With the first one,you're going to want to use Ethos,or the appeal to emotions,for this to work. I would say this: There is an extent to which someone can be punished. If somebody committed murder,the death penalty,or more politely called "Capital Punishment",would honestly have no effect on them. It does not truly give them a chance to dwell on their actions and how they messed up someone's life. Not only that,but you also become a murderer if an innocent man is found guilty of a murder he didn't commit,which makes you no better than a murderer. Worse in fact because at least the person who actually did kill someone did it them selves and not with an executioner. I don't support Capital punishment because that puts someone else's blood on my hands.
As for the second one...I'd say this: By nature,humans are social creatures. We desire human contact and interaction. In fact,we NEED it in order to function normally. Capital Punishment only supports the tradition of "An Eye For An Eye And A Tooth For A Tooth." If you really want to punish someone,don't kill them physically,but instead mentally and socially. If you take away someone's ability to interact with people,it causes them to think back on their mistakes and it leaves them with no other choice but to confront their bad choices. Capital Punishment gets it over with quickly with no time to repent or ask for forgiveness,but life in prison with no chance of parole unless proven mentally capable by a team of psychologists,is by far the worst punishment you could ever give someone.
Answer:The way that these issues influenced exploration and colonization in North America was that their exploration was fueled by the desire to obtain more wealth, more power(politics), and to spread their religion. European nations established colonies in North America for this reasons.
Explanation:to spred their religion
Https://link.springer.com/chapter/10.1007/978-94-011-2010-4_141
Answer:
Continuity
Stage/Discontinuity
Explanation:
In psychology, there are different models used to explain the way people develop and go through changes in their lifespan.
According to the continuity model of development, changes and development are view as a continuous process that is gradual and cumulative. For example, when a child learns a new ability he gradually acquires the necessary skills in a continuous process.
On the other side, there is the discontinuity model of development, also known as stage model. According to this model, development consists on different stages. This model believes that people go through different stage that are qualitatively different from each other and they are not in a continuous non stop process but rather they take place in periods of rapid and abrupt change separated from each other by periods of little change.
In this example, <u>Dr. Johan believes in the model that says that changes occur at a relatively regular pace,</u> this would be the Continuity model.
On the other hand, <u>Dr. Ziback believes in the model that says that there are periods of rapid and abrupt change separated by periods of very little change, </u>this would be the Discontinuiy/Stage model.
Answer:
Explanation:
In this scenario while taking two psychology courses of cognition and learning and are giving midterm exams tomorrow. Once you finished studying for your cognition test, and are attempting to study for the learning exam. While you find it difficult to recall the material on learning; you are experiencing proactive interference. It refers to the interference which effect of previously learned materials on the acquisition and retrieval of newer materials. If we take an example in today's life it could be the difficulty in remembering a friend's new phone number after having previously learned the old number.
