1926 Standard or
Part 1926 Standard
Which comes from the OSHA Code of Federal Regulation (CFR) 29 CFR 1926.
Answer:
When someone who didn't study for the exam blame his inability to pass the exam on his luck.
Explanation:
Attribution error occurs when people diver the cause of a situation that supposed to be internal into something external.
In the example above, the reason why that student fail the exam is because he come to the exam room unprepared. But rather than acknowledging his mistake, he rather blame all of it on luck (which is outside of his control) in order to protect his own ego. In such situation, that student has comitted an attribution error.
Answer and Explanation:
Teenagers should be allowed to drive from 18 years of age. This is because driving is an act of extreme responsibility, where the driver must be agile and must know how to make correct decisions in a serious and rational way. It is very difficult for young people under the age of 18 to have this degree of maturity, and it is favorable for them to avoid driving during this period. However, driving permits for 18-year-olds must have restrictions, such as having a high cognitive and psychological quality, not presenting criminal passages and strictly following traffic laws.
Regarding the most effective research questions for this prompt, those that are most appropriate are:
- Which laws are already in place that have restrictions for teenage drivers?
- Why are some people for or against raising the minimum driving age?
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What do the data on accidents related to teen drivers reveal?
Answer:
B. The student is likely to be agitated and uncomfortable
Explanation:
This is an incomplete question. The card that is displayed is showed below.
Solomon Asch's experiments were conducted to investigate the extent to which social pressure from the majority of a group could affect a particular person to conform to their opinions even if they were clearly wrong. Solomon Asch argued that when in a group, individuals will feel pressured to conform to the opinion of the majority.
In this example, Ted is working for Asch, and a college student sits to his left, this student is the only one not working for Asch. He shows the card below and asks all of them which line is the longest. <u>It is clear that the longest one is A. </u>However, <u>all the other confederates say that C is the longest and then Ted says that B is the longest.</u> All of them <u>are clearly wrong </u>and the student is likely to be agitated and uncomfortable wondering if he's wrong thinking that A is the longest one.
