The brain is the part of the central nervous system that is contained in the cranial cavity of the skull. It includes the cerebral cortex, limbic system, basal ganglia, thalamus, hypothalamus, and cerebellum.
To grow is to get better and to succeed is to complete and finish a goal or a task succesfully
Answer:
Both, Olga and Tiffany, would reinforce their opinions about Tristan
Explanation:
Skydiving is a risky sport in which a person jumps from a high place, usually an helicopter or airplane, using a parachute. On one hand, having taken up skydiving can be seen as an act of bravery reinforcing the idea that Tristan is a person who trust himself and is able to take that kind of risks, also, this is a sport which is not for everyone, as many people can consider it dangerous, so, he seems to be a person independent from other people's opinions. On the other hand, a person who takes up skydiving can be seen irresponsible as the person knows this is dangerous, so, he is not worrying about the consecuences it can bring. Aditionally, the person would be seemed to be stubborn to take the risk even after being notified about the danger. In conclusion, both, Olga and Tiffany would reinforce their impressions about Tristan having read about his personality and the fac he has taken up skydiving.
The correct answer is an experimental study with one independent variable.
This study is an experimental study because it involves investigating a causal relationship between two phenomena. In this study the researcher is investigating the relationship and checking for causality between the size of a group, and its effect on conformity behavior. This study furthermore has an independent variable (i.e. a variable that is manipulated and controlled) which is the size of the group of people staring up at a window.
The correct answer is Funding for public education was highest in rural areas.
From the middle of the 19th century, therefore, the hierarchical and authoritarian model of education that characterized school institutions until then came to be questioned by educators such as Maria Montessori, in Europe, and John Dewey, in the United States. Driven by the development of psychology studies on learning and human development, and with criticism of traditional pedagogy and the way curriculum content was imposed on students, these and other educators started to demand the active participation of students in the learning process. In this way and as mentioned earlier, these proposals rescued Athenian principles of education by valuing the student's previous experience and knowledge prior to school learning.
Due to this historical trajectory, it should be noted that Education has not always met the same types of objectives and all of its analysis requires, above all, an intense effort of reflection and contextualization. Through this path, it is possible to better understand educational methods and theories, as we observe traits present in current educational practices that refer to the legacy left by the educational models analyzed so far. If, on the one hand, there is the value of discipline and knowledge to be transmitted by the school; and, on the other hand, the idea that knowledge is built and, consequently, no one teaches anything to anyone definitively; it is important to note that these currents of thought are not mutually exclusive, since nowadays it is necessary to reconcile the value of knowledge to the value of student engagement as a strategy to address the demands of a world in continuous development and marked by a constant flow information available to a wide range of people located in different regions of the world.
