Answer:economic interdependence.
Explanation:
Answer:
b - economic interdependence
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Answer:
c) Modifying contingencies of reinforcement and punishment in the natural environment.
Explanation:
According to a different source, these are the options that come with this question:
a) Reinforcing occurrences of generalization.
b) Training skills that contact natural contingencies of reinforcement.
c) Modifying contingencies of reinforcement and punishment in the natural environment.
d) Incorporating a wide range of relevant stimulus situations in training.
Contingencies of reinforcement are antecedents (events that occur immediately before a behaviour) and consequences (occur after a behaviour). In particular, contingencies refer to the relationships between these situations, while reinforcement refers to consequences that increase the probability of the behaviour occurring again. In this example, by modifying the contingencies of reinforcement and punishment, Joel is allowing parents to practice, thus ensuring that generalization is promoted.
American forces seized several North African ports.
The United States refused to pay Tripoli a tribute to guarantee safe passage for American ships.
Pirates from the Barbary States attacked American ships.
Answer:
The United States refused to pay Tripoli a tribute to guarantee safe passage for American ships.
Pirates from the Barbary States attacked American ships.
Explanation:
Tripoli is located on the north part of Africa. Since it's directly bordered the ocean route, United States traders had no choice but to pass through this territory if they want to distribute their products to the rest of African region.
Tripoli knew this and require American Ships to pay some sort of "Tribute" if they wanted to pass their territory. Officials in Jefferson presidency saw this as an act of harassment and refuse to pay it.
As a result, Tripoli "look the other way" when the Pirates who operated in their territory attacked American Ships. This is why the war between US and Tripoli started.
(b) the Romans
(c) the Judeo-Christian world
(d) Muslim Arabs and
(e) the Spanish and Portuguese
The Atlantic slave trade combined elements from various historical models of slavery, incorporating some of the worst aspects from different cultures and time periods
(a) Greek Slavery:
Greek slavery in ancient times often involved individuals captured in warfare or born into slavery. The enslaved were used for various purposes, including labor and domestic work.
(b) Roman Slavery:
Roman slavery was characterized by the widespread use of slaves for agricultural and manual labor. Slavery was a fundamental part of the Roman economy, and slaves were considered property.
(c) Judeo-Christian World:
In the Judeo-Christian world, slavery existed in various forms throughout history. The Bible, including the Old Testament, had provisions regulating the treatment of slaves. Slavery in medieval Europe also had elements of servitude and bondage.
(d) Muslim Arabs:
Slavery was present in the Islamic world, with Muslim Arabs engaging in the trans-Saharan and Indian Ocean slave trades. Enslaved individuals were used for labor and other purposes.
(e) Spanish and Portuguese:
The Spanish and Portuguese were among the European powers involved in the Atlantic slave trade. The European model of slavery involved the forced transportation of millions of Africans across the Atlantic to the Americas.
Learn more about Atlantic slave trade
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Answer:
I think it would be the Spanish and Portuguese.
Explanation:
The divine right of kings theory bound people to a religion, which, according to Rousseau and Locke, went against natural law.
B.
Social contracts required the consent of every individual in society, which meant kings had to obey the will of the majority.
C.
Because divine right of kings awarded absolute power to monarchs as leaders of society, there could not be a true consent of the people.
D.
As a purely Catholic idea, the divine right of kings theory conflicted with the Protestant theory of a social contract.
Answer:
B.
Explanation:
Answer:
C
Explanation:
I did it on edge.
The answer is "childhood".
Childhood is the age length going from birth to adolescence. According to Piaget's theory of cognitive development, childhood comprises of two phases: preoperational stage and concrete operational stage. In developmental psychology, childhood is partitioned up into the formative phases of toddlerhood (figuring out how to walk), early childhood (play age), middle childhood (school age), and adolescence. Different childhood elements could influence a man's state of mind formation.
Answer:
Fundamental attribution error
Explanation:
Due to the fundamental attribution error, people tend to have the belief that others do bad things due to the fact that they are not good people. This theory explains the tendency for us to judge other people harshly but when we are guilty of the same unethical behavior, we tend to want to easily get ourselves off the hook.