Please help me im so confused on this

Explanation:

It is not appropriate to characterize the relationship between weekly hours spent studying and weekly hours spent working as inferring whether study "causes" work or work "causes" study, because causation cannot be determined solely based on the correlation between two variables.

There could be several factors influencing both the study and work hours, such as personal motivation, academic and work demands, financial circumstances, and family responsibilities. These factors can have a bidirectional relationship with study and work, where one can influence the other, and vice versa.

Therefore, instead of trying to establish a causal relationship between study and work, it would be more appropriate to examine the nature of their association and explore the factors that contribute to their correlation. A thorough investigation of the potential confounding variables and underlying mechanisms that affect the study-work relationship can provide a more comprehensive understanding of the phenomenon.

Educational research is a systematic inquiry process that is conducted to investigate educational problems, identify solutions, and contribute to knowledge in the field of education.

A research question is a clear and concise statement that identifies the focus of a research study, and it is used to guide the research process.

A research question should be clear and concise, specific, measurable, and should be able to provide direction for the research study.

A research paradigm is a set of beliefs, assumptions, and methods that guide the research process. It provides a framework for researchers to understand and investigate the world.

A literature study is a systematic review and analysis of existing literature on a particular topic, which is used to identify gaps in knowledge and inform the research process.

The three essential aspects of a research paradigm are ontology, epistemology, and methodology. Ontology refers to the researcher's beliefs about the nature of reality and what can be known about it.

Epistemology relates to how the researcher believes knowledge is acquired and validated. Methodology refers to the specific methods used to collect and analyze data.

The three primary research paradigms are positivism, interpretivism, and critical theory. Positivism assumes that knowledge can be obtained through objective observation and measurement. Interpretivism emphasizes the importance of understanding the subjective experiences and interpretations of individuals. Critical theory examines power dynamics and societal structures to uncover and challenge systemic injustices.

The three frameworks for literature studies are theoretical, conceptual, and methodological.

Collecting data involves gathering information through various methods, such as surveys, interviews, and observations. Analyzing data involves interpreting and making sense of the collected data to draw conclusions and identify patterns.

Three sampling techniques are random sampling, stratified sampling, and purposive sampling. Random sampling involves selecting participants randomly from the population. Stratified sampling involves dividing the population into subgroups and then randomly selecting participants from each subgroup. Purposive sampling involves selecting participants based on specific criteria.

Three prevalent data collection techniques are surveys, interviews, and observations. Surveys involve asking participants to respond to a series of questions. Interviews involve a one-on-one conversation between the researcher and participant. Observations involve systematically watching and recording behaviors or events.

Lastly, Critical thinking in education involves the ability to analyze and evaluate information, draw conclusions based on evidence, and think creatively to solve problems. It also involves being open-minded and willing to consider alternative perspectives.

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QUESTION 3

Answer the following questions.

1. What constitutes educational research?

2. What is a research question?

3. What constitutes a research question?

4. What constitutes a research paradigm?

5. What is a literature study?

[10 marks]

QUESTION 4

Answer the following questions using your own words.

1. What are the three essential aspects of a research paradigm? Provide an explanation for each (6 marks)

2. What are the three primary research paradigms? Provide a description for each. (6)

(6)

3. What are the three frameworks for literature studies? (3)

4. What is the difference between collecting and analysing data? (4)

5. Describe three sampling techniques (6)

6. Describe three prevalent data collection techniques (6)

7. Describe critical thinking in education. (1)

Total marks: 50

[30 marks]

The theme of "Freak The Mighty" is that persistence leads people to success.

In "Freak The Mighty" we meet the character Max Kane, who goes through very difficult moments in life, in addition to having to deal with very big problems for him. Even so, he overcomes these problems with a lot of persistence and friends, who help him succeed.

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The phrase "Tomato plants have no brains but they do smart things and have ingenious powerful strategies to protect themselves" includes information about tomato plants from both chapters.

Tomatoes are a type of fruit and a vegetable. While it is unripe, it is green; when it is completely grown, it is crimson. It tastes both sweet and sour.

Tomatoes are described as both deadly and cunning due to their frequent communication with one another concerning insects. Tomatoes are such a great source of food for insects that they always seem to stick to the plant and feed on it by sucking their juice.

As a result, insects can communicate with each other through the tomatoes.

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Sudden violence is violence that happens right away. Like for instance if someone is shot and then someone from that guy's side automatically shoots the guy who shot him. Slow violence is violence that has events leading up to it. Like this:

8 Events that Led to World War I

Franco-Russian Alliance (1894) ...

