Answer:
Andrew Carnegie was extremely wealthy having built a personal fortune from steel. He was a philanthropist and believed in giving back to the community but he still maintained control of where and how to donate. The kind of projects he prioritized did little to directly help the class of people who struggle daily like coal miners.
Explanation:
Andrew Carnegie was known as a philanthropist, he felt it was his duty or obligation to give back to the community as a wealthy person. But he was also the wealthiest man in the world in 1901 when he retired. There is a big disparity between his life and the life of average coal miner who had to struggle in the mines and risked their health and lives because the earnings were a bit higher than other options for the poorer or working class at the time, particularly where there was coal mining in the Appalachians and around Pittsburgh, for example. This philanthropic view was not ethical because it was the wealthy man himself who still decided where the money was to be donated or invested and in the kind of services it would provide. Carnegie donated to museums and libraries in the Pittsburgh area for example, and while valuable in themselves they do little to improve the quality of life for working class people directly, like coal miners. Although Carnegie did respond personally to some families in the Harwick Mine Disaster for example, having medals privately minted for the families of two miners who gave their lives trying to save the others. Carnegie also gave $5 million to establish a Carnegie Hero Fund (note how the gesture was branded in the sense even in giving it carries the Carnegie name). But 181 people died in that accident that was indicative of other sacrifices many countless other coal miners made to help amass his personal fortune.
Hello. This question is incomplete. The full question is:
"A psychology professor wants to know whether verbal ability is related to memory quality in current first-year students at her small college. Participants in the study (first-year students at her college) complete an online memory task. The students are first shown a list of 60 words. Next they are shown a list that includes five new words that are conceptually similar to words on the original list. Then they are asked to identify the words on the second list that appeared on the original list. She uses the percentage of new but conceptually similar words that were mistakenly thought to be on the original list as her measure of memory quality. She also asks the students to report several characteristics such as their age, gender, and verbal SAT score.
Which of the following are variables in the study? Check all that apply. The students' verbal SAT scores The students' percentage of words that were correctly recognized on the original list The number of students participating in the survey."
Answer:
The student's verbal SAT scores
The student's percentage of words that were correctly recongnized on the original list.
The number of students participating in the survey.
Explanation:
Within all scientific research, variables (dependent and independent) can be verified. These variables correspond to the number of factors that can take on value within the experiment and dissolve results for the research to be completed.
Accordingly, we can see that the variables of the experiment shown above are:
- The student's verbal score in the SAT: presents a value and shows the difference between the students allowing a comparison to be made.
- The percentage of words of the student that were correctly refilled in the original list: Also assumes a value and shows a result that is directly related to the veracity of the hypothesis of the study:
- The number of students who participated in the study: It also assumes a value and will allow calculations and graphs to be made to show the results.
C. Because parents are the ones who raise us, we spend almost all the time with them
In the context of Levinson’s theory on seasons that a person goes through, all of these underlying factors contribute to Keisha’s "life structure".
Psychologist Daniel Levinson built up a complete theory of grown-up advancement, alluded to as the Seasons of Life hypothesis, which distinguished stages and development that happen well into the grown-up years.
His theory is included succession like stages. Each stage is formed by an occasion or activity that leads into the following stage.
