please help me answer this question if correct I'll make brainylist!!!!!​

Answer:

Cornelius Swartwout invented the first waffle on August 24 1869

Answer:

Cornelius Swartwout invented the first waffle on August 24 1869

Explanation:

Answer:

The answer would be C

Explanation:

Answer:

c

Explanation:

on edge

Title: The Social Constructionist Approach to Global Warming: Understanding an Environmental Problem

Introduction:

The social constructionist approach to environmental problems examines how social processes and interactions shape our understanding and response to issues such as global warming. This essay will discuss the basic tenets of the social constructionist approach, explore their application to global warming, and provide a justification for the appropriateness of this approach in understanding the problem.

Basic Tenets of the Social Constructionist Approach to Environmental Problems:

1. Knowledge as Socially Constructed: The social constructionist perspective asserts that knowledge is not objective or independent of human influence but is shaped by social, cultural, and historical contexts. Our understanding of environmental issues, including global warming, is influenced by social processes, values, and beliefs.

2. Language and Discourse: Language and discourse play a crucial role in constructing our perceptions of environmental problems. The ways in which we talk, write, and communicate about global warming shape public understanding and influence policy debates. Different discourses can frame global warming as an urgent crisis or as a controversial issue, affecting societal responses.

3. Power and Social Interactions: Social constructionism emphasizes power dynamics and social interactions in shaping environmental problems. Power relations influence whose voices are heard, which perspectives are prioritized, and how decisions are made. This includes the influence of corporations, governments, scientists, media, and advocacy groups in shaping narratives around global warming.

Application of the Social Constructionist Approach to Global Warming:

Global warming is a complex environmental problem with diverse scientific, economic, political, and social dimensions. The social constructionist approach can help elucidate several aspects:

1. Framing and Perception: Different stakeholders frame global warming in distinct ways, emphasizing specific causes, consequences, or solutions. This framing influences public perception and policy debates. For example, some may focus on economic implications, while others highlight social justice or ecological concerns.

2. Public Discourse: Social constructionism highlights the role of media, public discourse, and communication in shaping understandings of global warming. The media's portrayal of climate change impacts public opinion, mobilizes social movements, and influences policy decisions.

3. Power Dynamics: The social constructionist perspective draws attention to power dynamics in the formation of environmental problems. Global warming is affected by the influence of fossil fuel industries, lobbying efforts, and political agendas, which can hinder or facilitate effective responses.

Appropriateness of the Social Constructionist Approach:

The social constructionist approach is highly appropriate for understanding global warming due to its complexity and multidimensional nature. It recognizes the influence of social, cultural, economic, and political factors on our understanding and response to environmental problems. By considering how knowledge is constructed, discourses are formed, and power dynamics shape decision-making, this approach provides insights into the societal and systemic factors contributing to global warming.

Conclusion:

The social constructionist approach offers valuable insights into the environmental problem of global warming. By considering the construction of knowledge, language and discourse, and power dynamics, it provides a comprehensive framework for understanding the societal dimensions of the issue. Recognizing the influence of social processes and interactions is essential for fostering effective responses to global warming and promoting sustainability.

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Walt Rostow's five stages of economic growth theory are as follows:

Stage 1: Traditional Society

The traditional society is characterized by subsistence farming, fishing, and hunting. The economy is focused on primary activities, and people are resistant to technological advancements.

Stage 2: Preconditions for Take-off

Preconditions for take-off include the growth of an export-oriented industrial sector. During this stage, the society focuses on economic growth through the production of goods that can be traded internationally.

Stage 3: Take-off

Take-off stage is where the society experiences a rapid increase in industrialization and the adoption of new technology. The economy's growth rate is approximately 5-10% annually.

Stage 4: Drive to Maturity

During the Drive to Maturity stage, the economy diversifies, and there is a significant investment in new infrastructure. Manufacturing and production efficiency increase, and the economy's growth rate is between 2-4% annually.

Stage 5: High Mass Consumption

Societies in this stage have highly developed economies, and the focus is on the production of consumer goods and services. This stage is characterized by high levels of disposable income and a significant increase in consumption.

The theory of economic growth of Rostow is one of the models of the historical stages of development of modern societies proposed by scholars in the last century. This theory was proposed by Walt W. Rostow in 1960 as a theory of economic development in his book "The Stages of Economic Growth: A Non-Communist Manifesto."Rostow proposed that the transformation of traditional societies into modern societies can be explained by the transition through five stages of economic growth, based on the historical experience of developed Western countries.

The five stages of economic growth theory, also known as Rostow's stages of growth, offer an overview of the economic development of countries and societies in general.

