Answer:
andrew Jackson is also to political party
Explanation:
brainliest is appreciated
Answer:
These are the things considered to be done
*Tell the driver to turn around.
* Intervene with moral dissuasion if necessary to prevent grievous harm; otherwise disengage, snap a photo or take notes, and report the incident.
Explanation:
It should be understood that at this kind of a situation , an individual should be very careful in the steps he/she must take, because the city is known for rising crime rates and intensifying public anger. Therefore any step to be taking must be able to avoid the creation of an uproar, which can cause chaos or riot or intensify people anger.
In this case, some of the steps to be taken are highlighted above. These will be done to avoid intensifying those people anger, and also to be personal safe from being physically abused.
<span>A. consumerism.</span><span>
The United States after World War II, experienced its prosperity on the 1950s surpassing the previous generations. Politically, America owned the world’s strongest military power. Its economy increased up to 37% and the taxes lowered and budgets were balanced and allocated rightfully. The economy was steady that consumerism went high as reflected on its citizens as they started using credit cards. It was also at this time that there were 60 million cars in the United States on the mid-50s.</span>
Answer:
This individual's approach to solving the problem avoids D. Functional fixedness.
Explanation:
Functional fixedness occurs when an individual is <em>unable to see </em><em>different uses</em><em> for a certain object.</em> He/she <em>only sees the object's potential use</em> in one particular way.
In this case the individual avoids functional fixedness because she can see a different use for the clip; she can see it as a potential tool to unlock her house, a <em>substitute for the key. </em>
Answer: At about the same time as.
In his study, Turiel interviewed children using hypothetical situations that resembled the types of struggles raised by the real-life events. The way that these children reasoned was very similar across real and hypothetical moral issues. Thus, we can say that children's ability to tell whether a character in a story has violated moral rules develops at about the same time as their ability to understand them in real life.
