Answer:
They definitely could.
Explanation:
If a peasant would wish to become a noble, they would have to be a extremely kind-hearted and generous person. People aren’t chosen to be noble just by what their appearance depicts.
4. Add encouraging words while giving feedback.
* This is a good practice in terms of feedback. It is good to highlight strengths as you point out areas of improvement. Through encouragement, they are able to feel that improvement is a possibility for them.
For number 1, when offering criticism, you are not looking for an apology. you are looking to encourage improvement.
As for number 2, although it is good to make things clear, workers or people typically respond better to rewards rather than punishment.
Number 3, is not a good practice because constructive criticism should be done privately and not in a group setting. It may make the receiver feel like they are being singled-out.
Number 5, the point of criticism is to point out areas of improvement and at the same time, show or give examples as to how they can improve. Giving solutions and ideas during feedback will help the receiver understand what they did wrong and how they were supposed to do it.
Answer:
(Hope this helps can I pls have brainlist (crown)☺️)
Explanation:
Children’s rights are human rights. They protect the child as a human being. As human rights, children’s rights are constituted by fundamental guarantees and essential human rights:
- Children’s rights recognize fundamental guarantees to all human beings: the right to life, the non-discrimination principle, the right to dignity through the protection of physical and mental integrity (protection against slavery, torture and bad treatments.
- Children’s rights are civil and political rights, such as the right to identity, the right to a nationality, etc.
- Children’s rights are economic, social and cultural rights, such as the right to education, the right to a decent standard of living, the right to health.
- Children’s rights include individual rights: the right to live with his or her parents, the right to education, the right to benefit from protection.
- Children’s rights include collective rights: rights of refugee and disabled children, of minority children or from autochthonous groups.
Children are individuals
- Children are neither the possessions of parents nor of the state, nor are they mere people-in-the-making; they have equal status as members of the human family.
Children start life as totally dependent beings
- Children must rely on adults for the nurture and guidance they need to grow towards independence. Such nurture is ideally found from adults in children's families, but when primary adult caregivers cannot meet children's needs, it is up to the State as the primary duty bearer to find an alternative in the best interests of the child.
Making sure that children are equal
- The Government must make sure that all children have the rights in the Convention, regardless of their race, their parent’s race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status (article 2).
Children’s best interests
- The Government must make sure that your best interests are taken into account when any decision is made which affects you. All organisations working with children should work in a way that is best for children including courts, social workers and state schools (article 3).
Parent’s rights and right to family life
- The Government must respect the rights of your parents / family / carers to raise you, if they are raising you in a way that respects your rights (article 5). You also have the right to know and be cared for by your parents (article 5), and the government must make sure that you are not taken away from your parents against your will, unless this is in your best interests,
The correct answer is Spiritual intelligence (SI)
Explanation: An ability to access higher meanings, values and abiding purposes that serves as a guide in finding a moral and ethical path through life is <u>spiritual intelligence (SI)</u>
