<span>True. The intrapersonal level change process theories assume
that individuals exist within, and are influenced by, a social environment. As
a result, they seek the opinions, thoughts, behavior, advice, and support of
people surrounding them. Their social environment influence their feelings and
behavior, and the individual has a reciprocal effect on those people</span>
The answer is: Cabinet member
The cabinet member of the government consist of the individuals with specific skill sets that can handle one specific aspect of the government, including the matters related to labor practices.
The presidents could directly picked these cabinet members themselves based on their own evaluation and whether their skill set would fit into the presidents' plan.
Stapleton indicated in the <u>Critical Deaf Theory</u> that audism is a phenomenon that is socially constructed and posits that audism occurs regularly. This is closely linked to deficit error.
<h3>What is Audism?</h3>
This is the practice of discriminating against people who have hearing challenges. This prejudice may occur in the following ways:
- trying to assist people who are deaf to communicate:
- asking a person with hearing challenges to read one's lips or write against their wish or preferred mode of communication
- refusing to get an interpreter at the request of a deaf person.
Audism is very similar to Deficit Error.
Please see the link below for more about Deficit Error:
brainly.com/question/8412510
It would constitute Micro-level research.
These levels pertain to Bronfenbrenner's ecological systems theory, there are 5 main levels, the one in question is the microsystems level or the groups and institutions that directly impact an individual, in this case, it is the link between an individual and its' peers. The other levels present in Bronfenbrenner's ecological systems theory are: mesosystem (interaction with the different microsystems, crossing interactions, ex: the interactions between school and home, the teacher and parents, peers and home, peers and parents, etc), exosystem (broader influences that an individual doesn't necessarily control or even participate in that still affect their lives, ex: schools, local government, religious institutions, etc) macrosystem (cultural context, values, patterns) and chronosystem (sociohistorical circumstances).
