How does the author’s discussion of choice blindness contribute to the text? Democrat: "Those arguments by Republicans are preposterous!" Republican: "Those arguments by Democrats are absurd!" Sound familiar? There are plenty of reasons why political disputes can be divisive,1 and a host of psychological mechanisms that contribute to a preference for one's own views. For one thing, political preferences aren't just reasoned opinions; they're often markers of personal and cultural identity with strong emotional resonance.2 For another, we tend to expose ourselves to sources that support our own views, reinforcing rather than challenging our beliefs. An article forthcoming in the journal Cognitive Science3 adds another mechanism into the mix: We're more critical of arguments offered by others than of those we produce ourselves. Authors Emmanuel Trouche, Petter Johansson, Lars Hall and Hugo Mercier describe this as the "selective laziness of reasoning." We reserve effortful s

first aid for seizures is aimed at keeping the person safe until the seizure stops on its own. stay calm, loosen anything around the person's neck, do not restrain them or put anything in their mouth, clear the area around them, and stay with them after the seizure stops.

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this program currently is reviewed as “no” for this criterion because although there is a list of text selections, there are no identified text complexity levels for qualitative or quantitative placement. while texts are arranged around historical themes and support building of knowledge based on philosophical assumptions of the time periods, there is no evidence of the use of anchor texts within each unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs. text-dependent questions (non-negotiable) this program currently is reviewed as “no” for these criteria because at least 80% of all questions in the materials are not text-dependent questions as required by the indicator; the questions may ask students to display knowledge of concepts of themes, but the assessments do not consistently ask students to make connections with the texts within a unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs