A simple example is when people don't understand sarcasm. It happened once to me that i was being sarcastic and people thought that i was serious. In the end, there was a big argument because those people believed that i had been serious while i clearly believed they understood my sarcasm.
Here are the answers for the three questions;
1) According to socrates, must one heed popular opinion about moral matters?
Crito realizes that Socrates blamed not justly for his crimes. In spite of this, Socrates won't attempt to get away from his destiny.
Crito's first contention to Socrates is about what individuals will think. Crito says that Socrates' companions will be blamed for being excessively frightened or excessively shabby, making it impossible to organize his escape. He at that point contends that Socrates is giving his foes what they need by accepting his destiny. Crito urges him to battle the foul play that has happened. Socrates answers that Crito ought not to worry over how he is seen by others; he should center rather on living the correct way. He reminds Crito that popular opinion isn't generally the best opinion.
2) Does Socrates accept the fairness of the laws under which he was tried and convicted?
Socrates said to Crito that one is never just in fouling up, regardless of whether it is for the correct reasons. As it were, two wrongs don't make a right. Socrates has made consent to comply with the laws of Athens and has delighted in the benefits of these laws for a long time. On the off chance that he endeavored to escape it would not just break his agreement, which would not be right, yet additionally challenge the authority of the law.
3) Would Socrates have been wrong to escape?
He trusts it is inappropriate to get away or escape. This belief depends on what we call the social contract hypothesis of government today.
Hope it helps :)
La respuesta correcta para esta pregunta abierta es la siguiente.
¿Qué relación existe entre aprendizaje y desarrollo de acuerdos los paradigmas revisados?
Aunque desafortunadamente no mencionas cuáles fueron los paradigmas revisados en tus clases, podemos ayudarte a responde en términos generales.
La relación que existe entre e aprendizaje y el desarrollo de los programas es estrecha y muy importante para lograr la efectividad de la enseñanza.
Debe identificarse primero el universo de personas que se vana a beneficiar con el desarrollo de programas con objeto de reconocer necesidades y plantear objetivos. Una primera idea es que la enseñanza pueda ser adaptada al mayor número de necesidades de la población que recibirá la enseñanza.
Cada individuo entiende y aprende de manera distinta, por ello uno de los paradigmas invita a la elaboración de contenidos pensando en que hay personas más aptas para aprender visualmente, otras, auditivamente, algunas otras por la escritura, o la combinación de todas estas.
Los programas de aprendizaje entonces tomarán muy en cuenta estas necesidades para elaborar una serie de programas que incluyan las herramientas y técnicas de enseñanza apropiadas para cada necesidad.
El estudiante pasa por diferentes etapas en su desarrollo escolar. Y dependiendo de su edad y grado académico, necesitará programas de enseñanza cada vez más especializados.
Answer:
prisoners
Explanation:
Prisoners have been popular victims(research subjects) of illegal research in the past and so laws have been put in place to prevent this.
Prisoners are classified as "vulnerable" under federal regulations that regulate research with prisoners. This is because their informed consent and voluntary decision to participate in any research brought before them is somewhat compromised. The health and human services(HHS) in addition to other regulations have added additional requirements for research on prisoners such as the requirement of a prisoner or prisoner representative in the IRB.
Counselors apply multidimensional models most explicitly in their work with clients when they consider levels of influence on the individual and select interventions that are targeted to more than one level.
