Answer:
The options are
a. Infancy
b. Preschool
c. Elementary school
d. Middle school
The answer is B. Preschool
Explanation:
An individual’s behavior is usually influenced very early in life which could be around early childhood. This is the period an individual is inquisitive and copies stuffs he sees or watches or behave in a similar fashion to people who are always around him/her.
Mr. Smith hearing that Chris has been arrested multiple times, beginning at 10 years of age means that according to life course theory, the seeds of a criminal career were planted in Chris around the period of Pre-School.
<span>When her husband died (Katniss and Prim's father) she basically became catatonic and couldn't function. She didn't bother to take care of either Prim or Katniss when she should have. She didn't even worry about if they had food or not.
Katniss loves her mother (and her mother loves both of them too) but she thinks she's weak/pathetic and their realtionship is bitter to her. It would be hard to have strong negative feelings for a parent b/c you're *supposed to love them. Katniss and her mother's roles in the family unit were reveresed after the mining accident that killed Mr. Everdeen. Katniss also has put her name in 2 extra times every year to get more food as well so that's not very fun either.
Once she volunteered she freaks out in the book thinking that Prim is going to starve because she's worried her mother will 'tune out' again. That's why she sresses to Gale to take care of them as well as his own family</span>
The constitution was shaped by European traditions particularly British <span>ideas as reflected in the Magna Carta and Bill of Rights of 1689.</span>
Explanation:
translation = Why are religious and moral norms not coercible?
The relationship between religion and morality has long been hotly debated. Does religion make us more moral? Is it necessary for morality? Do moral inclinations emerge independently of religious intuitions? These debates, which nowadays rumble on in scientific journals as well as in public life, have frequently been marred by a series of conceptual confusions and limitations. Many scientific investigations have failed to decompose “religion” and “morality” into theoretically grounded elements; have adopted parochial conceptions of key concepts—in particular, sanitized conceptions of “prosocial” behavior; and have neglected to consider the complex interplay between cognition and culture. We argue that to make progress, the categories “religion” and “morality” must be fractionated into a set of biologically and psychologically cogent traits, revealing the cognitive foundations that shape and constrain relevant cultural variants. We adopt this fractionating strategy, setting out an encompassing evolutionary framework within which to situate and evaluate relevant evidence. Our goals are twofold: to produce a detailed picture of the current state of the field, and to provide a road map for future research on the relationship between religion and morality.
Answer:
That statement is true
Explanation:
The social cognitive theory essentially views that the knowledge acquisition process that happened to all individuals is heavily influenced by the interaction that those individuals made with their environment.
They backed their theory with the results in cognitive psychology and social psychology which infers that every observation that we made since childhood (especially toward close family members) will gradually create blocks of knowledge in our brain that influence the way we view everything around us.
