxiety evolve over time and how they may differ between early and advanced stages of language learning. This comparison can help identify potential challenges or barriers that students face at different stages of their academic journey and inform educational institutions about the necessary support and interventions to enhance students' language learning experiences.
Hence, the study's significance lies in its potential to contribute to the existing body of knowledge on WTC, anxiety, and second language learning, and provide practical implications for language educators, curriculum developers, and policymakers to promote effective language learning environments for EMI university students.
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Match the "research study" with the cognitive ability it's testing IN THE CHILD. The options of cognitive abilities are object permanence, theory of mind, and conservation. If the research study tests none of these, choose "none". Use a blanket to cover a toy a child is playing with and see if they lift the blanket. Object permanence None Show a child a cup with 3 marbles and a cup with 6 marbles and ask them which cup has more marbles. Conservation Give a pizza cut into 6 slices to one child and a pizza cut into 8 slices to another child and then ask them who has more pizza. Show the child a sad movie and observe whether they seem sad. None: Theory of mind. Have a child open a box of legos only to find paper towels inside and then ask them what their friend would think is inside. Incorporating new information into existing schemas is to light of new information is to O assimilation; egocentrism O egocentrism; accommodation assimilation; accommodation accommodation; assimilation as modifying existing schemas in Which of the following is NOT a teratogen? O Alcohol Zika virus Folic acid. Mercury O All of these are teratogens
The research study matching the cognitive abilities being tested in children are as follows: 1) Object permanence, 2) Conservation, 3) None (Theory of mind). The study that does not match any of these abilities is observing a child's emotional response to a sad movie.
Additionally, the correct sequence for the cognitive processes of incorporating new information into existing schemas and modifying existing schemas is accommodation; or assimilation.
The research study involving covering a toy with a blanket and observing if the child lifts the blanket is testing the cognitive ability of object permanence. Object permanence refers to the understanding that objects continue to exist even when they are not visible.
The study involving showing two cups with different numbers of marbles and asking the child which cup has more marbles tests the cognitive ability of conservation. Conservation refers to the understanding that certain properties of objects, such as quantity, remain the same despite changes in their appearance.
The study involving giving different slices of pizza to two children and asking who has more pizza does not match any of the provided cognitive abilities. Therefore, the answer is "None."
The study where a child opens a box of Legos only to find paper towels inside and is then asked what their friend would think is inside is testing the cognitive ability of theory of mind. Theory of mind refers to the understanding that others have beliefs, desires, and perspectives that may differ from one's own.
Regarding the cognitive processes of incorporating new information into existing schemas and modifying existing schemas, the correct sequence is accommodation followed by assimilation. Accommodation refers to the process of altering existing schemas or creating new ones to incorporate new information or experiences. Assimilation, on the other hand, involves fitting new information into existing schemas.
Finally, folic acid is not a teratogen. Teratogens are substances or factors that can cause birth defects or developmental abnormalities in an embryo or fetus. Alcohol, Zika virus, and mercury are examples of teratogens.
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Please provide a unique/original example for each of the
following specific t-tests:
a. One-sample t-test
b. Two-sample t-test, Independent samples
c. Two-sample t-test, Paired samples
Some unique examples for each of the following specific t-tests:
a. One-sample t-test:
A fast-food restaurant claims that the average wait time in their drive-thru is three minutes. You decide to test this claim by taking a random sample of 25 customers and recording their wait times. You can conduct a one-sample t-test to determine if the average wait time of your sample is significantly different from the restaurant's claim of three minutes.
b. Two-sample t-test, Independent samples:
You want to compare the salaries of two groups of employees from two different companies, A and B. You can randomly select a sample of employees from both companies and compare the average salaries using a two-sample t-test with independent samples.
c. Two-sample t-test, Paired samples:
You want to test the effectiveness of a new medication. You can randomly assign participants to two groups, a control group and an experimental group. Then, you can compare the difference in scores between the two groups before and after the medication is given. You can use a two-sample t-test with paired samples to determine if there is a significant difference between the means.
