You are walking across campus and see a large group of students gathered outside the student union listening to someone talk. you stop and try to listen, but you cannot get close enough. you ask another member of the crowd what is happening, and you are told that someone was proselytizing and that some students gathered to listen while others argued. what does this tell you about crowds? a. a crowd does not have to share a geographic location. b. in any crowd, people have many different motivations. c. crowds are illogical. d. when people join a crowd, they lose their individuality and become part of something like a collective mind.

"i know there may have been concerns that it may be too vague or too costly, or may lead endlessly to litigation. but i want to reassure you right now that my administration and the united states congress have carefully crafted this act. we've all been determined to ensure that it gives flexibility, particularly in terms of the timetable of implementation, and we've been committed to containing the costs that may be incurred. let the shameful wall of exclusion finally come tumbling down." president george h. w. bush, july 26, 1990 the act president bush speaks of was enacted to guarantee equal rights to people of all races. people of all sexes. eliminate people who are homeless. people with disabilities.

The array of significant individuals who serve as sources of social support is called the social

Identify the constitutional principle that is common in both this excerpt and federalist no. 51. based on the constitutional principle identified in part (a), explain how the perspective in this excerpt compares with the perspective in federalist no. 51. explain how the constitutional principle identified in part (a) is reflected in the constitution, including two examples to explain how it affects the u. s. political system