The infliction of mental suffering is usually easier to detect than other forms of abuse. This statement is True
<h3>
What is Mental suffering?</h3>
- Mental suffering, sometimes known as "mental anguish," is the discomfort, dysfunction, or misery of the mind; it typically follows bodily pain or injury.
- It also refers to emotional distress brought on by another person's actions, including extremely unpleasant feelings like worry, despair, sorrow, grief, horror, shame, or rage.
- It is significant to remember that discomfort, whether mental or emotional, is typically brought on by an outside source and, when severe enough, may serve as a foundation for suing for damages in a tort case.
- As long as it is reasonable to assume that mental trauma would naturally result from the incident, physical injuries is typically not required in order to obtain damages for mental suffering.
- The objective test for determining whether such an assumption is acceptable calls for a cap on compensation for non-economic damages of between $250,000 and $500,000 for all non-economic damages.
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Answer:
B
Explanation:
Honestly this seems right but if its wrong I'm sorry.
<span>Economic planning is a resource allocation mechanism that is contrasted with the market mechanism. As a coordinating mechanism for socialist economics, economic planning substitutes factor markets and is defined as a direct allocation of resources. This is contrasted with the indirect allocation mechanism of a market economy. There are various types that economic planning procedures and forms planning can take.</span>
Proponents of literature-based instruction usually focus on the importance of using authentic literature, rather than the "canned" variety found in basal textbooks and other programs. Books that are written to teach children to read tend to be boring, contrived and less vibrant than authentic literature. Authentic literature can also open doors for students by introducing them to different cultures, social structures and story lines.
Advantage: Higher Level Thinking Skills
Many teachers choose literature-based instruction because they feel that it addresses higher level thinking skills than basal level instruction. Rather than forcing children to give pat answers to basic questions about a story, literature-based instruction encourages children to think deeply and share their thoughts about a story. Reading authentic literature can improve vocabulary, reading comprehension, reading ability and language growth. In addition, literature-based instruction is much more child-centered, with the teacher as the facilitator or coach, rather than "the sage on the stage."
Disadvantage: Teacher's Perspective
From the teacher's perspective, teaching using a literature-based approach can be more difficult than using other approaches. First-time teachers may find it especially challenging, since literature-based approaches inherently have less structure than many other approaches. Teachers also may struggle with effectively assessing a child's progress. Because literature-based instruction is less widely used than other forms of instruction, teachers often spend hours choosing literature selections, as well as developing activities and evaluations that reflect the content.
Disadvantage: Scope and Sequence
Finding appropriate literature selections that address the skills that students need to learn can be challenging, and finding selections that actually build from one year to the next is virtually impossible. This means that using literature-based instruction may prevent students from building their skills in a systematic fashion, and they may miss out on some skills entirely. Especially as students advance to the next grade, they will feel a lack of continuity, which can prevent them from growing as readers, writers and thinkers.
References
Fayetteville State University: Merits of a Literature-Based Instruction Vs. the Basal Approach
Family Education: Literature-Based Reading Programs
Lesson Sense: Literature-Based Instruction
About the Author
Keren (Carrie) Perles is a freelance writer with professional experience in publishing since 2004. Perles has written, edited and developed curriculum for educational publishers. She writes online articles about various topics, mostly about education or parenting, and has been a mother, teacher and tutor for various ages. Perles holds a Bachelor of Arts in English communications from the University of Maryland, Baltimore County.