First German Naval Law, (1898) ...

The Russo-Japanese War (1904-1905) ...

Austria-Hungary's Annexation of Bosnia and Herzegovina (1908) ...

The Second Moroccan Crisis (1911) ...

Italy Invades Libya (1911) ...

The Balkan Wars (1912-13)

World War 1 was not just someone killed and they started a whole war, it had several events leading up to the war.

a) Institutional racism refers to discrimination based on race embedded within institutions such as schools, housing, employment, and criminal justice systems.

Examples of institutional racism include immigration policies that disproportionately target and discriminate against people of color, housing discrimination in which people of color are denied equal access to housing, and the criminal justice system which disproportionately incarcerates people of color.

Institutional racism shapes access to citizenship and notions of belonging and exclusion by creating systemic barriers that prevent people of color from fully participating in society, resulting in their marginalization and exclusion from political, social, and economic opportunities.

b) One concept related to institutional racism is "Geography does the work of Jim Crow laws" as articulated by John A. Powell. This concept refers to how racial segregation is enforced through the physical segregation of communities and the ways in which this segregation perpetuates racial inequality.

Examples of this include redlining, a practice in which banks and other lending institutions would refuse to lend money or provide services to people in predominantly non-white neighborhoods, blockbusting, in which real estate agents would intentionally cause panic among white homeowners by telling them that people of color were moving into the area, and white flight, in which white residents would leave a neighborhood in large numbers once people of color began moving in.

These practices were used to maintain racial segregation and reinforce the exclusion of people of color from certain neighborhoods and opportunities.

c) In Marita Bonner's Black feminist play The Purple Flower, the relationship between race and space is a central theme. The play explores the ways in which black people are excluded from certain spaces and opportunities, and the sacrifices they must make in order to gain access to them.

The character of Sister Caroline is representative of this theme, as she must leave her home and community in order to pursue her education and career, a sacrifice that results in her feeling disconnected from her roots and the people who she once felt a sense of belonging with.

d) The play suggests that in order for the "New Man" to come into being, a new space must be created that allows for the full participation of black people in society without the need for them to sacrifice their identity or connection to their community. This highlights the ways in which institutional racism and the physical segregation of communities can lead to exclusion and the need for sacrifices in order to gain access to opportunities.

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When Eliezer says "we had ceased to be men in Wiesel's" memoir "Night", he likely means that the men were no longer seen as human beings by the Nazis.

Elie Wiesel, in his memoir "Night", describes the dehumanization of Jews at the hands of the Nazis. The use of animal imagery throughout the book serves to emphasize how the Nazis treated the Jews like animals, stripping them of their dignity and humanity.

Accordingly, the harsh conditions and brutal treatment in the concentration camps may have also made the men feel like they had lost their humanity. They were forced to endure unspeakable horrors, and their physical and emotional suffering may have made them feel like they had been reduced to mere survival machines.

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Answer:

In Life of Pi, Yann Martel uses the conversation between Pi and the Japanese investigators to convey the idea that life is a story shaped by the way we understand and tell it. Martel employs literary choices such as dialogue, characterization, and symbolism to develop this message throughout the passage.

The dialogue between Pi and the investigators is central to Martel's message. Through their conversation, Martel argues that there is no such thing as an objective truth. When Mr. Okamoto asks for "what really happened," Pi challenges this notion by questioning whether telling something with words already involves an element of invention. Pi's response challenges the idea of objective truth and suggests that there are multiple ways to understand and interpret the same events. This is further emphasized when Pi asks the investigators which story they prefer, the one with animals or without. Martel uses this exchange to illustrate that storytelling is a subjective process and that we bring our own experiences and perspectives to it.

Moreover, Martel uses characterization to develop his message. Pi's character serves as an embodiment of the idea that life is a story. He is a storyteller himself, having told the story of his survival at sea to the investigators. He also has a deep spiritual and philosophical understanding of the world, which is evident in his responses to the investigators. In contrast, Mr. Okamoto and Mr. Chiba are characterized as more rigid and pragmatic in their thinking. They are interested in the "straight facts," which Pi challenges throughout the conversation.

Finally, Martel uses symbolism to reinforce his message. The animals in Pi's story represent different aspects of his own personality and experiences. The tiger, Richard Parker, represents Pi's survival instinct and animal nature, while the other animals represent his faith, hope, and innocence. By incorporating these symbols into the story, Martel emphasizes that our own experiences and perceptions shape the stories we tell about ourselves and the world around us.

