Answer:
The Act that mandated the return of runaway slaves, regardless of where in the Union they might be situated at the time of their discovery or capture is the Fugitive Slave Act.
The Fugitive Slave Act was passed on <em>September 18, 1850.</em>, as a part of the <em>Compromise of 1850</em>. According to this Act, the fugitive slaves <u>must be returned to their owners</u>, regardless of whether they are in a free or a slave state. Moreover, the government is held responsible for finding and returning fugitive slaves.
Philip is exhibiting adolescent egocentrism.
Egocentrism is a characteristic of very young children, however, it can continue into adolescence as well, as is the case with Philip in this case. He cannot put himself in other people's shoes because he is experiencing pain and believes that no one else has ever experienced that as well. He thinks no one can understand him which is a classic example of egocentrism - focusing on oneself.
Answer:
Predictive validity.
Explanation:
As the exercise suggests with the Psychology Aptitude Test (PAT) scoring system; the predictive validity is a way of calculating how a determined score on a test predicts scores on a certain criterion measure. In other words, this is a correlation between tests and ratings; as shown in the example provided by the exercise: "Their scores were later compared to their performance in the introductory psychology course, and high scores on the PAT were related to high grades in the course".
<span>fell into violence along political and religious lines, as they are now the middle east has problems with there religious beliefs as which should be followed, how the government should be run and people trying to take over, and religion being part of the government is a big issue </span>
Proponents of literature-based instruction usually focus on the importance of using authentic literature, rather than the "canned" variety found in basal textbooks and other programs. Books that are written to teach children to read tend to be boring, contrived and less vibrant than authentic literature. Authentic literature can also open doors for students by introducing them to different cultures, social structures and story lines.
Advantage: Higher Level Thinking Skills
Many teachers choose literature-based instruction because they feel that it addresses higher level thinking skills than basal level instruction. Rather than forcing children to give pat answers to basic questions about a story, literature-based instruction encourages children to think deeply and share their thoughts about a story. Reading authentic literature can improve vocabulary, reading comprehension, reading ability and language growth. In addition, literature-based instruction is much more child-centered, with the teacher as the facilitator or coach, rather than "the sage on the stage."
Disadvantage: Teacher's Perspective
From the teacher's perspective, teaching using a literature-based approach can be more difficult than using other approaches. First-time teachers may find it especially challenging, since literature-based approaches inherently have less structure than many other approaches. Teachers also may struggle with effectively assessing a child's progress. Because literature-based instruction is less widely used than other forms of instruction, teachers often spend hours choosing literature selections, as well as developing activities and evaluations that reflect the content.
Disadvantage: Scope and Sequence
Finding appropriate literature selections that address the skills that students need to learn can be challenging, and finding selections that actually build from one year to the next is virtually impossible. This means that using literature-based instruction may prevent students from building their skills in a systematic fashion, and they may miss out on some skills entirely. Especially as students advance to the next grade, they will feel a lack of continuity, which can prevent them from growing as readers, writers and thinkers.
References
Fayetteville State University: Merits of a Literature-Based Instruction Vs. the Basal Approach
Family Education: Literature-Based Reading Programs
Lesson Sense: Literature-Based Instruction
About the Author
Keren (Carrie) Perles is a freelance writer with professional experience in publishing since 2004. Perles has written, edited and developed curriculum for educational publishers. She writes online articles about various topics, mostly about education or parenting, and has been a mother, teacher and tutor for various ages. Perles holds a Bachelor of Arts in English communications from the University of Maryland, Baltimore County.
