Where does the centre of learning of Archaeology studies lie in? ?->(Show Answer!)

1. Where does the centre of learning of Archaeology studies lie in?

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MCQ-> Read the following passage and answer the questions. Passage: Archaeologists study human prehistory and history, from the development of the first stone tools at Lomekwi, eastern Africa, 3.3 million years ago up until recent decades. Archaeology as a field is distinct from the discipline of paleontology, the study of fossil remains. Archaeology is particularly important for learning about prehistoric societies, for whom there may be no written records to study. Prehistory includes over 99% of the human past, from the Paleolithic until the advent of literacy in societies across the world. Archaeology has various goals, which range from understanding culture history to reconstructing past life, ways to documenting and explaining changes in human societies through time. The discipline involves surveying, excavation and eventually analysis of data collected to learn more about the past ... Archaeology developed out of antiquarianism in Europe during the 19th century, and has since become a discipline practiced across the world. Since its early development, various specific sub-disciplines of archaeology have developed, including maritime archaeology, feminist archaeology and archaeoastronomy, and numerous different scientific techniques have been developed to aid archaeological investigation. Nonetheless, today, archaeologists face many problems, such as dealing with pseudoarchaeology, the looting of artifacts, a lack of public interest, and opposition to the excavation of human remains.The purpose of Archaeological studies is different from paleontology, which mainly deals with ...........
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MCQ-> Analyse the following passage and provide appropriate answers for questions that follow. The understanding that the brain has areas of specialization has brought with it the tendency to teach in ways that reflect these specialized functions. For example, research concerning the specialized functions of the left and right hemispheres has led to left and right hemisphere teaching. Recent research suggests that such an approach neither reflects how the brain learns, nor how it functions once learning has occurred. To the contrary, in most ‘higher vertebrates’ brain systems interact together as a whole brain with the external world. Learning is about making connections within the brain and between the brain and outside world. What does this mean? Until recently, the idea that the neural basis for learning resided in connections between neurons remained a speculation. Now, there is direct evidence that when learning occurs, neuro – chemical communication between neurons is facilitated, and less input is required to activate established connections over time. This evidence also indicates that learning creates connections between not only adjacent neurons but also between distant neurons, and that connections are made from simple circuits to complex ones and from complex circuits to simple ones As connections are formed among adjacent neurons to form circuits, connections also begin to form with neurons in other regions of the brain that are associated with visual, tactile, and even olfactory information related to the sound of the word. Meaning is attributed to ‘sounds of words’ because of these connections. Some of the brain sites for these other neurons are far from the neural circuits that correspond to the component sounds of the words; they include sites in other areas of the left hemisphere and even sites in the right hemisphere. The whole complex of interconnected neurons that are activated by the word is called a neural network. In early stages of learning, neural circuits are activated piecemeal, incompletely, and weakly. It is like getting a glimpse of a partially exposed and blurry picture. With more experience, practice, and exposure, the picture becomes clearer and more detailed. As the exposure is repeated, less input is needed to activate the entire network. With time, activation and recognition become relatively automatic, and the learner can direct her attention to other parts of the task. This also explains why learning takes time. Time is needed to establish new neutral networks and connections between networks. Thi suggests that the neutral mechanism for learning is essentially the same as the products of learning. Learning is a process that establishes new connections among networks. The newly acquired skills or knowledge are nothing but formation of neutral circuits and networks.It can be inferred that, for a nursery student, learning will ...
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