The correct answer is a hypothesis
In the scientific method, a hypothesis can be defined as the provisional or attempted solution to a given problem. The level of truth attributed to such a hypothesis will depend on how the empirical data collected support or not what is stated in the hypothesis. This process, known as empirical contrasting of the hypothesis, can be carried out through confirmation (in the case of universal hypotheses) or verification (in the case of existential hypotheses).
Answer:
Cooley's looking-glass self
Explanation:
Professor Julius bases his self-concept as a professor on the interactions he has with students, and the reactions he receives from them during class. In view of this, Professor Julius is utilizing the " Cooley's looking-glass self" process
Answer:
Academic learning time.
Explanation:
The Academin learning time, refered to as ALT, is the amount of time in which students are active, successfull, and productively enganed in learning.
In this case, Alice is boosting the ALT of her students by structuring her instructions and giving them the choice of working alone or with her. Those students who struggle can be helped by her and those who don't can work on their own or however they feel most comfortable.
Answer:
What follows is a bill of indictment. Several of these items end up in the Bill of Rights. Others are addressed by the form of the government established—first by the Articles of Confederation, and ultimately by the Constitution.
The assumption of natural rights expressed in the Declaration of Independence can be summed up by the following proposition: “First comes rights, then comes government.” According to this view: (1) the rights of individuals do not originate with any government, but preexist its formation; (2) the protection of these rights is the first duty of government; and (3) even after government is formed, these rights provide a standard by which its performance is measured and, in extreme cases, its systemic failure to protect rights—or its systematic violation of rights—can justify its alteration or abolition; (4) at least some of these rights are so fundamental that they are “inalienable,” meaning they are so intimately connected to one’s nature as a human being that they cannot be transferred to another even if one consents to do so. This is powerful stuff.
At the Founding, these ideas were considered so true as to be self-evident. However, today the idea of natural rights is obscure and controversial. Oftentimes, when the idea comes up, it is deemed to be archaic. Moreover, the discussion by many of natural rights, as reflected in the Declaration’s claim that such rights “are endowed by their Creator,” leads many to characterize natural rights as religiously based rather than secular. As I explain in The Structure of Liberty: Justice and the Rule of Law, I believe his is a mistake.