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Answer:

it's research

Explanation:

in most cases I hv gt a lot of homework dat I hv 2 do.so I hv 2 mk de research

The Constitution addressed concerns of states' rights by establishing a stronger central government, implementing a Supremacy Clause to resolve conflicts between state and federal laws, and preserving states' autonomy through a division of powers and the Tenth Amendment.

The Constitution addressed the concerns of states' rights that existed under the Articles of Confederation in several ways:

1. Stronger Central Government: The Articles of Confederation had a weak central government, which limited its ability to enforce laws and resolve disputes between states. The Constitution established a stronger central government with separate branches (legislative, executive, and judicial), granting it powers to regulate commerce, levy taxes, and maintain a standing army. This shift aimed to provide a more effective and cohesive government while still preserving states' rights.

2. Supremacy Clause: The Constitution included a Supremacy Clause, which stated that the Constitution and federal laws were the supreme law of the land. This clause addressed conflicts between state and federal laws by establishing the primacy of federal authority. It ensured that states could not pass laws that contradicted or undermined the powers granted to the federal government.

3. Tenth Amendment: The Tenth Amendment explicitly addressed states' rights by stating that powers not delegated to the federal government nor prohibited to the states were reserved to the states or the people. This amendment reinforced the idea that the federal government had limited, enumerated powers and that states had the authority to govern in areas not explicitly assigned to the federal government.

Overall, the Constitution aimed to strike a balance between a stronger central government and the preservation of states' rights. It addressed concerns about the weak central authority under the Articles of Confederation by granting more power to the federal government while ensuring that states maintained significant autonomy and retained their ability to govern in many areas.

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A short term consequence was poverty and a long term consequence is segregation. The economies are rising after nearly decades of poverty. This might be long term or short term if the economies keep growing.

The option that correctly represents the probability of a randomly selected purchase having at most three tickets is A. P(X ≤ 3).

This is because the probability of a randomly selected purchase having at most three tickets is the sum of the probabilities of purchasing 1, 2, or 3 tickets. The probability of purchasing 1 ticket is 0.17, the probability of purchasing 2 tickets is 0.55, and the probability of purchasing 3 tickets is 0.20. So, the probability of purchasing at most 3 tickets is 0.17 + 0.55 + 0.20 = 0.92.

The other options are incorrect. P(X < 3) is the probability of purchasing fewer than 3 tickets, which is the probability of purchasing 0 or 1 ticket. P(X ≥ 3) is the probability of purchasing 3 or more tickets, which is the probability of purchasing 3, 4, or 5 tickets. P(X > 3) is the probability of purchasing more than 3 tickets, which is the probability of purchasing 4 or 5 tickets.

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A nurse is massaging the back of a client to relieve pain. In addition to pain relief, the nurse understands that massage has the  additional benefits of reducing stress in the client.

Massage is a type of non-pharmacological therapy, which are medical interventions that do not use medicines to treat pain. The aim of non-pharmacological therapies are to reduce pain, fear, and distress in the clients.They are advantageous as they do not cause other side effects and are comparatively inexpensive.

Massage involves rubbing and kneading certain parts of the client’s body including the muscles and joints with the hands. This can reduce pain and tension, while promoting blood circulation.

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Along with causing sensations in the warmness of the moment, intense or bad feelings can have more lasting effects, such as fatigue, excessive blood pressure, and coronary heart palpitations.

Emotional ache and physical pain are carefully linked – they even make use of the identical element of the brain

Emotions can be expressed verbally (through phrases and tone of voice) or by way of using nonverbal communication, such as the use of body language or facial expressions. Body language such as a slouched posture or crossed hands can be used to send distinctive emotional signals.

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Answer: hii

Seasonal and Inconsistent

Explanation:

"For many of these countries, for example, Kenya, Rwanda, Tanzania etc., the “short rains” is a very important season, and they depend very much on this rainfall."

Hopefully this helps youu >:)

- Matthew

Protective precautions are essential for immunocompromised clients, such as those who have undergone an allogenic hematopoietic stem cell transplant. These precautions help minimize the risk of infection and ensure the safety of the patient.

A private room is necessary to limit exposure to potential pathogens from other patients or hospital staff. Positive airflow ensures that clean air constantly flows into the room, further reducing the risk of airborne contaminants.

HEPA filtration is an additional measure to guarantee that the air entering the room is free from harmful particles like bacteria, viruses, and mold spores. This filtration system is highly effective in maintaining a sterile environment for the patient.

The client should wear a mask when outside their room to protect themselves from potential infections. This barrier helps prevent the inhalation of infectious agents and supports the overall goal of maintaining a safe environment for the immunocompromised patient.

By implementing these protective precautions, healthcare providers can significantly reduce the risk of infection and improve the recovery process for clients who have undergone an allogenic hematopoietic stem cell transplant.

