Producers tend to experience first the inflation before
consumers because the prices of raw materials, electricity and fuel which are
needed in the production of goods increase. In this case, the supply of the
materials needed is reduced and the output of products will diminish as well.
Answer:
The situation that have occurred with friendship between Jewell and Amie falls under the in-group–out-group bias, the concept actively researched under the theory of prejudice and group conflict.
Explanation:
In the beginning Jewell became friends with Amie, because she thought that they belong to the same group (<u>in-group</u>). Meanwhile, when she learned Amie was a teacher in her college she realized the belong to a different group (<u>out-group</u>).
This phenomenon is explained in particular due to <em>competition between groups</em>. Here, students and teachers compete, because each of them uses different methods of achieving goals.
For example, students cheat to get good grades, while teachers fight against cheating. By being friends with Amie (<u>the teacher</u>), Jewell (<u>the student</u>) might have become worried that she will disclose some information about how students cheat and thus <u>pose a threat against her own group</u>.
Cause they didn't put their hands up and got knocked out
Answer: diffusion of responsibility
Explanation: Diffusion of responsibility is a phenomenon which occurs when an individual is reluctant to take responsibility simply because he or she feels other are present and should take up the responsibility. It often occurs when the request to take up certain responsibilities is directed to people in a group rather than to a specified person.
In the scenario above, Katcha expects three volunteers will definitely arise either because she taught it is their responsibility to do so, and unless they do not volunteer, then she can take up the responsibility.
Stefania should participate in a college success course to increase her chances of succeeding in college.
College success courses are designed to help students learn about college resources and the learning tools they use throughout the academic year. Combining conceptual knowledge with practical strategies and skills helps build better lifelong learners. It provides students with the fundamental academic, professional, and personal skills they need to succeed at university.
They will understand how to apply the concepts we have discussed to their individual academic and personal goals, and will practice their skills by testing them in college courses. Have a strong starting point for applying your newly discovered skills to your job search and post-college careers.
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