The statement ‘Processing information while learning something new can
occur without demonstration of behavior’ is true. Learning information can be
verbally (through speaking), visually (through diagrams , pictures, etc.) or by
hearing.
Augustine's starting point for his account of the relationship between men and women is the story of the creation and Fall found in Genesis 2-3.
In Genesis 2: 18 God says “It is not good for the man to be alone. I will make a helper suitable for him.” From this Augustine concludes that Eve is made to be Adam's helper. He further deduces that her primary role must be procreation as (in his view) a male companion would be better for every other task. Better for physical labour (stronger) better for conversation (more in common).
'If it were not the case that the woman was created to be man’s helper specifically for the production of children, then why would she have been created as a “helper”? Was it so that she might work the land with him? No . . . a male would have made a better assistant. One can also posit that the reason for her creation as a helper had to do with the companionship she could provide for the man . . . . Yet for company and conversation, how much more agreeable it is for two male friends to dwell together than for a man and a woman! . . .
Jessica is experiencing either depression or natural changes every teen goes through.
The answer is C. <span> The more money you make, the higher your credit score.
credit is a numerical value to measure your favorability in borrowing activities.
This numerical value is mostly influenced by how good you are in handling your financial responsibilities (whether you're paying debt on time, are you making loan often, etc). so the amount of money you earn has nothing to do in this valuation.</span>
Answer:
The answer is: C. If she believes that men in fact score better on math tests, this will most likely have a negative effect on her own score.
Explanation:
Stereotype threat is a concept developed in educational studies to analyze the effects of race or gender stereotypes in standarized test results. Educational researchers have problematized the common belief that women or minority students underperform in standarized tests because of genetics or cultural differences, and began seeking for an explanation in other social factors. They have found that stereotypes concerning educational achievement play a fundamental role in educational performance of certain students.
In this case, speaking about gender and math tests, statistics show that boys do perform better on math tests, therefore, the stereotype is that girls are not as capable in math as boys. Research shows that this stereotype acts as a threat when girls take standarized math tests: if they believe that men score better, this stereotype can have a negative effect on their score, and ultimately confirm the stereoytpe.
