Answer:
Qualifications, good behavior/track record, experience, judicial philosophy, no conflict of interest
Explanation:
The constitution of the United States specifically singles out good behavior as a prerequisite for appointed for the role of judge of the Supreme court(federal level), remaining silent on issues such as qualifications, experience, philosophy, and any potential conflict of interest. According to Article 3, Section 1 of the US constitution, the individual need be of "good behavior" as in acceptable character to be in office.
Answer:
The best explanation is C. the information was not encoded, because Drew never really paid attention to Lincoln's head on the penny.
Explanation:
Attention plays a key factor in memory, in order for information to be encoded, stored and later retrieved.
In this specific case we can see that Drew probably did not pay attention to Lincoln's head on the penny and thus that information was not encoded and stored in his memory.
Answer:
asdfasdfasdf
Explanation:
asdfasdfmna sdf ansdf masdfmnnasd,f adsnfn akjsdfnaksjdfaksd
Answer: An iron receiver medium transmits it.
Explanation:
It is a process in which multiple analogue and digital signals are combined into one and then transmitted to the medium by an iron receiver. We distinguish between frequency, time, space and coded multiplexing.
Television uses multiplexing of video and audio signals and sends as a single signal into the ether, this process called frequency multiplexing. The ADSL modem does frequency multiplexing of the telephone signal while cell phones, on the other hand, use encoded multiplexing.
Answer:
The hypothetical-deductive method has several essential steps: observation of the phenomenon to be studied, creation of a hypothesis to explain said phenomenon, deduction of consequences or propositions more elementary than the hypothesis itself, and verification or verification of the truth of the deduced statements. .
Explanation:
<u>We could say that this method was very aptly applied in the case of children of children of the peace movement in Colombia, because first The situation or problem was observed and recognized ;</u>more than 140 student leaders formed a special council. They divided into various "commissions" to discuss different aspects of the conflict. There was a commission for the construction of peace, a commission for human rights, another for displaced persons, etc. They met in a large room, with each commission supported by one of the adults. For many of the students, the idea of being asked what they thought about war and how they could help peace was a revelation. An example of this was that of Farlis Calle, who was then fifteen years old and who later became a prominent leader in the National Movement for Children for Peace, asked why they did not teach peace education in Colombian schools. "How can we learn to be peaceful if our teachers don't help us understand what it means? No one here has lived in peace. We have been fighting from the moment we were born. "At the end of the two-day session, the various commissions had come up with many suggestions: for peace education, recreation projects, cultural events, and" a youth movement working for peace.
<u>After taking advantage of Machel's visit, Farlis Calle had been chosen by the students as the first child mayor of Apartad & oacute; and they believed that this gave them the constitutional right to form a local government of children. So here come the proposals and verification of results</u> by means of which notices were sent to the municipal schools, for others to know that they could and should participate in their government , and soon as many as 200 children attended peace meetings three times a week, gathering on soccer fields and parks.