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a. Which of the following represents a potential consequence of including confounding variables? eliminating an alternative explanation for the results. b. reducing systematic error. c. creating placebo effects. d. none of the above.
The potential consequence of including confounding variables is eliminating an alternative explanation for the results. The correct answer is a.
Including confounding variables in a study helps eliminate alternative explanations for the observed results. Confounding variables are extraneous factors that are not the primary focus of the study but can influence the relationship between the independent and dependent variables. When confounding variables are not accounted for, they can introduce bias and lead to incorrect conclusions.
By including confounding variables in the study design and analysis, researchers can control for their effects and ensure that the observed results are attributed to the intended independent variable. This process helps to eliminate alternative explanations for the results and strengthens the validity and reliability of the study findings.
The other options, b. reducing systematic error and c. creating placebo effects, are not directly related to the consequences of including confounding variables.
Systematic error refers to consistent biases in measurements or data collection, while placebo effects pertain to the psychological response individuals may experience due to receiving a treatment with no active ingredients.
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27) Gender differences in aggression appear during (2pts) o infancy. O adolescence. middle childhood. o the preschool years.
Gender differences in aggression tend to appear during the preschool years (D).
During this period, children start to develop a clearer understanding of gender roles and societal expectations. They begin to internalize and mimic the behaviors they observe in their same-gender peers and role models.
Biological factors may also contribute to the emergence of gender differences in aggression during the preschool years. Hormonal influences, such as testosterone, have been suggested as potential contributors to higher levels of physical aggression in boys.
It is important to note that individual differences exist within genders, and not all boys or girls will conform to these general patterns of aggression. Furthermore, societal and cultural factors play a significant role in shaping gender differences in aggression, as norms and expectations regarding gender roles vary across different cultures.
Option D
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Nurture Discussion 1.2: Nature Versus Nurture Choose a personality trait that you believe describes you. - How might the theories of "Nature" and "Nurture" have contributed to your current personality
Personality trait: Emotionally stable. The theories of nature and nurture have both contributed to my current personality trait of emotional stability.
Nature is the inherent characteristic of a person that is determined by genes. Nurture refers to environmental factors that shape a person's behavior and personality. As per the genetic perspective of personality, individuals inherit characteristics from their parents and ancestors. It is believed that certain traits are passed down from parents to their children. Therefore, the inherent characteristic of being emotionally stable might have been passed on to me from my parents. As per the environmental perspective, my parents could have nurtured me to be emotionally stable by providing me a safe and secure home environment. This could have also influenced my personality trait. Therefore, the theories of nature and nurture both could have contributed to my current personality trait of emotional stability.
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This is for Sociology
The first blank answer choices are - equal, unequal
The second blank answer choices are - more, less
The Third blank answer choices are - Most Influential, not as important as individual achievement
The fourth blank answer choices are - James, Ellie
The fifth blank answer choices are - James Ellie
The sixth blank answer choices are - Individual interests and efforts, implied lessons and subtle encouragement
The Seventh blank answer choices are - Credentialism, tracking
Sociologists argue that educational systems in society are unequal and that schools serve to reinforce social inequalities rather than reduce them.
Education has long been viewed as a solution to social inequality. Nevertheless, sociologists argue that educational systems in society are unequal and that schools serve to reinforce social inequalities rather than reduce them. Tracking and credentialism represent the ways in which schools differentiate students based on social class. They play a significant role in maintaining and perpetuating social inequalities, according to sociologists. Students who come from affluent families are often placed in higher-track courses, which allow them to receive higher-quality education and earn credentials that give them a competitive advantage in the job market.
They may be more successful in obtaining prestigious careers, better salaries, and other material rewards. Conversely, students from lower-class backgrounds frequently enroll in lower-track courses, which frequently leads to less desirable career prospects and lower lifetime earnings. Individual achievement is less significant than the influence of one's social class in determining one's academic fate. Educational systems are unequal, which contributes to the perpetuation of social inequalities.
