Answer:
b. 600s C.E.
Explanation:
**Key terms & points in bold.
Historians note that Buddhism, Confucianism, and Chinese writing systems entered Japan during the 600s C.E. because this was when sinification<em> </em>in Japan first began to occur. Sinification is an umbrella term for the cultural influence of the Chinese on non-Chinese societies, and that was largely seen in Japan through Emperor Kammu's Taika Reforms.
While sinification began in Japan during the 600s, it stayed alive for nearly three centuries, ultimately waning in the Song dynasty.
In social studies, a political ideology<span> is a certain set of ethical ideals, principles, doctrines, myths or symbols of a social movement, institution, class or large group that explains how society should work, and offers some </span>political<span> and cultural blueprint for a certain social order....hope this helps </span>
Answer:
The correct answer is: Core innovation
Explanation:
According to core innovation the efforts that can be made to existing products could have the capacity to increase the existing market exponentially according adjacent innovation that involves the capacity to take advantage of something that the enterprise already develops in an excellent way in some new spaces.
I believe the answer is: Achievement
Achievement motivation refers to the drive that individuals have inside ourselves in order to achieve a certain level of success.
This drive could come from both internal factors (such as the will to proof our capability) and external factors (such as money and fame)
Answer:
It's possible to assume that women who study STEM topics with a low proportion of females have successfully overcome barriers in school and the family, making them less prone to stereotypic views, and influences. The present study focuses on these kinds of factors and analyzes to which degree family factors, school-related factors, and individual stereotypes may influence a woman's academic self-concept. The following study presents a latent regression model which is based on a survey of 296 women from different German universities, all of whom are part of STEM programs of study that have <30% females. It was investigated to which degree individual stereotypes, support in school, and family support contribute to the self-concept in STEM. Gender stereotypes were negatively related to students' STEM-specific self-concept in the selected sample. This study also reveals negative family-related influences that lower a woman's self-
Explanation:
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