Answer:Slippery Slope fallacies
Explanation:
Slippery Slope: a slippery slope is based on rejecting a series of action without sufficient evidence or with no evidence that they will cause a series of unfortunate or undesirable ends.
So one accepts before something happens that particular actions or situations are bound to create a very prolematic future. One accepts that the future is doomed without even evidence that these recent series of action will bring that.
"The more people that come here, the more our government will have to provide for them. The more our government doles out, the further in debt our nation will become, and this means the higher our taxes will become! The next thing we will find is that our economy will be in just as poor a condition as the one from which these immigrants came! These are the events that has not been fully proven but there at assumptions that as they are listed they may cause a very negative outcome.
The answer is insanity. Insanity is where an individual
exhibits a state of being mentally ill or madness in which the individual acts
out of the normal or he or she is not considered to be mentally capable living
in the modern world.
The correct answer is letter A.
An anticline and a fold with its concavity facing downwards, and at its core are older rocks or extracts.
A syncline is a fold with the concavity facing upward, displaying layers that hang toward the center of the structure.
Answer:
The options:
A. Concept formation
B. Hypothesis testing
C. Convergent thinking
D. Divergent thinking
The CORRECT ANSWER IS A.
A. Concept Formation
Explanation:
Concept formation gives a platform for students with a chance to make good use of ideas by using interlinks and examining relationships among the items of information. This method aids students in building and sharpening their capacity to remember and distinguish between major ideas, to view similarities and classify relationships, to develop concepts and generalizations, to give clarity on the organization of the data being considered.
Looking at our case study, Mr. Matthew gave enough data on a specific concept (by identifying the
key features of amphibians). We see the data is produced by the teacher or/and the students in his class. Students are motivated to categorise or put together the information and to offer descriptive basis to their groupings (asking students to offer examples). By imterrelating the examples to the labels and by giving a brief explanation on their reasoning, the students develop their own idea and clarity of the concept.
Concept formation lessons are knowledge boosting as it foster the ability to learn, help generate new and clearer idea of the topic being learnt.
Both believed in command economies
