In Rosenthal and Jacobson's study of teachers' expectations of students identified as "academic bloomers," the authors found that the students identified as "bloomers" improved their test scores over the course of a school year. The researchers concluded that teachers communicated expectation of improvement to "bloomers"

a. by paying more attention to bloomers than they had in the past.
b. by giving them extra help before school.
c. in subtle and complex ways that they could not identify.
d. through the tone of their voice and extra attention.

C.) in subtle and complex ways that they could not identify.

Explanation: The 'bloomers' are students who could be said to come to live after the teachers had identified their potential after careful study and examination. Bloomers are those who from past records or superficial analysis may be considered as ineffective. In Jacob and Rosenthal's study, enhanced expectation placed on students lead to them becoming better performance as the bloomers improved their test scores in the space of just one school year. Leading to to researchers to conclude that the communication of improvement expectation to bloomers was done in a subtle and complex manner they could not identify.

c. in subtle and complex ways that they could not identify.

Explanation:

The word "bloomer" is used to describe a small error that does not have a big impact on anyone's life. Based on this, some teachers called "academic bloomers, those students who had small and harmless learning errors, which were not so serious and could be fixed with time and dedication. For this reason, these teachers used to communicate with these students, showing that they had expectations that they would improve academically. This communication was done in a subtle way and, at times, so complex that the researchers of the study shown above, were unable to identify. However, the communication showed good results, since the " academic bloomers "have improved their test scores over the course of an academic year.

freeborn women in ancient rome were citizens (cives), but could not vote or hold political office. because of their limited public role, women are named less frequently than men by roman historians. but while roman women held no direct political power, those from wealthy or powerful families could and did exert influence through private negotiations. exceptional women who left an undeniable mark on history range from lucretia and claudia quinta, whose stories took on mythic significance; fierce republican-era women such as cornelia, mother of the gracchi, and fulvia, who commanded an army and issued coins bearing her image; women of the julio-claudian dynasty, most prominently livia (58 bc-ad 29), who contributed to the formation of imperial mores; and the empress helena (c.250–330 ad), a driving force in promoting christianity.

women in the ancient greek world had few rights in comparison to male citizens. unable to vote, own land, or inherit, a woman’s place was in the home and her purpose in life was the rearing of children. this, though, is a general description, and when considering the role of women in ancient greece one should remember that information regarding specific city-states is often lacking, is almost always from male authors, and only in athens can their status and role be described in any great detail. neither are we sure of the practical and everyday application of the rules and laws that have survived from antiquity. we do know that spartan women were treated somewhat differently than in other states. for example, they had to do physical training like men, were permitted to own land, and could drink wine.

yes i would go with c

hope i

-lavira: )