Answer:
The social cognitive theory provides practical solutions to the problems of people.
Explanation:
The theory offers a perspective for determining how people consciously shape and influence the world around them. The theory outlines the mechanisms of observer learning and modeling and the effect of self-efficacy on behavior development. The principle of social cognition has strong applicability in the real world. It can be used to teach healthy habits by role models or to demonstrate the negative effects of unhealthy behaviors as seen on TV shows.
Iraq, mostly, but also parts of modern-day Iran, Syria and Turkey.
Answer:
No, because internal validity was not established.
Explanation:
Mischel (1972) studied delay of gratification in preschoolers: Children were offered a special reward if they could wait or a less attractive treat if they chose not to wait. A follow-up study was done years later, looking at the same children as adolescents. The researchers found an association between the waiting times of the preschoolers and parents' reports of the same children's behaviors as adolescents. Overall, a positive relationship between waiting time as a preschooler and self-control in adolescence emerged. Which correctly answers whether a causal relationship can be inferred?
No, because internal validity was not established.
No, because covariance was not established.
Yes; covariance, temporal precedence, and internal validity were established.
No, because temporal precedence was not established.
Answer:
B.by opening sea route to the west
Explanation:
- Vasco de gama helped Portugal gain influence in the Indian spice trade through finding a sea rout from Europe to India.
- The spices found in India were on high demand in Europe but could not be availed there due to transport constraints in terms of the lack of a rout.
- Through finding the sea rout to India, then Vasco de gama helped the Portuguese travel back and forth for spice business.
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.
