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Marina CMI [18]
4 years ago
7

A researcher would like to compare two methods for teaching math to third-grade students. Two third-grade classes are obtained f

or the study. Mr. Jones teaches one class using method A, and Mrs. Smith teaches the other class using method B. At the end of the year, the students from the method-B class have significantly higher scores on a mathematics achievement test. Does this result indicate that method B causes higher scores than method A? Explain your answer, and identify the general problem that precludes a cause-and-effect explanation.
Social Studies
1 answer:
nataly862011 [7]4 years ago
7 0

Although this study might suggest that method B causes higher scores than method A, this cannot be absolutely determined. This is because there are many factors that are involved in this experiment and are not accounted for. For example, we do not know if one class was already getting better results before the implementation of this method. If that was the case, it would suggest that the results could be attributed to the differences between the teachers, or the differences between the students. The general problem that precludes a cause-and-effect explanation is that we do not have a way of determining which factor is the one that made the difference with the students.

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This question really needs to be answered separately for different European countries that became right-wing dictatorships between 1918 and 1939. 

A few general points. Fascist (I will use the term loosely, strictly speaking it is specific to Italy: Germany was Nazi) ideas drew on developments in nineteenth century thought that stressed the importance of nationalism, developed ideas of inherited intelligence and interpreted the new science of genetics, and of evolution, in racist ways. To go into detail about this you would have to consider the work of philsophers like Hegel and Nietsche (neither were fascists, but their ideas influenced fascism) and of nineteent centruy scientists in foelds such as archaeology and philology (study of the origins of language). 

The chaos caused by the First World War undoubtedly helped people look for new political systems. On the one hand the looked to communism, and fascism was a reaction to this by people who believed that human society was inevitably hierarchically structured. The needs for an alternative to communism made it attractive for financiers and industrialists to give fascists essential right-wing support. In Germany, willingness of right-wing parties, including the Nazis, to repudiate Versailles, and hence to rearm, was a major factor. However, the rise of Fascism cannot be ex[plained entirely in relation to the First World War because of the rise to power of Franco in Spain, which had been neutral (although it had been humiliated by the loss of its colonies in war between Spain and the United States in 1898). 

The chronic economic depression of the years 1918 - 1940, and in particular of the great slump following 1929, appeared largely due the free market cultivated by liberal democracies, specifically the United States and United Kingdom, between the wars. However, an expanation along these lines needs to take into account that the Weimar republic of 1920s Germany was to a considerable extent run on democratic socialist principles as the Social Democrats were the largest party in the coalition governments. One might also ask why Thatcher's destruction of the UK economy between 1979 and 1983, when unemployment rose to 3 million, did not lead to similar political extremeism. 

Issues relating to ideology, economics and the legacy of past conflicts are clearly important in explaining the rise of fascism. However, a short anwer is likely to be oversimplistic about them This is very dangerous. In recent years, politicians have got away with some very undesirable totalitarian policies. One reason is that if prewar precedents are pointed out the objector is too often criticised and ignored for labelling people as "fascist" instead of being listened to serious
5 0
3 years ago
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love history [14]

Answer:

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Explanation:

This question has to do with cognitive development and we take Piaget's theory into consideration. According to Piaget, the children at the age of 11 must have completed the concrete operations stage, and hence they must have mastered conservation tasks. This mastery would allow them to know that just because they poured water into a taller beaker does not mean that the quantity would change.

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Answer:

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4 years ago
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