Answer:
1. Health Care.
2. Defense.
3. Interest Payments.
4. Social Security.
5. Medicare.
Explanation:
1 ) <u>Health Care: </u>There are no costs to escape from health care. And interestingly enough, just as much of the tax bill goes to the services of health care as it does to the military. Medicaid, the government's health insurance program for the poor, is supported by about 45%. The rest fund things such as the Children's Health Insurance Program and programs for consumer health.
2 ) <u>Defense:</u> Spending on the military and national defense consumes 15% of the national budget. It's important to note, too, that this doesn't count spending on veterans benefits. Our defense spending has increased since 2000. Although spending took a downturn under President Barack Obama, President Donald Trump has signaled he wants to boost it significantly in coming years.
3 ) <u>Interest Payments</u>: This is simply the cost of maintaining our national debt that we end up paying. National debt is always a topic for discussion, and it has risen dramatically with the volatile times over the past few decades.
4 ) <u>Social Security</u>: Social Security investment was, by a long shot, the federal government's single biggest expense. Government spending on social security is consuming about a quarter of the entire federal budget, according to Pew Research.
5 ) <u>Medicare</u>: Medicare eats up a significant portion of the federal budget at 15%. This is one of those health care-related expenditures expected to continue ballooning in coming years— and one that will require some type of reform to fix. Medicare is, of course, incredibly important for a huge portion of the American population, so it's not as easy as making draconian cuts.
Answer:
The correct answer is b generation effect
Explanation:
It is the name of the research Generation effect (delineation of a phenomena) that was done by Norman Slamecka and Peter Graf in the University of Toronto, Toronto Canada. It was tested on 24 volunteer students of introductory physiology in which each student was given 100 items separated by cards each card presented a word and the initial letter of the response e. g. (rapid-f). The participants were given five rules 1. Associate (lamp-light) 2. Category (Ruby-diamond) 3. Opposite (Long- short) 4. Synonym (sea-ocean) 5. Rhyme (save-cave), the students were given blocks of 20 cards with a new rule each time. Then 12 of the participants were tested again later and the results do not pointed significantly to the generation effect in the third experimentation with 24 participants divided this way 12(informed participants) and 12 (uninformed participants) The results had a clear cut and pointed to the generation effect. After five experiments there was established the existence of the phenomena in which when a word was generated in the presence of a stimulus and an encoding rule it was better remembered than when the same word was simply read under those conditions (Slamecka & Graf 1978).
Answer:
Scaffolding.
Explanation:
Scaffolding is a process used by teachers as a tool to assist their students. In this process, the teachers first assist their students when they learn, the teachers back out, and assist when they need help.
In the given case, Francesca's teacher is using the scaffolding technique. The teacher helps her student solve the algebra problems. She backed up when they begin to solve the problems.
Therefore, scaffolding is the correct answer.
Answer: Licensed
Explanation:
According to the given scenario, the government agency providing the authorization to the people for work in the specific occupation after the completing their approved education qualification according to the requirement and also passed the state board test is known as the licensed.
A term licensed is basically refers to the official permission or authorization giving by the state government for some specific work or requirement. It is an authorization so that the people can able to used the licensed material.
Therefore, Licensed is the correct answer.
Answer:
A revisionist view of Bartolome de las Casas as the ‘author’ of the introduction of African slaves to the Indies/Americas in the early 16th century. The article details Las Casas’ thinking and actions and concludes that while Las Casas did—among other contemporaries—suggest the importation of African slaves to lift the burden of oppression off the Amerindians, his perspective and view was altered radically in the last third of his life. The article explores the meaning of African slavery in the context of the place and time where Las Casas grew up—Andalucía in southern Spain—where slavery was quite different from the way it developed on the plantations of the Americas. And the article relates how Las Casas’ theoretical and practical defense of Amerindians eventually was extended by Las Casas’ into a defense of liberty for all men, including African slaves.
Explanation:
