Answer:
Muslim forces ultimately expelled the European Christians who invaded the eastern Mediterranean repeatedly in the 12th and 13th centuries—and thwarted their effort to regain control of sacred Holy Land sites such as Jerusalem. Still, most histories of the Crusades offer a largely one-sided view, drawn originally from European medieval chronicles, then filtered through 18th and 19th-century Western scholars.
But how did Muslims at the time view the invasions? (Not always so contentiously, it turns out.) And what did they think of the European interlopers? (One common cliché: “unwashed barbarians.”) For a nuanced view of the medieval Muslim world, HISTORY talked with two prominent scholars: Paul M. Cobb, professor of Islamic History at the University of Pennsylvania, author of Race for Paradise: An Islamic History of the Crusades, and Suleiman A. Mourad, a professor of religion at Smith College and author of The Mosaic of Islam.
<span>the female students will score higher than the male students on the English section of the assessment test.
The research into gender differences in cognitive abilities showed that on average females are slightly better in verbal and language-related subjects and males perform slightly better in mathematics and visuopatial skills</span>
This question is missing the options. I've found the complete question online. It is as follows:
Twelve-year-old Nathaniel was having trouble solving the word problems in his math homework. His dad began reading the problems aloud and emphasizing the important information. As Nathaniel started catching on, his dad gradually provided less help for each new problem. This interaction illustrates:
A) Piaget's concept of concrete operational thought.
B) Erikson's concept of industry versus inferiority.
C) Vygotsky's concept of scaffolding.
D) Piaget's concept of conservation.
Answer:
The correct answer is letter C) Vygotsky's concept of scaffolding.
Explanation:
According to Vygotsky's Zone of Proximal Development, scaffolding is the process in which a supporter helps a learner, but only to a certain extent. As the learner grows more knowledgeable, the supporter gradually withdraws his help, allowing the learner to do things on his own. Eventually, the learner becomes responsible for the outcome of his tasks. That is what Nathaniel's father is doing while helping him with his math homework. He assists Nathaniel, but slowly steps away allowing his son to solve problems on his own as he gains more knowledge.
To give each member something to be responsible for
