Three major languages in the middle east are ______. (more than one answer.)

At the Preconventional level, the Norms are an external reality that are respected only by attending to the consequences, or the power of those who establish them. It is subdivided into two Stages:

Stage 1: Obedience and fear of punishment. It is the stage in which the Rules are respected for obedience and for fear of punishment. There is no autonomy but heteronomy: external agents determine what to do and what not to do.

Stage 2: Favor your own interests. It is the stage in which the Rules are assumed if they favor one's own interests. The individual aims to do what satisfies their interests, considering it right that others also pursue theirs.

Preconventional morality, as outlined in Kohlberg's Theory of Moral Development, is the initial stage of moral reasoning that typically occurs before the age of 9. Morality at this stage is based on self-interest and consequences such as rewards or punishments, rather than internalized societal standards or personal principles.

Preconventional morality, as per Kohlberg's Theory of Moral Development, pertains to the first level of moral reasoning that an individual goes through, usually before the age of 9. At this stage, an individual's sense of morality is not informed by societal norms, conventions, or laws but is principally based on self-interest and likely consequences. Decisions are typically seen as morally right or wrong depending on the punishments or rewards associated with them.

For example, a child in the preconventional stage might decide not to lie because he fears punishment or hopes to receive a reward for honesty, not necessarily because he understands that lying is morally wrong. This stage precedes the conventional stage, which reflects a more nuanced understanding of societal rules, and ultimately, the post-conventional stage, where moral decisions are informed by a deeper, individualized understanding of justice and human rights.

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Final answer:

Sally is demonstrating the concept of an 'imaginary audience,' which is common among adolescents and refers to the belief that they are the center of attention with many fictitious observers watching and judging them.

Explanation:

Sally, age 16, is demonstrating imaginary audience. This concept describes a state during adolescence when individuals believe they are the center of attention. The imaginary audience refers to the fictitious observers that adolescents think are continually watching and judging their appearance, ideas, and behavior. It is a result of adolescent egocentrism, a phase where teenagers have difficulty distinguishing between their perception of what others think about them and what people actually notice.

The phenomenon of the imaginary audience can impact one's self-consciousness and behavior significantly. Teenagers, like Sally, may become preoccupied with how they look and act, leading to a heightened sense of public self-awareness. This preoccupation with the self reflects their developmental needs to understand themselves in the context of their wider social environment, informed by both actual and perceived judgments of others. In some cases, it may also lead to behaviors aimed at distracting from deeper feelings of shame or inadequacy, as observed in some social practices.

In this case, the question was whether student led prayer could be seen as an endorsement by the school of a particular religion. If this were the case, then students might feel pressured to comply with the prayer, and this would be equivalent to the school pushing religion unto the students.

The ruling declared that the prayer at the game was "too entangled." What this meant is that it was too difficult to separate the game from other school activities. The football game could be considered an extension of the school and therefore, should not endorse the practice of religion.

Arthur Miller characterizes Giles Corey in Act 3 of 'The Crucible' as someone who is stubborn and physically strong, using direct characterization.

In Arthur Miller's play 'The Crucible', Giles Corey is characterized in Act 3 as someone who is brave and relentless. Direct characterization is used by Miller when he explicitly presents Giles as stubborn individual with the line 'he cannot be swayed,' suggesting his unyielding personality, and his determination to fight for what he believes is right. When Giles Corey interrupts the court proceedings and is described as an old, determined man who stands firmly for his beliefs.

Another direct characterization is presented when the court officials describe Giles as someone who possesses 'great strength', indicating his physical fortitude and his fearless character.

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Arthur Miller uses direct characterization in stage directions primarily to depict Giles Corey as having a strong physical presence and a stubborn, courageous nature.

Some important direct characterizations are evident in Miller's stage directions.

Such direct characterization helps to establish Giles Corey's significant role and personal attributes in the play, enhancing the audience's perception of his character.

Complete Question:

In 'The Crucible Act III', identify two examples of direct characterization Miller uses to describe Giles Corey in stage directions.

via text message

a. via text message ✓

b. in a group setting x

c. via the telephone x

d. face to face x

An island of development to promote economic development is stimulated job creation in underdeveloped nations. Option D is correct.

Economic development is the activity of make up or boosting the wealth for the welfare of the community.

It is overmuch than a job-creation initiative. It is an investment in the development of the economy and the financial condition and quality of life of all citizens.

To different people, economic development means assorted things. In undeveloped countries, an island of growth that promotes economic development has boosted employment creation.

Therefore, option D is correct.

Learn more about the economic development, refer to:

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The ascent of Constantine did change the relationship between Christianity and the Roman Empire. The Code of Civil Law is indeed highly influential. The Muslim society’s conquests allowed some level of choice in conversion to Islam, but this was not always the case.

Let's break down these historical statements one by one:

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Generally, the people who have more prestige have more power.

This is easy to understand, since in our society, power and money lend prestige to who possessed them. Just look at, for example, the prestige of the US president. He is the most powerful person in the world and consequently is a person who enjoys great prestige. Besides, he's rich.

Final answer:

People who have more prestige typically have more power, as prestige is closely linked with social status, property, and power. The esteem associated with social status offers them greater opportunities to wield influence in various societal aspects.

Explanation:

Generally speaking, people who have more prestige also have more power. Prestige, which is the esteem or respect associated with social status, is often correlated with power and property, forming a triad of social class indicators. Individuals with higher prestige, which can be derived from their occupation or family name, tend to have higher social class status. This is also evidenced by the societal observation that a Supreme Court justice, for example, often has high levels of wealth, prestige, and power.

