B
The governor determines the constitutionality of laws.
Answer:
The correct answer is c.
People who adjust their behavior to best fit the situation are called <u>high self-monitors</u>, and people whose behavior is guided by their personality are called <u>low self-monitors.</u>
Explanation:
Mark Snyder's theory of self-observation tries to explain how we adapt our behavior to the social context and how it is related to aspects such as personality or patterns of social interaction. People who are high self-monitors exercise strong control over their external behavior and the image of themselves that they project socially; more specifically, they adapt to the characteristics of the interaction situation and the interlocutors. On the other hand, those who have a low level of self-monitoring try to maintain coherence between the vision they have of themselves and the one they project to others. Thus, they show consistent social patterns, tend to express their true thoughts and are not constantly concerned with how they can be evaluated.
In an experiment, the process of random assignment ensures that each participant has an equal chance of being in either the control group or the experimental group.
Random assignment refers to the use of random methods in psychological experiments to equalize the chances of each participant being assigned to a particular group. Participants in the study will be divided into various groups at random, such as an experimental group or a treatment group.
Tossing a coin, picking a name out of a hat, rolling dice, or giving players random numbers are just a few examples of random assignment techniques. Remember that random assignment is distinct from random selection. Random assignment describes how those chosen participants are then assigned to experimental groups, whereas random selection describes how people are picked at random to represent the greater community.
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The Reconstruction era is always a challenge to teach. First, it was a period of tremendous political complexity and far-reaching consequences. A cursory survey of Reconstruction is never satisfying, but a fuller treatment of Reconstruction can be like quick sand—easy to get into but impossible to get out of. Second, to the extent that students may have any preconceptions about Reconstruction, they are often an obstacle to a deeper understanding of the period. Given these challenges, I have gradually settled on an approach to the period that avoids much of the complex chronology of the era and instead focuses on the “big questions” of Reconstruction.
However important a command of the chronology of Reconstruction may be, it is equally important that students understand that Reconstruction was a period when American waged a sustained debate over who was an American, what rights should all Americans enjoy, and what rights would only some Americans possess. In short, Americans engaged in a strenuous debate about the nature of freedom and equality.
With the surrender of Confederate armies and the capture of Jefferson Davis in the spring of 1865, pressing questions demanded immediate answers.
