The James-Lange theory of emotion is different from the Cannon-Bard and Schachter-Singer theories in that it:
A. does not acknowledge the importance of the body.
B. says the brain and body are both important.
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C. says the thalamus routes the signals.
D. does not acknowledge the limbic system.

After reading the paragraph below, answer the questions that follow. researchers have created a robot that has a very thin leg that is moved by cardiac (heart) cells contracting in unison. the robot, made of a polymer similar to that used in making contact lenses, is bathed in heart cells with supporting cells, which then attach to the robot and provide movement as they contract. all of the cardiac cells working together can cause the robot leg to move in a way that individual cells could not. this is an example of a. emergent properties of cells. b. energy flow through an ecosystem. c. adaptation. d. internal environment regulation.

Acar company is testing seatbelts using crash test dummies. the company finds that when cars come to a sudden stop, the crash test dummies' bodies continue to move forward. the seat belt keeps the crash test dummies from hitting the back of the seat in front of them. why do the crash test dummies' bodies continue to move forward even though the car stopped? a. the friction opposing their bodies' movement keeps them in motion. b. the inertia of their bodies keeps them in motion. c. the forward acceleration of the car keeps them in motion. d. the gravity pulling on the car keeps them in motion.

Will mark brainliest i only need the ! 1.use ten beads and a centromere of one color to construct the long chromosome. use ten beads and a centromere of a second color to construct the second chromosome in the long pair. make a drawing of the chromosomes in the space below. 2. for the second pair of chromosomes, use only five beads. 3. now model the replication of the chromosomes. make a drawing of your model in the space below. part b: meiosis i during meiosis i, the cell divides into two diploid daughter cells. 4. pair up the chromosomes to form tetrads. use the longer tetrad to model crossing-over. make a drawing of the tetrads in the space below. 5. line up the tetrads across the center of your “cell.” then model what happens to the chromosomes during anaphase i. 6. divide the cell into two daughter cells. use the space below to make a drawing of the result. part c: meiosis ii during meiosis ii, the daughter cells divide again. 7. line up the chromosomes at the center of the first cell, one above the other. separate the chromatids in each chromosome and move them to opposite sides of the cell. 8. repeat step 7 for the second cell. 9. divide each cell into two daughter cells. use the space below to make a drawing of the four haploid cells