Answer: A) Scaffolding
Explanation: Scaffolding can be simply refered to as an instructional method of teaching where teachers or tutors guide their students in a step by step manner to solve a problem, the influence or involement of the tutor in the problem solving decreases or fades as the student becomes more and more competent in problem solving. This allows for the student to work independently except if the student request for the intervention of the tutor.
Alberto's teacher has used the constructive principle of scaffolding in teaching him.
An 8-year-old child is brought to the emergency department by ambulance after being involved in a motor vehicle collision. The finding of decreased level of consciousness would suggest that immediate intervention is needed.
<h3>What are the different levels of consciousness?</h3>
When a person is awake, conscious of their environment, and able to think, speak, move, and react properly, they are said to be conscious.
A person has decreased awareness when they appear to be awake and aware of their environment but are <u>not acting normally</u>. When unconscious, a person might<u> not respond to questions</u>,<u> look straight ahead</u>, or<u> make any </u><u>facial expressions</u>. Others could assume that the individual is acting strange, dazed, or confused. The person might not remember what happened in the future.
When someone is unconscious, they are <u>not aware of what is happening </u>and are <u>unable to react </u>appropriately to what is happening to them and others around them.
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Direct democracy is a system where the people vote on policy initiatives directly. Whereas indirect democracy is also called representative democracy, in this case, people elect representatives who will vote on policies and make decisions about the government.
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Hey, I believe it is D) irrigation systems provided water from the rivers
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Answer:Sociological research is especially important with respect to public policy debates. The political controversies that surround the question of how best to respond to terrorism and violent crime are difficult to resolve at the level of political rhetoric. Often, in the news and in public discourse, the issue is framed in moral terms and therefore, for example, the policy alternatives get narrowed to the option of either being “tough” or “soft” on crime. Tough and soft are moral categories that reflect a moral characterization of the issue. A question framed by these types of moral categories cannot be resolved using evidence-based procedures. Posing the debate in these terms narrows the range of options available and undermines the ability to raise questions about what responses to crime actually work.
In fact policy debates over terrorism and crime seem especially susceptible to the various forms of specious, unscientific reasoning described later in this chapter. The story of the isolated individual, whose specific act of violence becomes the basis for the belief that the criminal justice system as a whole has failed, illustrates several qualities of unscientific thinking: knowledge based on casual observation, knowledge based on over-generalization, and knowledge based on selective evidence. The sociological approach to policy questions is essentially different since it focuses on examining the effectiveness of different social control strategies for addressing different types of violent behaviour and the different types of risk to public safety. Thus, from a sociological point of view, it is crucial to think systematically about who commits violent acts and why.
Although moral claims and opinions are of interest to sociologists, sociological researchers use empirical evidence (that is, evidence corroborated by direct experience and/or observation) combined with the scientific method to deliver sound sociological research. A truly scientific sociological study of the social causes that lead to terrorist or criminal violence would involve a sequence of prescribed steps: defining a specific research question that can be answered through empirical observation; gathering information and resources through detailed observation; forming a hypothesis; testing the hypothesis in a reproducible manner; analyzing and drawing conclusions from the data; publishing the results; and anticipating further development when future researchers respond to and re-examine the findings.
Explanation: The major factors responsible for these experimentations had earlier being revealed and portrayed.
