The answer is credentialism. These are any of a number of connected development
involving amplified demands for formal educational experience, and the deflation
of these qualifications. In Western society, there have been rising
requirements for formal qualifications or certification for jobs, a procedure
called credentialism that is not easily differentiated from professionalization.
<span> </span>
Answer:
The correct answer to the following question will be "In-Group Collectivism".
Explanation:
- In-group collectivism becomes "the extent to which entities within their organizations or families demonstrate loyalty, pride, and cohesiveness"
- As certain, relational collectivism is expressed as an ideology in which collective unity is valuable and participants within the group are viewed as having equal representation.
Therefore, it's the right answer.
C. They both believed that individuals have the right and the responsibility to protest unjust laws.
Thoreau and M. Luther King believed that one should speak out against an injustice. They believed that the government had flaws . They believed that one should stand up for what he or she believes in, as well as accepting the consequences for his actions.
The answer is unconditioned stimulus and unconditioned response in which in classical conditioning if the sour taste of lemon juice spontaneously reasons the mouth to pucker the lemon juice is the unconditioned stimulus and the pucker of the lips and tongue is the unconditioned response. In addition, classical conditioning plays a significant role in which the progress of emotional responses such as anxiety or embarrassment.
Answer:
<em>Cognitive Perspective</em>
Explanation:
The cognitive perspective <em>is about understanding and comprehension. Mental processes including memory, vision, thinking, and. Problem solving, and how behaviors could contribute to them. </em>
<em>Throughout cognitive learning theory, the repeated stimulus-response pairing and several validated assessments of behavioral learning theory are paralleled by notions of repetitive presentation, rehearsal and analysis.</em>
Ebbinghaus (1913) stated that regular repetitions were required so that both:
- <em>(a) content could be replicated from memory and </em>
- <em>(b) content could not be forgotten after learning:</em>