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In 120-200 words answer the following: Of the three types of classifications, moving towards, moving against and moving away, pick one and opine on why you think that person picked up that particular coping strategy.
Of the three types of classifications, the coping strategy of moving towards refers to the tendency of an individual to cope with stress by seeking out comfort or connection with others.
When individuals move towards, they tend to adopt a more passive and accommodating behavior. They rely on others to help them feel secure, happy, and fulfilled. People who pick up moving towards coping strategies are often referred to as ‘People Pleasers’. They often take on the feelings of others, which often results in them placing themselves last on their list of priorities. This coping strategy is most commonly observed in people who have a high need for affiliation and are dependent on others. The reason for an individual to pick up the moving towards coping strategy could be because of an innate fear of being alone or unsupported.
They rely heavily on the support and validation of others to feel safe and secure. The need to please others and have them like them is a primary driver for their coping strategy. This behavior can be helpful in creating strong relationships; however, it can also create an unhealthy pattern of dependence on others. In conclusion, the moving towards coping strategy can help people cope with stress effectively. It’s important, however, to ensure that this strategy doesn’t become maladaptive and interfere with their personal growth and well-being.
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Describe briefly how music is tied in with Nationalism. Is klezmer nationalistic? Is Celtic music?
What are three general conclusions about European music, as stated in the textbook?
Section 5-2d of the text book includes the question "In our society, how are categories of music used to value or devalue certain groups of people defined by class, ethnicity, and so forth?". What is one example of this in the United States – i.e. a category or genre of music that is used to define someone as "high class" or "low class", etc.?
What is Fusion/World-Beat music? What is one pro and one con of this style?
Music is often tied with nationalism as it is viewed as an expression of national identity. Both Klezmer and Celtic music are examples of nationalistic music.
Music is often tied with nationalism as it is viewed as an expression of national identity. Nationalistic music was developed to reflect the cultural and ethnic identity of a nation or people. Music can create a sense of shared identity among a group of people and help to reinforce nationalistic sentiments. Both Klezmer and Celtic music are examples of nationalistic music. Klezmer music is associated with the Jewish communities of Eastern Europe, while Celtic music is associated with the traditional music of Ireland and Scotland. According to the textbook, three general conclusions about European music are that it is culturally diverse, that it has been influenced by multiple musical traditions, and that it has had a significant impact on music throughout the world.
In the United States, categories or genres of music have been used to define someone as "high class" or "low class." For example, classical music is often viewed as being associated with high culture and the upper classes, while rap and hip-hop music are often associated with low culture and lower classes. Fusion/World-Beat music is a style of music that blends traditional musical styles from different cultures around the world. One pro of this style is that it promotes cultural understanding and appreciation. One con is that it can sometimes result in cultural appropriation, where one culture's music is exploited or appropriated by another culture.
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Select the TWO correct options that help define what a strong culture is:
a) Intensely held beliefs shared by group members
b) A high degree of consistency amongst group members in terms of their shared beliefs, values and norms
c) Ever-changing and adaptable
d) Something that fosters subcultures and alternative points of view
Option (a) and option (b) help define what a strong culture is. Both option (a) and option (b) are correct answers to the question about defining what a strong culture is.
These options together give a great explanation of a strong culture. In option (a), intensely held beliefs are referred to. In option (b), a high degree of consistency in terms of shared beliefs, values, and norms is explained. So, a strong culture refers to the shared values, beliefs, and norms that the members of a group believe in strongly and consistently.
The term "strong culture" refers to the level to which members of a group share beliefs, values, and norms within an organization or community. This is how strongly people within that group have internalized and accept the culture.
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By the time the Great Depression started, in late 1930 to early 1931, American farmers had been in a state of depression for a decade. By 1920 farmers were in bad shape for a variety of reasons, including: the decline of international demand for farm products, farm overproduction leading to surpluses, and steep price drops for farm products. From 1919 to 1920 the price of wheat dropped from $2.50 per bushel to $1.00, corn dropped from $1.50 per bushel to $.52, wool dropped from $.60 per pound to $.20, and cotton dropped from $.35 per pound to $.16.
