2. A public school teacher is completing a research project for her master’s thesis that involves assessing the benefits of using smart boards in the classrooms. She believes smart boards will facilitate learning and lead to higher grades. In order to support her research project, her principal gives her permission to determine who will receive a new smart board and who will stay on a waiting list. She randomly determines which classes will receive smart boards and then compares the average scores of students in each group on a standardized test appropriate for their respective grade level. •
o What is her independent variable in this study? (1 point)
o What is her dependent variable? (1 point)
o What is her hypothesis? (1 point)
o Who is in her experimental group? Her control group? (2 points)
o In her analysis, she also checked to see if there were significant differences in the performance of students in each of the different grade levels. If students were all performing at their best, their averages on the grade-specific tests should all be the same. However, the variable of ‘grade level’ is not a true independent variable in this analysis. Why not? (1 point)

relativism, roughly put, is the view that truth and falsity, right and wrong, standards of reasoning, and procedures of justification are products of differing conventions and frameworks of assessment and that their authority is confined to the context giving rise to them. more precisely, “relativism” covers views which maintain that—at a high level of abstraction—at least some class of things have the properties they have (e.g., beautiful, morally good, epistemically justified) not simpliciter, but only relative to a given framework of assessment (e.g., local cultural norms, individual standards), and correspondingly, that the truth of claims attributing these properties holds only once the relevant framework of assessment is specified or supplied. relativists characteristically insist, furthermore, that if something is only relatively so, then there can be no framework-independent vantage point from which the matter of whether the thing in question is so can be established.

relativism has been, in its various guises, both one of the most popular and most reviled philosophical doctrines of our time. defenders see it as a harbinger of tolerance and the only ethical and epistemic stance worthy of the open-minded and tolerant. detractors dismiss it for its alleged incoherence and uncritical intellectual permissiveness. debates about relativism permeate the whole spectrum of philosophical sub-disciplines. from ethics to epistemology, science to religion, political theory to ontology, theories of meaning and even logic, philosophy has felt the need to respond to this heady and seemingly subversive idea. discussions of relativism often also invoke considerations relevant to the very nature and methodology of philosophy and to the division between the so-called “analytic and continental” camps in philosophy. and yet, despite a long history of debate going back to plato and an increasingly large body of writing, it is still difficult to come to an agreed definition of what, at its core, relativism is, and what philosophical import it has. this entry attempts to provide a broad account of the many ways in which “relativism” has been defined, explained, defended and criticized.

explanation:

b. a lightning bug, plug of grass, and a worm

the components of a vector are the parts of the vectors that are to each other.

b perpendicular