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Answer: In this we can see that the man is holding a hat saying F.D.R. As well as a bag that says new deal remedies. And they said Of course we may have to change remedies if we don’t get results. Unfortunately they don’t show them the 100 other remedies that they also tried but didn’t work that we can see on the table. Congress is only looking at the new deal remedies though.

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A receptacle is required on a three-foot wall space behind a door that is normally left open.

1 : The person who receives and holds the container. 2 [New Latin receptor from Latin] a : end of a flower stem where the floral organ is supported. b : structure or tissue (such as fungi or ferns) with spores or sporangia.

A receptacle , also known as a socket, is a socket designed to make electrical connections between electronic devices and power sources.

The noun container means any kind of container. For example, a trash can holds trash, and a loose change container can keep coins from being scattered around the house.

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Answer:

Explanation:

Answer:

Term: the false consensus effect, a.k.a. consensus bias

The two details that are related to the situation of the author's country are "the daughter of Dominicans" and “acknowledge what has happened.”

This text focuses on a massacre that occurred in the Dominican Republic from which Julia Alvarez is from.

The main details that are directly related to the situation are "the daughter of Dominicans" because Julia acknowledges even if she is living in the U.S. the history of her country affects her and “acknowledges what has happened" because she recognizes the negative events in the history.

Note: This question is incomplete; here is the complete question:

Read the excerpt from "Remembering to Never Forget: Dominican Republic's 'Parsley Massacre'" by Mark Memmott.

Which details support Alvarez's ideas about the situation in her home country? Select two options.

"the daughter of Dominicans"

"we can't change the present"

"acknowledge what has happened"

"on this planet"

"that's enough"

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In the con-text of the charismatic leadership theory, pro-posed by Robert House, charismatic leaders are likely to have a firm conviction in their beliefs.

Charismatic leadership is defin-ed by a leader who uses his or her communi-cation skills, persuasive-ness, and charm to influence others. Charismatic leaders, given their ability to con-nect with people on a deep level, are espec-ially valuable within organ-izations that are facing a crisis or are strug-gling to move forward.

House belie-ved that charismatic leaders are those “ who by force of their pers-onal abilities are cap-able of having pro-found and extra ordinary effects on foll-owers ”

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Answer:

this demonstrate a difference in gender

Answer:

The upheaval was caused by widespread discontent with the French monarchy and the poor economic policies of King Louis XVI

Explanation:

Answer:

STEP 1 (R.A.) - Restate the question in the form of a sentence, Answer the question

Hint: R+A go in the same sentence! (R is done for you…)

The French Revolution contradicted its own principles and promises because… [The French Revolution contradicted its own principles by breaking the promise of freedom.]

Erasmus believed that teaching people about the foreknowledge of God would lead to a number of disadvantages.

Foreknowledge of God refers to the belief that God knows everything that will happen in the future. It implies that God has already predetermined everything that will happen in the world.

Advantages of teaching foreknowledge of God:

Many people believed that teaching the foreknowledge of God had many advantages.

For instance, it gave people hope and security knowing that there is an all-knowing and all-powerful God who had already predetermined everything that would happen in the world.

Disadvantages of teaching foreknowledge of God:

Erasmus believed that teaching people about the foreknowledge of God would lead to a number of disadvantages. Firstly, it would discourage people from taking any actions.

This is because they would believe that everything has already been predetermined by God, so whatever they do would not make any difference.

Secondly, it would lead to fatalism.

Fatalism is the belief that whatever will be will be.

This means that people would stop working hard, believing that their efforts would not matter because God has already predetermined everything that would happen in the world.

Finally, teaching people about the foreknowledge of God would lead to religious complacency.

People would stop working on their faith and trust that God has already predetermined their faith, so they do not have to do anything.

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the ability to render decisions about medical interventions is known as Medical decision-making.

Medical decision-making refers to the ability to make informed choices regarding medical interventions. It involves evaluating different treatment options, considering the patient's medical condition, and weighing the risks and benefits associated with each option. Medical decision-making requires clinical knowledge, expertise, and the ability to analyze and interpret medical information. It also involves effective communication with patients, understanding their values and preferences, and involving them in the decision-making process. Ultimately, the goal of medical decision-making is to ensure that the chosen interventions align with the patient's best interests, promote their well-being, and adhere to ethical and legal standards.

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Answer:

Water induced disaster include floods, inundation, landslides, drought, debris flood GLOF and epidemics of water borne. disease.

Explanation:

The ways in which a municipality could reach out to communities

The term "Community Services"​ are referred to programs that are conducted by the government or officials. Simply stated, Work performed by an individual or group of individuals for the benefit of others is known as community service.

This unpaid activity is done by an individual or group of individuals for the benefit and improvement of their community.

These programs help them to learn new things and help them to be independent through social campaign participation as well as skill development, self-defense training, and so on.

