Answer:
D. a plaza mayor surrounded by a grid of streets
Explanation:
The Griffin-Ford model has at its core the financial center and a portion that the authors call the Market in an attempt to differentiate modern offices and hotels from more traditional and informal street-level commerce. From the financial center there is a commercial "spine" that arrives at one in a commercial structure located on the urban fringe, interconnected to the industrial zone via a ring road.
Answer:
They are crucial to many economies, as they provide goods and servicesof a country and spread its literature, culture, or religion. Countries often provide aid to relieve the distress caused by man-made or natural disasters like drought, illness, and conflict.
Explanation:
Foreign aid is given to developing countries to help with emergency preparedness, disaster relief, economic development and poverty reduction. There are over 20 U.S. government agencies that manage such programs, and the U.S. Agency for International Development (USAID) plays the lead role.
Answer:
The conflict sociological perspective
Explanation:
In the conflict perspective, social relations are view as the result of the dominance of one group over the other. Marxist economic theory is an example of a conflict sociological perspective because it argues that history is the result of the relation between a dominant group and a subjugated group that conflict over scarce resources.
In the question, men are seen as a dominant group, and women as a subjugated group, thus, the social arrangement between the two groups is conflcitive, and should be questioned.
Answer:
The answer is: C. If she believes that men in fact score better on math tests, this will most likely have a negative effect on her own score.
Explanation:
Stereotype threat is a concept developed in educational studies to analyze the effects of race or gender stereotypes in standarized test results. Educational researchers have problematized the common belief that women or minority students underperform in standarized tests because of genetics or cultural differences, and began seeking for an explanation in other social factors. They have found that stereotypes concerning educational achievement play a fundamental role in educational performance of certain students.
In this case, speaking about gender and math tests, statistics show that boys do perform better on math tests, therefore, the stereotype is that girls are not as capable in math as boys. Research shows that this stereotype acts as a threat when girls take standarized math tests: if they believe that men score better, this stereotype can have a negative effect on their score, and ultimately confirm the stereoytpe.
