Its would be A- active
Hope i helped!!....
Answer
English (and most other Western-European languages) adopted many words from Latin and Greek throughout history, because especially Latin was the Lingua Franca all through Antiquity, the Middle Ages, the Renaissance, and later.
However, English has many more words borrowed from Latin than have other Germanic languages, which it owes to the conquest of England by the Normans in the year 1066. The Normans spoke Norman French, which was still much closer to Latin than modern French, especially in spelling. From then on, French was used as the language of administration for a while, and much of this was incorporated into English even as the influence of Norman culture in England waned.
Note that, very, very long ago, in prehistoric times, the Germanic and Italic branches (the ancestor of Latin) diverged from the (supposed) proto-language called Proto-Indo-European. That's why e.g. English, Greek, Russian, Persian, Urdu, and Latin have certain things in common, although most similarities are now only apparent to the trained eye. The similarities you see between English and Latin are mostly caused by what happened after 1066.
Answer:
Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives were discussed.
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