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History/Social Studies Passage Videos 43 videos

SAT Reading: Classifying the Relationship Between Two Passages
179 Views

How was the Beanie Baby era parallel to the Tulip Bubble? Similar events, only the TulipMania almost bankrupted Holland. Bean Babies only bankrupte...

SAT Reading: Describing President Obama's Reasoning for Referencing the Founding Principles
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We need to find solutions for modern problems. The founding fathers of the country had no idea we'd have fake news. We have to adjust to modern lif...

SAT Reading: Describing President Obama's Point of View in the Conclusion of His Speech
6 Views

Obama's stance on the nation: We need to reform our economic opportunities. More resources need to be allocated to those at the bottom of the socia...

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SAT Reading: Identifying the Strongest Implication in a Passage's Conclusion 0 Views


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Description:

Ok last question in this SAT Reading series on the Stanford prison experiment. Wahoo!


Transcript

00:02

okay we get out of prison soon right after we answer this last question in [prison cells]

00:07

the series professor duomo strongly implies wichita by the stanford prison [text on screen]

00:12

well the correct answer here yes right B there's a strong implication that most [students researching]

00:16

of the researchers were out of touch and would have continued the experiment to

00:20

its conclusion but the lead researcher failed to stop the abuse and seemed

00:24

content to let it continue only one researcher objected otherwise something [researcher in background]

00:30

even worse could have happened well the subjects we're all male yes but there

00:33

was no mixed gender control group to compare it to so it can't be a there's [people walking down path]

00:37

no mention or focus on instructions so there's no suggestion that better

00:41

instructions would have helped and like who reads those things anyway the [instructions in trash can]

00:44

University's role in the incident is unclear based on the passage so how do

00:48

we point the big finger at them maybe there was more it could have done but [Stanford campus]

00:52

dwell there's not enough information to assume this you have to go with what's [writing on chalkboard]

00:55

in the reading here people you can't just be logical off the page got it and

00:59

that applies

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