Answer:
<u>Stereotype threat.</u>
Explanation:
Stereotype threat refers to a situation is which people feel at risk of confirming negative stereotypes concerning their racial, ethnic, gender, or cultural group. A study confirmed the existence of stereotype threat when experimenters told black students they tend to perform worse than white students in standardized tests. The students who were told that performed poorly, while the ones who weren't performed similarly to their white peers.
Based on the information given this nonverbal communication is related to Identity management.
Identity management occur when a person tries to manage their identity in a social circle by using a strategy or technique.
A person can tend to use different identity management in order to cope when they are in the midst of people or group of people, such person may tend to smile often so as to make a great first impression about them self to others.
Using identity management may help to build confidence.
Inconclusion this nonverbal communication is related to Identity management.
Learn more about identity management here:brainly.com/question/16216994
Answer:
Dysfunction of the stricter control.
Explanation:
One of the goals of stricter control of the border between the United States and Mexico was to increase its security and ultimately the security of the American people. Meanwhile, developments of various nature often have both <em>manifest functions</em> (conscious and intentional), <em>latent functions</em> (unconscious but beneficial), and <em>dysfunctions</em>.
<u>Dysfunctions</u> are unconscious, unintentional and harmful. The authorities did not intend to increase the number of illegal immigrants who decided to stay in the U.S. permanently or semi-permanently. Meanwhile, it came as a result of initial efforts nevertheless. At the same time, it is debatable how harmful this dysfunction will prove itself to be.
Proponents of literature-based instruction usually focus on the importance of using authentic literature, rather than the "canned" variety found in basal textbooks and other programs. Books that are written to teach children to read tend to be boring, contrived and less vibrant than authentic literature. Authentic literature can also open doors for students by introducing them to different cultures, social structures and story lines.
Advantage: Higher Level Thinking Skills
Many teachers choose literature-based instruction because they feel that it addresses higher level thinking skills than basal level instruction. Rather than forcing children to give pat answers to basic questions about a story, literature-based instruction encourages children to think deeply and share their thoughts about a story. Reading authentic literature can improve vocabulary, reading comprehension, reading ability and language growth. In addition, literature-based instruction is much more child-centered, with the teacher as the facilitator or coach, rather than "the sage on the stage."
Disadvantage: Teacher's Perspective
From the teacher's perspective, teaching using a literature-based approach can be more difficult than using other approaches. First-time teachers may find it especially challenging, since literature-based approaches inherently have less structure than many other approaches. Teachers also may struggle with effectively assessing a child's progress. Because literature-based instruction is less widely used than other forms of instruction, teachers often spend hours choosing literature selections, as well as developing activities and evaluations that reflect the content.
Disadvantage: Scope and Sequence
Finding appropriate literature selections that address the skills that students need to learn can be challenging, and finding selections that actually build from one year to the next is virtually impossible. This means that using literature-based instruction may prevent students from building their skills in a systematic fashion, and they may miss out on some skills entirely. Especially as students advance to the next grade, they will feel a lack of continuity, which can prevent them from growing as readers, writers and thinkers.
References
Fayetteville State University: Merits of a Literature-Based Instruction Vs. the Basal Approach
Family Education: Literature-Based Reading Programs
Lesson Sense: Literature-Based Instruction
About the Author
Keren (Carrie) Perles is a freelance writer with professional experience in publishing since 2004. Perles has written, edited and developed curriculum for educational publishers. She writes online articles about various topics, mostly about education or parenting, and has been a mother, teacher and tutor for various ages. Perles holds a Bachelor of Arts in English communications from the University of Maryland, Baltimore County.