In conclusion, Yann Martel uses literary choices such as dialogue, characterization, and symbolism to convey the idea that life is a story shaped by the way we understand and tell it. Through Pi's conversation with the Japanese investigators, Martel challenges the idea of objective truth and argues that storytelling is a subjective process. Pi's character serves as an embodiment of this idea, while the animals in his story represent different aspects of his own experiences and personality. By incorporating these literary choices into the passage, Martel develops a powerful message about the nature of storytelling and its relationship to our understanding of the world.

Explanation:

Shaw’s adaptation challenge the idea in Pygmalion and Galatea that love is what makes people happiest by the note taker says that people are happy when they learn about speech. Hence option (A) is the answer.

The concept that people are happy when they learn about speech is challenged in Shaw's adaption of Pygmalion and Galatea by Pygmalion's creation of a woman and his love for a statue, which shows that there are other factors besides love that can make a man and a woman happy.

Galatea and Pygmalion is a myth. In this fable, Pygmalion made a statue of a woman who had turned away from all the other ladies around him, and he fell in love with him. Hence, it stands to reason that Pygmalion desired a woman who was attractive yet couldn't harm him. The notion that love is what defines individuals is challenged in Shaw's rendition of Pygmalion and Galatea.

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Answer:

According to his own report, Alfred Noyes wrote “The Highwayman” over a two-day period in 1904 when he was 24 years old. (The poem was published in 1907 in the collection Forty Singing Seamen and Other Poems.) “The Highwayman” is a romantic ballad, which means that it is a narrative poem that celebrates passion and adventure. Set in the England of King George III, the poem tells the story of a highwayman, or robber, who has fallen in love with Bess, an innkeeper’s beautiful daughter. The lovers are betrayed by a jealous stable hand, and soldiers attempt to trap the highwayman by taking Bess hostage. In an oddly sadistic scene, the soldiers tie Bess up with a gun pointing into her chest, and then wait in ambush for the highwayman. When Bess hears the highwayman approaching, she warns him by shooting herself; he hears the gunshot and escapes. The soldiers pursue him, however, and he, too, is killed. The poem is notable for the way in which it reverses our expectations concerning light and dark imagery. Ordinarily, we think of the clarity of daylight in positive terms. In “The Highwayman,” however, Noyes associates the daylight with the destructive powers of mankind.

Explanation:

If we close the store now, will we lose money?

Answer:

Ford of Fordship.

Explanation:

Instead of lord, it is considered ford, and instead of lordship, it is considered fordship.

Every query had a power that was lost in the response, which is a literary device known as a paradox.

A statement that initially seems to be in conflict with common sense or contradictory is called a paradox because, upon closer inspection, it reveals a deeper truth.

In this instance, the paradoxical statement implies that the act of questioning can sometimes be more valuable than the answer itself, that questions themselves have a certain power or significance that is diminished or lost once they are answered, and that this power or significance is present in the questions before they are answered.

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Answer: quotation mark

Explanation:

Answer: "But the floor still groaned and sagged to the corners, threatening to collaspe and bring the house down with it"

Explanation: This shows the house is in bad condition

Answer:

The Sun, the star at the heart of our solar system, is where all life on Earth originates.

Explanation:

Introduction : The Sun, the star at the heart of our solar system, is where all life on Earth originates.

Body: The Sun is a huge gas orb that radiates heat, light, and radiation. It controls the climate and weather on Earth and supplies the energy needed for photosynthesis. It undergoes nuclear fusion on a continuous basis and has a lifespan of about 10 billion years.

conclusion :

it is impossible to exaggerate how crucial and intriguing the Sun is to our solar system. It serves as a continual reminder of the strength and beauty of nature, which we must preserve for future generations.

In this passage from "The Family of Little Feet" in The House on Mango Street, the author uses word choices that create a sense of excitement and fantasy, such as "Hurray!" and "Cinderella." The analogy of the characters being like Cinderella with their perfectly fitting shoes adds to the whimsical tone. Additionally, the allusion to Cinderella is a nod to the traditional fairy tale of a girl finding her prince charming, further emphasizing the dreamlike quality of the moment.

An analogy is a comparison of two things, usually used to explain or clarify something new by comparing it to something more established. In order to explain or clarify the unfamiliar subject, it entails identifying a relationship or similarity between two separate things or concepts and stressing it. In order to help readers or listeners better understand difficult ideas or information, analogies are frequently employed in writing, speaking, and teaching.