As a result, farm income decreased at the very beginning of the decade and continued to decrease throughout the 1920s; farm income dropped from $10 billion in 1919 to $4.1 billion in 1921. This created a crisis for farmers who were overburdened with both surpluses and debt combined with a significant loss of revenue.
Farmers clamored for assistance but little was forthcoming. In 1927 Congress passed the McNary-Haugen Bill to help farmers, but President Coolidge vetoed it. When Congress passed it again in 1928, President Coolidge again vetoed it. In 1930 Congress passed the Smoot-Hawley Tariff and President Hoover signed it. Intended to support the American economy, it led to an international tariff war that made it virtually impossible for American farmers to get their products into foreign markets. Farmers continued to live is distress.
With reduced income levels farmers could not afford to pay their mortgages, and by the early 1930s foreclosures became commonplace among American farmers. After foreclosures had been completed banks held auctions where these farms were available to purchase. Needless to say American farmers were in bad shape, distressed, and angry.
For this exercise reflect on the state of farmers in America during the Great Depression. To prepare for the Reflection exercise:
During the Great Depression, American farmers had already been going through a tough period for almost a decade. The declining international demand for farm products, overproduction on farms, and steep price drops for farm products led to a decrease in farm income, which reduced the revenue from $4.1 billion in 1921 compared to $10 billion in 1919. Farmers were burdened with both surpluses and debt combined with a significant loss of revenue. They cried out for help, but there wasn't much of it. Due to their inability to pay their mortgages, farmers in America frequently experienced foreclosure. The banks held auctions where the farms were available to purchase.
Thus, American farmers were in bad shape, distressed, and angry during the Great Depression. The Smoot-Hawley Tariff, intended to support the American economy, led to an international tariff war that made it impossible for American farmers to get their products into foreign markets, which further worsened the situation.
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Consider Egyptian Queen Cleopatra VII. Why and how did she become a legend? How did she transcend (overcome) and in what ways was she constrained (restricted), by both the political and geographic realities of her times and as a woman?
Cleopatra VII became a legend due to her political prowess, strategic alliances, and association with powerful Roman leaders. She transcended political and geographic realities through her intelligence and charm.
Becoming a legend: Cleopatra VII became a legend due to her remarkable political skills, her alliances with influential Roman leaders like Julius Caesar and Mark Antony, and her association with the exotic and mysterious culture of ancient Egypt.
Transcending political and geographic realities: Cleopatra VII transcended political and geographic realities through her diplomatic maneuvering and strategic alliances.
She used her intelligence and charm to gain influence and secure her position as the ruler of Egypt. Her relationships with powerful Roman leaders allowed her to navigate the complex dynamics of the Roman Empire.
Constraints as a woman: Despite her accomplishments, Cleopatra VII faced constraints due to societal expectations and gender norms. As a woman in a male-dominated world, she had to constantly prove herself and overcome prejudices.
She faced challenges in asserting her authority, especially in a patriarchal Roman society. Additionally, her romantic relationships and association with powerful men were often scrutinized and used against her.
In summary, Cleopatra VII became a legend due to her political acumen, alliances with influential leaders, and association with the mystique of ancient Egypt.
While she transcended political and geographic realities through her intelligence and charm, she was constrained by societal expectations and faced limitations as a woman in a patriarchal society.
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What is an example of “trust-busting” that Theodore Roosevelt enforced?
Answer:
The Sherman Anti-Trust Act
Now that he was President, Roosevelt went on the attack. The President's weapon was the Sherman Antitrust Act, passed by Congress in 1890. This law declared illegal all combinations "in restraint of trade." For the first twelve years of its existence, the Sherman Act was a paper tiger.
Explanation:
What are the roots of American policing? Provide examples of
relevant information.
