Ateacher who is constructively assertive would be most likely to endorse which one of the following aphorisms? a. "busy hands are happy hands."b. "don't turn your back on the enemy."c. "there are many reasons for misbehavior, but no excuses."d. "you'll catch more flies with honey than with vinegar."

c. "There are many reasons for misbehavior, but no excuses

Explanation:

Constructive assertiveness is meant to be positive all the time. A teacher who has constructive assertiveness doesn't attack their students or make them feel inferior.

Assertiveness doesn't include being argumentative and hostile towards the students and accusing them but it focuses on building respect towards the process of learning.

A teacher with assertiveness determine the problem and clearly explains to the students why that particular situation is a problem.

This is done so that a student doesn't feel accused but focuses on what the problem is otherwise the student may become defensive when they feel accused.

"There are many reasons for misbehavior, but no excuses

This statement is meant to make a student understand that nomatter how they feel but they still need to abide by the rules otherwise they will have to be accountable for their own behavior.

1) good with knives

2) good at manipulating

3) have lots of wisdom

    racial conflict and discrimination has existed ever since man learned to kill with rocks and bones. these conflicts arose from disputes between territory, power, wealth, religion, or simple difference. some of the most infamous racial disputes include slavery, the holocaust, and the civil rights movement.

    these listed disputes often resulted in casualties from all sides. riots, wars, imprisonment, and lynching are all commonly associated with racial conflict on severe levels.

      however, racism is an improving issue in recent decades. people are being more accepting and welcoming of diverse populations. though, the world isn't perfect and it will take much more time, if ever, until the world is rid of racism.