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Answer:

brief story and critique of the book "The Catcher in the Rye" by J.D. Salinger:

"The Catcher in the Rye" follows the story of Holden Caulfield, a teenage boy who has just been expelled from his prep school. Over the course of the book, Holden wanders around New York City, interacting with a variety of characters and reflecting on his own experiences and beliefs.

While some readers may find Holden's character relatable or sympathetic, others may find him frustrating or even insufferable. His self-absorption, tendency to lie, and dismissive attitude towards others can make him a difficult protagonist to root for. Additionally, some may criticize the book for its lack of plot, as the story mostly consists of Holden's internal musings rather than a clear narrative arc.

However, "The Catcher in the Rye" is also praised for its frank and honest portrayal of adolescence, as well as its commentary on societal expectations and the pressures placed on young people. Its themes of alienation, innocence, and loss of innocence continue to resonate with readers today. Overall, while it may not be for everyone, "The Catcher in the Rye" remains a classic and influential work of literature.

Explanation:

The following sentence is an illustration of an inference one can draw from "To Build a Fire": The man dies as a result of his arrogance and overconfidence.

The term "inference" describes a conclusion reached after extensive observation and experimentation. Inference reflects one's opinion or judgment regarding a specific subject.

Inference can be exemplified by reading between the lines or making a reasonable assumption about what you don't know based on what you do know. Readers who make inferences offer the text a distinctive and memorable flavor by deriving their own conclusions from the book's suggestions and their own experiences.

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Question:-

Which statement is an example of an inference you can make about "To Build

a Fire," based on information from the text?

A. The man dies because of overconfidence and arrogance.

B. The man refuses to listen to the old-timer's advice.

C. The man must build a fire because his feet get wet.

D. The man dies because he is unable to build a fire.

In the mid-1970s, while doing research for Maus, Art visited Sosnowiec in his parents' home country of Poland.

Parents should be aware that The Complete Maus by Art Spiegelman is a powerful graphic novel about the Holocaust with disturbing content. Jews are depicted as humanoid mice; Poles are pigs, while Germans are cats. The characters are starved, beaten, shot, sprayed with gas, poisoned, and hanged. Others take their own lives.

"Using books like Maus to teach about the Holocaust can encourage students to critically consider the past and their own roles and responsibilities today." 1/ By sharing the intimate and personal stories of Holocaust victims and survivors, Maus has contributed significantly to education about the Holocaust.

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Answer:

Explanation:

1. "This is the very false gallop of verses: why do you infect yourself with them?" (Viola, Act 2, Scene 3, Lines 8-9)

2. "I can do strange things. I am not what I am." (Feste, Act 1, Scene 5, Lines 36-37)

3. "What country, friends, is this?" (Viola, Act 3, Scene 4, Lines 3-4)

4. "What's mine is yours, and what is yours is mine." (Orsino, Act 2, Scene 4, Lines 39-40)

The time can't be spread over more than a day.

spread-over potential the duration in any day from the time an Employee commences work until he ceases work for that day; Sample 1. spread-over potential the length from the time a workforce member first starts work in anybody 24 hour.

The spread of hours is the size of the interval between the beginning and give up of an employee's workday. The spread of hours for any day consists of working time plus time off for ingredients plus intervals off duty.

As per the Factories Act 1948, each and every person (a man or woman who has executed 18 years of age) can't work for extra than forty eight hours in a week and not extra than 9 hours in a day. According to Section fifty one of the Act, the spread over ought to now not exceed 10-1/2 hours.

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Answer:

"There couldn't be a solitary thing mentioned."

Explanation:

Famous Author John Green Visits Our School

Our school recently had the honor of hosting a visit from the renowned author, John Green. John Green is a bestselling author, vlogger, and podcaster, best known for his young adult novels such as The Fault in Our Stars and Paper Towns.

The purpose of his visit was to speak to our students about the importance of reading and writing, and to inspire us to pursue our creative passions. He gave an engaging and inspiring talk, discussing his own writing process, his favorite books and authors, and how he deals with the ups and downs of the creative process.

What I admired most about John Green was his honesty and authenticity. He shared personal stories about his struggles with mental health and how writing has helped him cope with anxiety and depression. He encouraged us to be open and honest about our own struggles, and to use writing as a tool for self-expression and healing.

I also learned a lot from John Green's visit about the writing process itself. He talked about the importance of perseverance and hard work, and emphasized the importance of revision and editing in the writing process. He also stressed the importance of reading widely and being open to new ideas and perspectives.

