What are the similarities and differences between primary dimensions of culture and secondary dimensions of culture?
What will be an ideal response?
Ans: Answers to this question will vary but should include elements of the following: Similarly, both primary and secondary dimensions or identities have shared characteristics, including behaviors, beliefs, values, traditions, customs, habits, rituals, experiences, taboos, and histories. These dimensions both work together to form a powerful set of beliefs, values, norms, perceptions, and experiences that impact our behavior throughout our lives. Differences include primary dimensions of culture are those with which we are born and that are fairly challenging to change. They form the core of how an individual defines himself or herself. They may cause internal conflict in an individual. Secondary dimensions of culture are those over which we have some choice and can alter more easily than primary dimensions.
You might also like to view...
If something unexpected happens in your planned group time, children may ask questions you are unprepared to answer
Indicate whether the statement is true or false
When assessing a child the instruments used
A) must be administered electronically. B) must be in the child's dominant language or preferred mode of communication. C) should discriminate against the child's ethnicity. D) must not discriminate against the child's race or ethnicity. E) must be in the child's dominant language or preferred mode of communication and must not discriminate against the child's race or ethnicity.
According to Ross, children have stages of development in understanding place value. Which of the following best describes the sequence?
a. understanding numeration structure, identifying the face value of digits, then associating two-digit numerals with the quantity they represent b. identifying the positional names, identifying the face value of digits, then associating two-digit numerals with the quantity they represent c. associating two-digit numerals with the quantity they represent, identifying the positional names, then identifying the face value of digits d. none of the above
Which math concept does a child learn from putting circles in one basket, squares in a second basket and triangles in another basket?
A. On-to-one correspondence B. Sorting C. Measurement D. Classifying