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Answer:

The Dawes Act of 1887 authorized the federal government to break up tribal lands by partitioning them into individual plots. Only those Native Americans who accepted the individual allotments were allowed to become US citizens.

Explanation:

Answer:

School is the place where we learn to read and write. It is the most crucial place for a student, and it helps us to learn new things. The teachers are always helpful and teach us important things in life. We must always be regular at school as missing classes can lead to problems during exams. Schools teach us how to be consistent, punctual, and obedient. It also makes us better human beings so that we can treat our elders with respect. Most of what we learn is a result of the learning imparted by our teachers.

It is said that schools shape us to become more responsible adults. We must treat our schools with respect as they are the places of worship for a student. A good student is the product of a good school. My school has excellent teachers who help students with studies, sports, and other extracurricular activities. They are the building blocks of aa school and teach us important lessons that we must apply in our daily lives.

Schools teach us to cooperate with our friends and classmates. The basic value of sharing is taught right from the beginning. We have different classrooms where the teachers teach us different subjects. Equal weightage is given to both studies and co-curricular activities so that we develop into better individuals. Our schools will always try to focus on our overall growth and transform us into healthy adults.

The top two mental health issues are anxiety and depression, with over 4 in 10 students who seek help reporting the conditions.

Those of us working with students is unsurprised by these numbers. I first wrote about my experiences with student anxiety before I even had this space and since then, I’ve come to believe that we are in the midst of an anxiety “crisis” when it comes to students and school.

The obvious response to increased demand from students for mental health services is to ramp up the amount and availability of those services – and we should no doubt do this – but maybe at the same time we should ask a different question, “Why does exposure to school cause so much anxiety and depression?”

I have my personal theories, most significantly that students experience school not as a place to explore and fulfill their potentials, but a gauntlet to be run, where failure is severely punished, their futures of security and prosperity permanently foreclosed following even a slight bobble.

I work with many students who spend an inordinate amount of time fearing for their futures, despite the fact that many of them come from backgrounds of socioeconomic and demographic privilege.

Add in a climate of economic anxiety, the increasing costs of education (often in the form of loans that loom on the horizon), and a culture that encourages the pursuit of “practical” studies that may be ill-suited to the spirit and desires of students, and you have an atmosphere that seems conducive to stress, depression, and anxiety. Writing at Pacific Standard, Madeline Thomas asks, “Did we fail our kids by relying on prescription medication to treat ADHD?”

Thomas covers the struggles of a generation who has come of age taking prescription drugs like Ritalin and Adderall which were once, “considered a godsend when they first started being used to help hyperactive, unfocused kids succeed in school.”

Now, Thomas finds adults who feel incapable of doing tasks as seemingly simple as grocery shopping without the aid of ADHD medication. They view themselves as addicts, terrified to navigate their professional lives without chemical aids.

They have experienced years of messed up sleep, reduced appetites, feelings that they’re never quite themselves.

literally damaging to students’ mental health. The very nature of what we ask them to do and how we ask them to do it seems to be harmful, and yet our response to this damage is to provide more resources to buff them up and get them back in the game.

For students diagnosed with ADHD, I believe we have pathologized differences. As schooling increasingly focused on paying “attention” and exhibiting compliance, those wired differently had to be “rewired,” lest they “fall behind” their peers.

These two stories and Secretary Clinton’s statement on tests share something in common, namely that school is a system where the student is fodder to feed the machine, rather than the product itself.

Rather than asking “What is good for students?” – “good” in every sense of the word -  we instead orient policy and actions around abstractions like “success,” or “college readiness” without examining the underlying costs of pursuing those abstractions.

And so we get a culture where seven-year-olds who don’t get recess or art class and have difficulty paying attention for 45 minutes at a time become a problem in need of pharmaceutical intervention.

We get a culture where students see school not as a place to practice curiosity and grow socially, intellectually, and even spiritually, but a contest where the stakes are their future economic security and anxiety and depression are constant threats.

We get a culture where tests are not chances for students to test themselves and experience the fruits of their work and study, and are instead merely a chance to be judged by authorities who run the system.

These policies and perspectives are the result of prioritizing systems over people, of requiring conformity, and of valuing standardization over freedom and individuality.

They are anti-human, and it is not a mystery as to why they’re failing.

I am not arguing that we should make school easier, that we need to ease up on the kids. My experience is that students enjoy challenges that are authentic and meaningful. They want to be given the chance to figure out who they are and what they can do. They crave it.

But that’s not what we’re doing. Succeeding in school, as schooling is currently designed, seems to actively work against students developing the habits, knowledge, and self-concept that will allow them to thrive as real-world adults.

How can we believe we’re on the right track as students emerge depressed, anxious, medicated, and incapable of working without the oversight and approval of the authority figures?