Dr Freud said;
"It appears to be very obvious to me that you are experiencing Disney spells but at least you're not Goofy!
"
This is both a figure of speech, and a little play with character names. Disney Studios are the proprietors of both the Mickey Mouse and Donald Duck characters, and Disney may sound somewhat like Dizzy; rather than saying "dizzy spells", the specialist proposes it's "Disney spells"; Goofy is yet a third Disney character.
Answer: When Columbus first set foot on Hispaniola, he encountered a population of Indigenous peoples called the Taino. Between the European's brutal treatment and their infectious diseases, within decades, the Taino population was decimated.
Explanation:
<span>"C. progressivism" would be the term that best described the above. This came mostly from the fact that factory conditions were increasingly dangerous. </span>
The answer is, in the particular case of the Koran, is more complex than a very Manichean yes or no. The reason is that according to core Islamic theology, the Koran is the direct, verbal revelation of Allah (Islamic God) to Muhammad and it establishes a set of religious principles that are considered to be literal, universal, perfect and thus unchangeable since it would be a mortal sin to change the perfect “word of God”. In most Islamic countries, Islam is considered by their constitution to be the sole and/or major source of legislation for all spheres of society and since Islam is the perfect, immutable, infallible and final revelation of God to humanity it is <em>haram </em>to question it. Now, there is Sharia law which has four different sources:
- The Koran.
- The <em>Sunnah </em>(those <em>hadiths </em>who are considered authentic).
- The <em>Qiyas </em>(analytical reasoning of the former two).
- The <em>Jima </em>(the juridical consensus of the previous analysis).
In a nutshell, there is the direct word of God, then there are the actions, words and deeds of its prophet Muhammad (the hadith) and then there is the traditional examination of such precepts by Islamic Scholars and the consensus achieved after such examination. Officially, according to Fundamentalist Islamic traditionalists, no interpretation can be made of that but since there are several schools of thought in Islam, there are <em>de facto</em> different interpretations and also there is the fact that in the modern world Islamic countries have combined Islamic jurisprudence with Western jurisprudence which is not considered to be divine therefor the answer would be a yes, but a yes that contemplates such caveats. Furthermore, the extreme schism between fundamentalist Islamic traditionalists and more moderate law makers leaves the question unanswered until one of these groups prevail.
The correct answer is Funding for public education was highest in rural areas.
From the middle of the 19th century, therefore, the hierarchical and authoritarian model of education that characterized school institutions until then came to be questioned by educators such as Maria Montessori, in Europe, and John Dewey, in the United States. Driven by the development of psychology studies on learning and human development, and with criticism of traditional pedagogy and the way curriculum content was imposed on students, these and other educators started to demand the active participation of students in the learning process. In this way and as mentioned earlier, these proposals rescued Athenian principles of education by valuing the student's previous experience and knowledge prior to school learning.
Due to this historical trajectory, it should be noted that Education has not always met the same types of objectives and all of its analysis requires, above all, an intense effort of reflection and contextualization. Through this path, it is possible to better understand educational methods and theories, as we observe traits present in current educational practices that refer to the legacy left by the educational models analyzed so far. If, on the one hand, there is the value of discipline and knowledge to be transmitted by the school; and, on the other hand, the idea that knowledge is built and, consequently, no one teaches anything to anyone definitively; it is important to note that these currents of thought are not mutually exclusive, since nowadays it is necessary to reconcile the value of knowledge to the value of student engagement as a strategy to address the demands of a world in continuous development and marked by a constant flow information available to a wide range of people located in different regions of the world.
