Answer:
An example of production under the command system in the United States is that of the production of roads and passable roads throughout the nation. In this case, it is the production of a public service, and as such it is controlled by the government in all stages of its production: from the identification of the need, through the tender, the construction authorization and the supervision of the results, everything is controlled by the government. This implies that individuals or private companies cannot by their own initiative create this type of road, but rather depend exclusively on the will of the government.
Answer:
The Expected Earning for the college graduates is 40,000
Explanation:
The Expected Earning for a college alum with a four year college education in financial matters is determined as weighted normal all things considered, utilizing likelihood of every result as its weight.
Although the Expected Earning is;
Expected Earning = (25% × 30,000) + (50% × 40,000) + (25% × 50,000)
Expected Earning = 0.25 × 30,000 + 0.5 × 40,000 + 0.25 × 50,000
Expected Earning = 7500 + 20,000 + 12,500
Expected Earning = 40,000
Answer:
The correct answer is: generativity vs. stagnation.
Explanation:
According to German psychoanalyst Erik Erikson (1902-1994), there are <em>eight (8) stages of Psychosocial Development</em>. Generativity vs. Stagnation is the seventh stage where individuals are between 40 to 65 years. <em>Generativity </em>aims to individuals' self-satisfaction by making an impact in their immediate surrounding environment. Failure to contribute to others' development causes <em>stagnation </em>and individuals tend to feel disconnected from their atmosphere.
Self-confidence is considered one of the most influential motivators and regulators of behavior in people's everyday lives (Bandura, 1986). A growing body of evidence suggests that one's perception of ability or self-confidence is the central mediating construct of achievement strivings (e.g., Bandura, 1977; Ericsson et al., 1993; Harter, 1978; Kuhl, 1992; Nicholls, 1984). Ericsson and his colleagues have taken the position that the major influence in the acquisition of expert performance is the confidence and motivation to persist in deliberate practice for a minimum of 10 years.
Self-confidence is not a motivational perspective by itself. It is a judgment about capabilities for accomplishment of some goal, and, therefore, must be considered within a broader conceptualization of motivation that provides the goal context. Kanfer (1990a) provides an example of one cognitively based framework of motivation for such a discussion. She suggests that motivation is composed of two components: goal choice and self-regulation. Self-regulation, in turn, consists of three related sets of activities: self-monitoring, self-evaluation, and self-reactions. Self-monitoring provides information about current performance, which is then evaluated by comparing that performance with one's goal. The comparison between performance and goal results in two distinct types of self-reactions: self-satisfaction or -dissatisfaction and self-confidence expectations. Satisfaction or dissatisfaction is an affective response to past actions; self-confidence expectations are judgments about one's future capabilities to attain one's goal. This framework allows a discussion of self-confidence as it relates to a number of motivational processes, including setting goals and causal attributions.