Explain the foundation most police agencies are structured?
Explain this framework and provide examples.
The roots of American policing can be traced back to various historical influences. One significant influence is the early English policing system, particularly the system of constables and watchmen.
English colonists brought these practices to America, establishing rudimentary forms of law enforcement in the colonies.
During the 19th century, the industrialization and urbanization of America led to the emergence of modern policing. One notable development was the creation of the first organized police force in Boston in 1838. This marked a shift from the informal, community-based systems of law enforcement to a more centralized and professionalized approach.
Another key influence on American policing was the establishment of the first metropolitan police force in London in 1829 under Sir Robert Peel. This model, known as the "Peelian Principles," emphasized crime prevention, community cooperation, and the use of police as a civilian force. It laid the foundation for modern policing practices in the United States.
In terms of the foundation and structure of most police agencies today, the framework is typically hierarchical and bureaucratic. Police agencies are organized in a top-down fashion, with a clear chain of command. This structure helps maintain order, ensure accountability, and facilitate effective coordination among officers.
At the top of the hierarchy, there is typically a chief or commissioner who oversees the entire agency. They are responsible for setting policies, making strategic decisions, and managing the agency's resources. Under the chief, there are various levels of command, including assistant chiefs, captains, lieutenants, sergeants, and patrol officers.
This hierarchical structure allows for clear lines of authority and enables efficient communication and decision-making within the organization. It ensures that officers have clear roles, responsibilities, and reporting structures, promoting a sense of order and accountability.
For example, the New York City Police Department (NYPD), one of the largest police agencies in the United States, follows a hierarchical structure. It is headed by a police commissioner who oversees several bureaus and units. The NYPD has precincts organized by geographical areas, each led by a precinct commander who is responsible for the operations and personnel within their jurisdiction.
Similarly, the Los Angeles Police Department (LAPD) follows a hierarchical structure. It is led by a chief of police, with multiple bureaus and specialized divisions reporting to them. The LAPD also has geographic divisions responsible for specific areas within the city, each headed by a commanding officer.
Overall, the hierarchical and bureaucratic structure of police agencies provides a framework for effective organization, coordination, and accountability within the law enforcement system. It allows for efficient management, response to emergencies, and the implementation of strategies to address community safety and security.
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Life and Works of Rizal
Discuss the item thoroughly. Write the question before each answer. Your answer should contain at least three (3) paragraphs of not less than four (4) sentences each.
1. Do you think that the passage of the Rizal bills into a law warranted the objectives that the sponsors conceived in 1956? Explain your answer.
2.Do you think that the objectives were attained thereafter and that their attainment resonated until the present? Expound your answer.
The passage of the Rizal bills into law in 1956 aimed to honor the national hero, Jose Rizal, and promote the study of his life and works. Whether this achievement warranted the objectives envisioned by the sponsors is a subjective matter.
Assessing the attainment of the objectives of the Rizal bills, particularly in terms of promoting national pride, patriotism, and a continued resonance until the present, is complex and subjective.
1. The Rizal bills, particularly Republic Act No. 1425 (R.A. 1425), also known as the Rizal Law, mandated the inclusion of courses on the life, works, and writings of Jose Rizal in the curricula of all public and private schools in the Philippines.
The sponsors intended for this law to cultivate national pride, instill a sense of patriotism, and promote a deeper understanding of Rizal's contributions to Philippine history and society.
To assess whether the passage of the Rizal bills warranted the objectives, one must consider the impact they had over time. R.A. 1425 certainly provided a platform for the study and appreciation of Rizal's life and works in educational institutions. It facilitated the dissemination of knowledge about Rizal and his ideas, shaping the understanding of generations of students.
However, the extent to which these objectives were fully realized is debatable. The implementation and effectiveness of the law varied across different educational institutions, with some placing more emphasis on Rizal's teachings than others. Additionally, the overall impact on national pride and patriotism is difficult to measure accurately.
