Answer:
In the SAT; Pedagogical relationships are not traditional but those of a group of people working together towards a common goal. Students and tutor challenge specific problems together and face a style of encounter that opens the way to self-learning.
● Within the SAT group, which is at the same time a group of neighbors who share possibilities and problems, learning to dialogue is both an educational objective and a means of training.
Step-by-step explanation:
The purpose of the SAT is for graduates to be competent to perform in their own communities at different levels of activity. The Booster, for example, works at the level of improvement of productive projects within its own productive units or those of its neighbors. The Pilot, in addition to the previous capacity, can organize different types of activities for the common good (health projects, the environment, work with children, recreation, production in solidarity). These two levels are approved by law with the basic secondary. At the Bachelor level, graduates are trained to participate in more complex organizations and develop long-term initiatives in both productive and organizational aspects.
To achieve greater ease and adaptation to the SAT, <em><u>I consider that the group that is being taught with the non-traditional method and where the students work in groups, can easily adapt to the SAT learning system.</u></em>
Answer:
Shift 6 units right.
Step-by-step explanation:
Easiest way to answer this question is to plot the two graphs:
Let's plot these graphs and analyse each graph.
Lets take the graph of 
that is attached.
We can clearly see that graph intersects x axis at x=0 and then essentially looks like y=x is mirrored by the y axis.
Now when we look at the 
that is attached,
We can see that graph intersects x axis at x=6 and is a composite graph of and its mirrored graph by y=6.
We can clearly see that graph has moved 6 units to the right.
Answer:
![\sqrt[n]{x^a}=x^{a/n}](https://tex.z-dn.net/?f=%5Csqrt%5Bn%5D%7Bx%5Ea%7D%3Dx%5E%7Ba%2Fn%7D)
Step-by-step explanation:
While the "law"
![\sqrt[n]{x^n}=x](https://tex.z-dn.net/?f=%5Csqrt%5Bn%5D%7Bx%5En%7D%3Dx)
may seem more applicable, and may seem to be a special case of the law shown in the answer above, it is not true in general. For example, ...
Answer:
The probability of event A occurs but event B does not occur = P(A)* Probability of event B does not occur = 0.375
Step-by-step explanation:
The probability of event A occurring = 50% = 0.5
The probability of event B occurring = 25% = 0.25
Events A and B are non simultaneous events.
The probability of event B does not occur = 1 - P(B)
= 1- 0.25
= 0.75
So the probability of event A occurs but event B does not occur = P(A)* Probability of event B does not occur
= 0.5*0.75
= 0.375
Thank you.
