Answer:
"People say nothing is impossible, I do nothing everyday"
Explanation:
Gender schema encourages stereotyping due to the teachings of the customs/traditions of the cultures they’re brought up in. for example, some cultures like in the middle-east teach children that women should stay in the house, cook, clean & be modest, whereas other cultures such as switzerland, denmark, and sweden teach children that women have the same rights as men and can live the lifestyle she wishes to live. this encourages stereotyping as some cultures stereotype a persons gender and automatically give them “roles” due to their gender.
I have the following problem with options a), b) and d): they don't specify the kind of values or philosophy that the adults have - so they would apply also tho problematic values, such as racism.
Therefore I don't think that they're beneficial to children, at least without having more information. Therefore the best answer is d) realistic expectations.
1) the bourgeoisie resented its exclusion from political power and positions of honour
Answer:
Explanation:
The most important social bond element B.
a positive self-concept, tolerance for frustration, and an ability to set realistic goals
C. deviant norm and values may be learned from them
D. assumes that criminal tendencies are learned from close friends, not from the mass media
E. suggests delinquents are not constantly delinquent and instead move into and out of delinquency
F. argues that aggressive tendencies are learned rather than inborn
G. refers to the nature of the interaction and relationships within the family H. offers explanations that emphasize importance of parenting during childhood and adolescence on the likelihood of behavioral problems in young and older children alike
I. the most influential control theory J. Gottfredson and Hirschi argued that all crime stems from a lack of this
The most important social bond element assumes that criminal tendencies are learned from close friends, not from the mass media.This is a a result of association and peer pressure.
