Answer:
dividing intelligence into seven primary mental abilities.
Explanation:
Research reports suggest that intelligence in individuals are linked to seven factors which are referred to as primary abilities, these are; word fluency, verbal comprehension, spatial visualization, number facility, associative memory, reasoning, and perceptual speed. This is the reason why a child will perform well on a particular area than the other, that is, the child may perform better and similarly in a series of spatial visualization test if that is his/her primary ability than if he is given a test on perception which is not his/her area of ability.
The answer is personal experiences, for this term is the most important aspect if defining psychology, according to psychologist. It is because personal experience is one of the factors of having to determine things of how psychology will likely occur or what will likely trigger and help in studying it.
Bolivar stood apart from his class in ideas, values and vision. Who else would be found in the midst of a campaign swinging in a hammock, reading the French philosophers? His liberal education, wide reading, and travels in Europe had broadened his horizons and opened his mind to the political thinkers of France and Britain. He read deeply in the works of Hobbes and Spinoza, Holbach and Hume; and the thought of Montesquieu and Rousseau left its imprint firmly on him and gave him a life-long devotion to reason, freedom and progress. But he was not a slave of the Enlightenment. British political virtues also attracted him. In his Angostura Address (1819) he recommended the British constitution as 'the most worthy to serve as a model for those who desire to enjoy the rights of man and all political happiness compatible with our fragile nature'. But he also affirmed his conviction that American constitutions must conform to American traditions, beliefs and conditions.
His basic aim was liberty, which he described as "the only object worth the sacrifice of man's life'. For Bolivar liberty did not simply mean freedom from the absolutist state of the eighteenth century, as it did for the Enlightenment, but freedom from a colonial power, to be followed by true independence under a liberal constitution. And with liberty he wanted equality – that is, legal equality – for all men, whatever their class, creed or colour. In principle he was a democrat and he believed that governments should be responsible to the people. 'Only the majority is sovereign', he wrote; 'he who takes the place of the people is a tyrant and his power is usurpation'. But Bolivar was not so idealistic as to imagine that South America was ready for pure democracy, or that the law could annul the inequalities imposed by nature and society. He spent his whole political life developing and modifying his principles, seeking the elusive mean between democracy and authority. In Bolivar the realist and idealist dwelt in uneasy rivalry.
Answer:
These are the options for the question:
A) Russia
B) Germany
C) Rhine River
D) the Pyrenees
And this is the correct option for the question:
D) the Pyrenees
Explanation:
The Pyrenees by definition, are not part of the Northern European Plain because it is a mountain range. The Pryenees forms the natural boundary between the Iberian Peninsula, and the rest of Europe (Europe is also a big peninsula), where the plain is located.
Germany on the contrary, has around a third of its territory in the Northern European Plain, the Upper Rhine River is located entirely within the Northern European Plain, and most of Western Russia is located within the Northern European Plain.
Answer:
Education is the result of the educational process that implies preparation to transform a reality from the knowledge, skills, values and abilities that are acquired at each stage and throughout life. Development is achieved through the education of critical and creative people who generate new knowledge and respond from a historical-cultural perspective to present and future problems, transforming and enriching society.
Explanation:
The progress of humanity largely depends on education. Educating is a process and as such implies the idea of advancement and progress. The education of individuals implies the end achieved, that is, we speak of social action (educating) on individuals (social beings), enabling them (capacity development) to understand their reality and transform it in a conscious, balanced and efficient way so that they can act as socially responsible people. Education therefore implies the idea of optimization; that is to say, whoever tries to educate others (heteroeducation) or who tries to educate herself/himself (self-education) assumes the idea of the improvement of the social individual, therefore this constitutes a function of society.