However, someone's rank on these indicators can vary; for instance, college professors have high prestige due to their education, but they might not have high incomes. Conversely, 'trust-fund babies' may have substantial property but little prestige if societal values lean more towards personal achievements. Notably, people in the United States with more education typically enjoy higher economic status, power, prestige, and income levels.

Therefore, the correct answer to the question is C. more power.

Answer:

Handel knew how to follow the tastes of the public in his compositional style. this is shown in his switch from writing Italian operas to writing English choral works as oratorios.

Reference:

Biography.com Editors. “George Frideric Handel.” Biography.com, A&E Networks Television, 25 June 2019

Final answer:

Sam faced the emotional responsibility of identifying Chris McCandless from photos, reflecting on the themes of solitary human behavior and individualism.

Explanation:

The responsibility that Sam had to face after identifying Chris McCandless from photos was profound and likely included dealing with the emotional weight of recognizing a person whose life ended in such a solitary and tragic manner. In the nonfiction narrative regarding Chris McCandless, solitary human behavior and the choice of a solitary existence, such as that of McCandless in Alaska, are explored. As in the studies of Henry David Thoreau, McCandless's story is a reflection on the impacts of society and the pursuit of individualism away from social norms.

The correct answer is: "inefficiency"

Large burocracies are famous for their inefficiency as, in order to undertake any operation, even a simple one, long procedures with many steps are required. Therefore, time, which is regarded as a scarce resource in economics is inefficently wasted in useless formalities.

This system cannot be competitive or enjoy comparative advantages against others, such as corporations, which have higher incentives to increse their competitiveness while burocracies have not.

Final answer:

Christianity's religious capitals were located in various regions, some close to the frontier and others not. For example, Alexandria and Constantinople were major centers of Christianity. Aksum in Ethiopia was relatively isolated.

Explanation:

Christianity's religious capitals were located in various regions, some close to the frontier and others not. For example, the city of Alexandria in Egypt was a major center of Christianity in the early centuries, located close to the Roman-controlled Mediterranean world.

Likewise, Constantinople, which was the religious capital of Orthodox Christianity, was located in the Byzantine Empire at the center of the empire. However, other religious capitals, like Aksum in Ethiopia, were relatively isolated from the rest of the Christian world.

Final answer:

The major achievement of the final substage in the sensorimotor stage, according to Piaget, is the development of object permanence, which is the understanding that objects exist even when they are not perceived directly.

Explanation:

The Major Achievement in the Final Substage of the Sensorimotor Stage

According to Jean Piaget, a renowned developmental psychologist, the sensorimotor stage is the first of the four stages in cognitive development, extending from birth to the acquisition of language, roughly around the age of two. During this stage, infants learn about the world through physical interaction with their environment. One of the most crucial developments in this stage is the concept of object permanence. Object permanence is the understanding that objects continue to exist even when they cannot be seen, heard, or otherwise sensed.

In the final substage of the sensorimotor stage, infants develop mental representations and understand that objects are still present even if they are hidden from view. This represents a significant cognitive leap as prior to this realization, if an object were covered, infants behaved as though it had disappeared. The development of object permanence indicates the beginning of the ability to form mental images of objects and realize a world beyond immediate sensory perceptions, paving the way for future cognitive processes.

Object permanence generally begins to manifest in infants at around 8 months old. Piaget's classical experiments demonstrated that before developing object permanence, an infant would not search for an object once it was out of sight. After this conceptual milestone is reached, the infant will actively look for the object, showing that they have retained a mental representation of it.

Final answer:

Negativism is a negative behavior that indicates a toddler's developing autonomy and desire for control. It involves resistance and opposition to authority or rules, such as refusing to follow the parent's clothing choices. Negativism is a normal part of a toddler's development as they strive for independence.

Explanation:

The negative behavior of negativism is one of the most dramatic manifestations of developing autonomy in toddlers. Negativism refers to a toddler's tendency to show resistance and opposition to authority or rules. This behavior indicates that toddlers are asserting their independence and testing boundaries as they strive to establish autonomy.

For example, a common scenario of negativism is a two-year-old refusing to wear the clothes chosen by their parent. This battle over clothing choices is a way for the toddler to exert control and assert their independence in a situation where they have limited decision-making power.

Overall, negativism is a normal part of a toddler's development as they navigate the autonomy versus shame and doubt stage, and it signifies their growing independence and desire for control.

"The correct interpretation of the toddler's negative behavior as a manifestation of developing autonomy is that it is a normal part of psychological development.

Negativism in toddlers, often peaking around the age of two, is a way for children to assert their independence and individuality.

This behavior can include refusing to comply with requests, saying no frequently, and engaging in oppositional behavior.

It is important to recognize that this is not necessarily a sign of disobedience or defiance, but rather a healthy step in the child's journey towards self-assertion and self-regulation.

During this stage, toddlers are learning to differentiate themselves from their caregivers and are driven by a desire to control their environment and make their own choices.

This is a critical period for the development of self-concept and self-efficacy. Caregivers can support this development by providing appropriate opportunities for the child to make choices and by setting clear, consistent, and age-appropriate limits.

Research on sleep and dreaming confirms the importance and benefits of sleep for our overall health and well-being.

Research on sleep and dreaming confirms that sleep is essential for our overall health and well-being. During sleep, our brain undergoes important processes such as memory consolidation and restoration. Dreams are a natural part of the sleep cycle, and they provide insight into our emotions, thoughts, and experiences.

For example, research has shown that adequate sleep improves learning and cognitive function. Lack of sleep, on the other hand, can lead to difficulties in concentration, memory problems, and mood disturbances.

Scientists use various methods to study sleep and dreaming, including polysomnography, which measures brain activity, eye movements, and muscle tone. Through this research, we have gained a better understanding of the importance of sleep and dreaming in maintaining our mental and physical well-being.

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