Consider the following rule: If a card has an L on one side, it has a picture of an apple on the other side. Four cards are placed on the desk in front of you. The letters C and L are showing and the pictures of an apple and an orange are showing. If all four cards have a letter on one side and a fruit on the other side, which of the following sets of cards should you turn over to see if the rule is being violated? a. The card with the C and the card with the orange
b. The card with the C and the card with the apple
c. The card with the L and the card with the apple
d. The card with the L and the card with the orange

Ratification of the constitution did not come easy. two groups fought over whether or not the constitution was a good government for us: the federalists and anti-federalists. if these factions existed today, which group do you think you would support? compose a paragraph explaining which group you would support. explain why you would support either group by including at least 3 examples of beliefs you support/disagree with.

Which of the following selections is least useful for supporting the claim that states intentionally built unequal school systems? question 1 options: the supreme court ruling in plessy v. ferguson (1896) wrote into law that america had two separate societies: one black and one white. it was very clear by the mid-1900s that southern states had expertly built separate educational systems. these schools, however, were never equal. states with laws keeping schools segregated never gave equal amounts of money to their black and white schools. ten years after brown, fewer than 10 percent of southern public schools had integrated. some areas did not comply at all.

Rick is a toddler with an easy temperament and active nature. people are often seen stopping to talk to him in supermarkets and parks where his mother takes him in the evenings because he smiles willingly at other children and adults. this aspect of rick’s behavior most likely reflects a(n) active genotype–environment interaction suppressive genotype-environment interaction passive genotype–environment interaction evocative genotype–environment interaction