Answer: b. A backward design
Explanation:
Backward design is a curriculum plan that begins by setting the main goals, to only then create assessments and evaluation techniques, and finally develop lesson plans. It usually includes three steps:
Recognize the ideas and skills to be learned according to curriculum expectations.
Determine assessment assignments that provide acceptable evidence that confirms that the sought outcomes have been achieved.
Outline learning exercises aimed to obtain the desired results.
Answer:<em> Option (b) is correct.</em>
Activity-based costing is referred to as a method of costing that recognizes activities in a business organization and allocate the cost of the individual activity to all commodities and services in accordance with the actual consumption. This method allocates more indirect into direct costs when compared to costing done via conventional methods.
The three stated purposes for writing the constitution are establish justice, insure domestic tranquility , and secure the blessings of liberty.
There were six purposes stated for writing the U.S. Constitution (Preamble): To form a more perfect union, <u>establish justice, insure domestic tranquility, secure the blessings of liberty</u> to ourselves and our posterity, provide for the common defense, and promote the general welfare. These statements guide the rest of the Constitution.
<em>The U.S. Constitution is the fundamental framework of America’s system of government.</em>
Answer:
A nation imports other cultures with imported goods
Explanation:
People also connect to their cultural or ethnic group through similar food patterns. Immigrants often use food as a means of retaining their cultural identity. People from different cultural backgrounds eat different foods. The ingredients, methods of preparation, preservation techniques, and types of food eaten at different meals vary among cultures.
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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