Answer:
This discussion is an example of the second step of the ABCD model which is the "BALANCE RESOURCES" step.
Explanation:
The ABCD model of risk management consists of the following four steps to reducing risk;
a) Assess the situation
b) Balance Resources
c) Communicate
d) Do and Debrief
In this case, there is an ongoing discussion on how to get back to the barracks as safely as possible.
Options are suggested which include taking a taxi, walking or getting a designated driver from the club. This is the second step of the model where resources are balanced and possible options are suggested and weighed to prevent and expose errors.
Based on the description above, the following analyses can be made:
1. Clarissa's concern is addressing t<span>he study's construct validity
2. Quinn's </span>concern is addressing the study's external validity
3. Manish's concern is addressing the study’s statistical validity
In addition, you may be asked, for what it means if Anton is concerned that the researcher made a Type I error. The answer to that would be that the researcher concluded there was a relationship between bullying and self-esteem<span>, whereas there is really no relationship.</span>
It’s b because that’s where it lives because it lives in a rainforest
Answer:
d. demonstration.
Explanation:
According to a different source, these are the options that come with this question:
a. simulation.
b. model.
c. case study.
d. demonstration.
This is an example of a demonstration. A demonstration is an example in which the person exemplifies how something is performed. This is usually a practical exhibition, and it allows the person to give proof or evidence of how something operates. In this example, April is able to show the difference between pressure and force through her demonstration.
Jasmine's plan provides an excellent example of the strategy of scaffolding.
<h3>
<u>Explanation:</u></h3>
Instructional scaffolding is a process through which a teacher adds supports for students in order to enhance learning and aid in the mastery of tasks. The teacher does this by systematically building on students' experiences and knowledge as they are learning new skills. We can take the example of a child learning to walk.
It is a process through which a teacher adds support for students in order to enhance learning and aid in the mastery of tasks. The teacher does this by systematically building on students’ experiences and knowledge as they are learning new skills. Just like the scaffold, these supports are temporary and adjustable. As students master the assigned tasks, the supports are gradually removed.