2. The Rizal bills were introduced to instill a sense of national pride and deepen awareness of Rizal's contributions to Philippine history. Whether these objectives have been fully achieved and continue to resonate in the present depends on various factors.
While the inclusion of Rizal's life and works in the curriculum has undoubtedly exposed students to his ideas, it is challenging to measure the long-term impact on national pride and patriotism. The appreciation of Rizal's teachings and their relevance may vary among individuals and over time.
Additionally, the effectiveness of the educational system in fostering a genuine understanding and appreciation of Rizal's ideals is influenced by various factors such as teaching methods, resources, and societal changes.
It is important to acknowledge that Rizal's influence and legacy extend beyond the Rizal bills and educational institutions. His writings and ideals continue to inspire individuals and movements in various fields, including politics, arts, and social activism.
Rizal's values of freedom, equality, and justice resonate with many Filipinos and contribute to ongoing discussions about national identity and progress.
In conclusion, while the Rizal bills served as a significant step towards honoring Jose Rizal and promoting the study of his life and works, assessing the attainment of objectives and their resonance until the present is subjective.
The impact of the Rizal bills on national pride, patriotism, and the continued relevance of Rizal's teachings is influenced by multiple factors, including educational practices, societal changes, and individual interpretations.
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Question 33 (1 point) An activity that promotes higher sympathetic nervous system activity is: O Deep breathing Aerobic exercise. Checking the news before sleep. Higher parasympathetic nervous system activity.
The activity that promotes higher sympathetic nervous system activity is aerobic exercise. Sympathetic nervous system and parasympathetic nervous system together comprise the autonomic nervous system.
The sympathetic nervous system prepares the body for fight-or-flight responses, while the parasympathetic nervous system is responsible for the rest-and-digest responses. For a given situation, the sympathetic and parasympathetic nervous systems function together to regulate internal processes. Aerobic exercise is an activity that promotes higher sympathetic nervous system activity.The reason behind the above statement is that aerobic exercise is an activity that promotes higher sympathetic nervous system activity.
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Compare and contrast internal imagery and external imagery and
discuss the appropriate times to use each. Which do you think is
more effective and why? (in context of psychology)
Both internal and external imagery have their strengths and can be used in different therapeutic contexts. The choice between them depends on the goals of the intervention and the specific needs of the individual.
Internal imagery and external imagery are two forms of mental imagery used in psychology. Internal imagery refers to the visualization of mental images within one's mind, while external imagery involves perceiving and imagining images in the external world.
Internal imagery is often used in therapeutic interventions, such as guided imagery and visualization techniques, where individuals create vivid mental representations of desired outcomes or engage in imaginary experiences. It can be beneficial in promoting relaxation, managing stress, and enhancing self-confidence and motivation. Internal imagery allows individuals to tap into their imagination and create personalized mental images that align with their goals and aspirations.
On the other hand, external imagery involves observing and mentally manipulating images in the external world. It is commonly used in cognitive-behavioral therapies, such as exposure therapy and systematic desensitization. External imagery helps individuals confront and modify their response to real or imagined stimuli. It can be particularly effective in treating phobias, anxiety disorders, and trauma-related conditions.
Internal imagery allows for more personalized and subjective experiences, while external imagery focuses on real or imagined external stimuli. The effectiveness of each approach depends on the individual's preferences, the nature of the problem being addressed, and the therapeutic goals of the intervention. Therefore, it is difficult to determine which form of imagery is more effective overall, as their utility depends on the specific therapeutic context and individual factors.
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For two people to possess a "common point of view" means that:
They hold the same basic view of ethics.
They completely agree on the relevant issues and value them in the same way and to the same degree.
The only way to have a common point of view is to discuss "Reasons."
Even if they have different values, they have learned to take up the 'reasons' of others and make them their own.
For two people to possess a "common point of view" means that they completely agree on the relevant issues and value them in the same way and to the same degree.
