Study on empathy, participants had to watch a confederate ("elaine") receive electric shocks. they were told either that they had to watch 10 full trials of shocks, or that they could leave after watching the first two trials only. they were also told that their values and interests were similar to those of the confederate (similar group), or that their values and interests were different from those of the confederate (dissimilar group). after the first two trials had been completed, participants were asked whether they would switch places with the confederate—she was apparently very upset by the shocks due to a negative childhood experience with electricity. the researchers found that, in the dissimilar group,

Study the following facts: 1915—state education committee banned the french language in public schools (corporal punishment was allowable to deter the act of speaking french). 1916—compulsory attendance: all louisiana children must attend school until the age of 16 years. 1918—louisiana legislative act 114 stated that german could not be spoken on streets, taught in schools, or printed in newspapers (reaction to german aggression in world war i). 1921—repeal of act 114 . 1921—constitutional amendment stated languages other than english were prohibited in public schools. from the information above, answer the following questions to yourself. how did the above legislative laws affect the ethnic cultures generations later? describe the opportunity cost in economic and cultural terms of these legislative decisions. should efforts be made to preserve or revive the cultural traits of unique ethnic cultures in louisiana? assignment research current efforts and organizations that are actively engaged in cultural preservation. create a poster or powerpoint® describing the methods and strategies being employed in the preservation efforts (e.g., french immersion, german fest, codofil, cafa).