If you're moving, then you have kinetic energy.
If you're not at the bottom yet, then you still have
some potential energy left.
The triarchic theory of intelligence<span> was formulated by </span>Robert J. Sternberg<span>, a prominent figure in research of human </span>intelligence<span>. The theory by itself was among the first to go against the </span>psychometric<span> approach to intelligence and take a more </span>cognitive approach<span>. The three meta components are also called triarchic components. These are the triarchic theory of human intelligence.
</span>1.
Analytical - Analytical Intelligence similar to the standard psychometric definition of intelligence e.g. as measured by Academic problem solving: analogies and puzzles, and corresponds to his earlier componential intelligence. Sternberg considers this reflects how an individual relates to his internal world.
Sternberg believes that Analytical Intelligence (Academic problem-solving skills) is based on the joint operations of metacomponents and performance components and knowledge acquisition components of intelligence
2.
Practical - Practical Intelligence: this involves the ability to grasp, understand and deal with everyday tasks. This is the Contextual aspect of intelligence and reflects how the individual relates to the external world about him or her.
<span>Sternberg states that Intelligence is: </span>"Purposive adaptation to, shaping of, and selection of real-world environments relevant to one's life" (Sternberg, 1984, p.271)
3.
Creative - Creative Intelligence: this involves insights, synthesis and the ability to react to novel situations and stimuli. This he considers the Experiential aspect of intelligence and reflects how an individual connects the internal world to external reality.
<span>Sternberg </span>considers the Creative facet to consist of the ability which allows people to think creatively and that which allows people to adjust creatively and effectively to new situations.
<span>Sternberg believes that more intelligent individuals will also move from consciously learning in a novel situation to automating the new learning so that they can attend to other tasks.</span>
Answer:
El avión recorrió 45 km en los 180 s.
Explanation:
La relación entre velocidad, distancia y tiempo se da de la siguiente manera;
Por lo cual los parámetros dados son los siguientes;
Velocidad = 900 km/h = 250 m / s
Tiempo = 180 s
Estamos obligados a calcular la distancia recorrida
De la ecuación para la velocidad dada arriba, tenemos;
Distancia recorrida = Velocidad pf viaje × Tiempo de viaje
Distancia recorrida = 900 km/h × 180 s = 900
Distancia recorrida = 900 km/h × 1 h/60 min × 1 min/60 s × 180 s = 45 km
Por lo tanto, el avión viajó 45 km en 180 s.
This is false. There were many times in history when people discovered something that they didn't even know was possible or didn't even plan to discover it. Knowing tradeoffs doesn't mean that something won't surprise you or that all will go according to plan.
