Answer:
d. frustration-aggression principle.
Explanation:
Frustration-aggression principle: In psychology, the term frustration-aggression principle or theory was first introduced by Sears, Dollard, Mower, Doob, and Miller during 1939. The theory or principle describes that an individual who faces frustration will often lead to display certain aggressive behavior.
Therefore, it is not necessary that frustration will lead aggression always so, an individual tries to suppress it a lot of time as he or she feels that it is not ethical or right or maybe he or she fears to face the social results of getting aggressive.
In the question above, the given statement represents the "frustration-aggression principle or theory.
Answer: C. The participants' choice of which class to take
Explanation:
The classes were not arranged in an optional way for the students that enrolled, the best option would be for the director of the fitness team to allow participants choose the class they want to partake in. The best he can do for them is to educate them on the various classes but the enrollment should be basically their choice to make because many or some participants that enrolled may not be happy with his choices for them.
check for any blockage in the throat or any moisture in the lungs
Answer:
Explanation:
5 divided by 15 so that would be 3
im not quite sure with this questionn
Answer:
The hypothetical-deductive method has several essential steps: observation of the phenomenon to be studied, creation of a hypothesis to explain said phenomenon, deduction of consequences or propositions more elementary than the hypothesis itself, and verification or verification of the truth of the deduced statements. .
Explanation:
<u>We could say that this method was very aptly applied in the case of children of children of the peace movement in Colombia, because first The situation or problem was observed and recognized ;</u>more than 140 student leaders formed a special council. They divided into various "commissions" to discuss different aspects of the conflict. There was a commission for the construction of peace, a commission for human rights, another for displaced persons, etc. They met in a large room, with each commission supported by one of the adults. For many of the students, the idea of being asked what they thought about war and how they could help peace was a revelation. An example of this was that of Farlis Calle, who was then fifteen years old and who later became a prominent leader in the National Movement for Children for Peace, asked why they did not teach peace education in Colombian schools. "How can we learn to be peaceful if our teachers don't help us understand what it means? No one here has lived in peace. We have been fighting from the moment we were born. "At the end of the two-day session, the various commissions had come up with many suggestions: for peace education, recreation projects, cultural events, and" a youth movement working for peace.
<u>After taking advantage of Machel's visit, Farlis Calle had been chosen by the students as the first child mayor of Apartad & oacute; and they believed that this gave them the constitutional right to form a local government of children. So here come the proposals and verification of results</u> by means of which notices were sent to the municipal schools, for others to know that they could and should participate in their government , and soon as many as 200 children attended peace meetings three times a week, gathering on soccer fields and parks.