Having a common point of view implies a high level of agreement and alignment in terms of perspectives, beliefs, and values regarding the specific issues under consideration. It goes beyond just holding the same basic view of ethics and extends to a comprehensive agreement on the relevant matters. While discussing reasons and engaging in dialogue can contribute to developing a common understanding and reaching consensus, it is not the sole requirement for a common point of view. It is possible for individuals to have different values but still find common ground by appreciating and adopting the reasons of others, which can lead to a shared perspective.
Overall, a common point of view involves substantial agreement and alignment in how individuals perceive and value the issues at hand, whether through shared ethics, shared reasons, or a combination of both.
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the ACE score the Giobal Assessment of Functioning (GAF) IQ Test Question 15 1 pts A concern about the use of the DSM-V is the reliance on the medical model, "which pathologizes what might be just a b
The given statement, "A concern about the use of the DSM-V is the reliance on the medical model, "which pathologizes what might be just a broader range of human thoughts and behavior's" is true. It pathologizes everyday human experience.
The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) was approved by the Board of Trustees of the American Psychological Association (APA) on December 1, 2012. The DSM-5, the manual's most recent substantial update, was made 20 years ago. The DSM-5 acronym, as well as the acronyms for all previous editions, are all registered trademarks of the American Psychiatric Association.
The biggest issues with the DSM-5 are:
It doesn't have a scientific basis.prejudice resulting from environment.The NIMH does not use it for mental health studies.It is in favor of a treatment plan centered on medications.Theoretically, everyone may be affected by a lifelong ailment.Learn more about DSM-V here:
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The complete question is, "A concern about the use of the DSM-V is the reliance on the medical model, "which pathologizes what might be just a broader range of human thoughts and behavior's." (Martin, 2018). True OR False."
Give two examples of jobs where people might need accurate
information about the world's religions. Write a sentence
explaining exactly why this information might be needed.
In the cases mentioned below, accurate information about the world's religions is crucial to foster cultural competence, avoid misunderstandings, promote respect, and facilitate effective communication and interaction with individuals and communities from diverse religious backgrounds.
This knowledge allows individuals in these positions to approach religious matters with sensitivity, avoid biases or stereotypes, and foster inclusive and respectful dialogue in academic or diplomatic settings.
Religious Studies Professor: A religious studies professor needs accurate information about the world's religions to effectively teach and educate students about various religious traditions, practices, beliefs, and their historical and cultural contexts.
International Diplomat: An international diplomat needs accurate information about the world's religions to navigate cultural differences, understand the religious dynamics in different regions, and promote religious tolerance and understanding during diplomatic negotiations or when addressing religiously sensitive issues.
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Research shows that it is a logical decision for White suburban kids to stay in school and go onto college. Is the same true for Black (and Hispanic) kids from poorer, inner-city areas? Is the fact that these groups are less likely to get a four-year degree also a logical decision?
However, the same may not hold true for Black and Hispanic kids from poorer, inner-city areas due to systemic barriers and socioeconomic disadvantages.
No, the fact that these groups are less likely to get a four-year degree is not a logical decision.
The decision for White suburban kids to stay in school and pursue higher education is often supported by various factors, including access to quality education, socioeconomic advantages, and social norms within their communities. These factors create an environment where going to college is seen as a logical and attainable goal.
However, Black and Hispanic kids from poorer, inner-city areas face systemic barriers and socioeconomic disadvantages that affect their educational opportunities. These barriers can include inadequate school resources, lower-quality education, limited access to college-preparatory programs, and financial constraints.
Moreover, these communities may also experience higher rates of poverty, crime, and limited social support systems, which can further hinder educational attainment.
The lower likelihood of obtaining a four-year degree for Black and Hispanic kids from poorer, inner-city areas cannot be simply attributed to a logical decision. Rather, it is a result of the complex interplay of structural inequalities, limited resources, and societal constraints that disproportionately affect these groups.
To address these disparities, it is important to implement policies and initiatives that focus on providing equitable access to quality education, addressing socioeconomic barriers, and offering support systems to promote educational success for marginalized communities.
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