Overall, John Green's visit was an unforgettable experience that left a lasting impression on our school community. His message of creativity, honesty, and perseverance is one that will stay with us for a long time to come. We are grateful for the opportunity to have met such an inspiring and talented individual, and we hope to welcome him back to our school in the future.

Relating Crusoe’s thoughts in the form of a journal helps the reader see both exterior (physical) and interior (psychological) events most accurately describes the impact of structuring the narrative of Robinson Crusoe in the form of a journal. Option B)

By structuring the novel in the form of a journal, the reader gains access to both the external events that occur in Robinson Crusoe's life as well as his internal thoughts and emotions. The journal format allows Crusoe to provide detailed descriptions of his surroundings and the challenges he faces, as well as his reflections on his experiences and his own personal growth.

Through Crusoe's journal entries, the reader is able to gain insight into his psyche, including his feelings of loneliness, despair, and hope, as well as his efforts to adapt to his circumstances and maintain his sanity in the face of adversity. This provides a more nuanced and complex portrayal of Crusoe's character than would be possible through a more objective or detached narrative style.

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The quotes which best supports the answer to Part A in Witchcraft in Salem is "Parris had a slave from the Caribbean named Tituba. Several of the town's teenage girls began to gather in the kitchen with Tituba early in 1692." (Paragraph 2). The Option A is correct.

The ordeal began in the home of Reverend Samuel Parris of Salem. Tituba, a Caribbean slave, worked for Parris. Early in 1692, several of the town's teenage girls began to congregate in Tituba's kitchen. As winter gave way to spring, the townspeople were astounded  by Tituba's young followers' actions.

They were said to have performed a black magic ritual in the nearby woods. Several of the girls would collapse to the floor and scream. This behavior quickly spread throughout Salem. Ministers from neighboring towns came to Salem to offer their wise counsel. The discussion shifted to determining who was to blame for this mess.

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Answer:

In criminal justice, closed-system and open-system models represent two different approaches to understanding how criminal justice systems operate. The primary differences between these two models are:

Scope: Closed-system models view the criminal justice system as a self-contained entity that operates independently of external factors. Open-system models, on the other hand, recognize that the criminal justice system is influenced by social, economic, and political factors beyond its control.

Flexibility: Closed-system models are rigid and inflexible, with fixed procedures and protocols that are adhered to regardless of context. Open-system models are more adaptable, with the ability to adjust procedures and protocols in response to changing circumstances.

Efficiency: Closed-system models prioritize efficiency and uniformity in the administration of justice, often at the expense of fairness and individual rights. Open-system models prioritize fairness and individual rights, even if it means sacrificing some efficiency.

Feedback: Closed-system models are self-contained and do not seek feedback from external sources. Open-system models seek feedback from external sources to improve performance and ensure accountability.

Overall, closed-system models tend to be more authoritarian, while open-system models are more democratic and participatory. However, both models have their strengths and weaknesses, and many criminal justice systems combine elements of both.

Explanation:

The idea that best supports Hope's argumentative essay against learning more than one musical instrument at a time is option c which is  "My brother got confused while trying to learn guitar and piano."

An argumentative essay is a type of academic writing that presents a claim or argument and supports it with evidence and reasoning. The goal of an argumentative essay is to persuade the reader to accept the writer's point of view or position on a particular issue or topic. To achieve this goal, an argumentative essay typically includes the following elements:

Therefore, this statement implies that learning multiple instruments at once can be confusing and overwhelming, which is the central argument of Hope's essay. By providing an example of someone who struggled with learning multiple instruments simultaneously, Hope is trying to persuade readers that it is not a good idea to attempt this approach.

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Answer:

b

Explanation:

because its a counterclaim

Answer:

Explanation:

I can offer some general advice on writing processes.

What works well:

Setting clear goals and objectives before starting to write

Creating an outline or structure for the writing

Taking breaks and coming back to the writing with a fresh perspective

Seeking feedback from others to improve the writing

Editing and revising multiple times to refine the content and language

What tends to be a struggle:

Getting started or finding motivation to write

Overthinking and getting stuck on certain sections of the writing

Procrastinating or delaying the writing process

Struggling to organize thoughts and ideas cohesively

Finding the right balance between being creative and being concise

Adjustments to make going forward:

Establish a consistent writing routine or schedule to develop discipline and productivity

Experiment with different techniques or tools such as free writing or mind mapping to generate ideas

Take breaks and engage in activities that help with relaxation and stress reduction

Seek feedback from a variety of sources, including peers, instructors, and writing centers

Continuously practice and hone writing skills through regular reading and writing exercises.