Ashley grew up in a poor neighborhood with parents who struggled to pay their bills. she was even homeless for several months as a child after her family was evicted from their apartment. as an adult, ashley makes enough money to live comfortably, but she has a fuller understanding of socioeconomic class due to her experiences as a child. ashley's perspective on class is an example of

Rule one, don't chase them that makes them run and you're playing along with their game

Rule two, Never yell at them in anger.  And do not administer punishment without them knowing what they did, and what you expected of them.

He used aggressive discipline.  While I support spankings, they should not be used as the only way of punishing, and not the first thing to do. There should be other solutions available to handle the situation.

TIP: An hour before bed time, get them prepared to go to bed. Give them a warm bath preferably an oatmeal bath or a few drops of lavender for calming  , drink warm milk ( or warm almost hot water if they're lactose intolerant.),  watch a sleepy show, tickle/stroke their back ( not so much to get the giggles just a calm consistent stroke.), play soft music as a whitenoise for the background, dim the lights and keep the room at a warm temperature.  Keep the mood soft and sleepy like.

A few minutes before bed time, read to them. Read a nice story that isn't bright and colorful and has an exciting theme, instead something that's soft toned to read. Make sure that an hour before all of this their room is cleaned up and that the bed is made ( Maybe toss their blanket/comforter in the dryer so that they come to a nice warm bed.)

All of this will prepare them for bed time. If for some reason they're STILL up and running around ( Jeez I wanna have some of what that kid got into.), ignore them till they tire out for the first few moments. If you put them to bed and they got out, pick them up say bed time and put them to bed. Do this up to three times if they keep getting out and by the third time, say nothing. Do not say Anything. Just pick them up and put them to bed.

Keep doing this and yes, finally they will stay in bed and you will be able to sleep soon. Just be consistent and you've nailed bedtime into their schedule.

Stanley has used nonverbal behavior to supplement his verbal behavior. By shaking his head 'no' and avoiding eye contact, he communicates without using words that he does not have his essay ready to turn in, even though he doesn't verbally confirm it.

Nonverbal communication plays a critical role in how we convey information and our feelings or intentions to others. In the scenario presented, Stanley utilizes nonverbal cues - a headshake and his gaze - to convey a message. Shaking the head 'no' is a universal gesture that people often understand to mean disagreement or negation. Avoiding eye contact is a behavior that indicates discomfort, avoidance, or sometimes respect in different cultures. Stanley's instructor likely interprets these nonverbal signals as an indication that Stanley does not have his essay, despite the absence of a verbal response. Nonverbal behaviors can accompany, contradict, enhance, or even replace verbal communications, depending on the context and the communicator's intention. Nonverbal cues are a vital part of communication studies and help to understand the complete picture of human interaction.

Jerry, from the 'Seinfeld' episode, demonstrated self-censorship when he consciously avoided using the term 'scalper' in conversation with a Native American individual.

In the scenario you've described from the 'Seinfeld' episode, Jerry is exhibiting a communication behavior known as self-censorship. Self-censorship refers to the act of intentionally and consciously withholding information, specifically in the context of censorship, for fear of the fallout or backlash that may potentially occur if that information was made public. In Jerry's case, he intentionally avoided using the term 'scalper' in the presence of a Native American due to the ethnically offensive nature of the word, thereby practicing self-censorship.

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Jerry's behaviour in the Seinfeld episode represents self-censorship, which involves holding back from saying potentially offensive or sensitive terms.

In the Seinfeld episode, Jerry exhibited a communication behaviour known as self-censorship. This is when a person chooses not to express something or stops themselves from saying something that could be offensive or inappropriate to others, especially within certain social contexts or when the terminology may carry a historical stigma. Jerry, by halting his use of the term "scalper" upon realizing it might be offensive to a Native American, was being sensitive to the cultural and social implications of his word choices.

Toddlers who favorably resolve Erikson's stage of autonomy versus shame and doubt develop control over the superego, a positive self-concept, the trait of hope, and an easy temperament.

Toddlers who favorably resolve Erikson's stage of autonomy versus shame and doubt develop control over the superego. Autonomy versus shame and doubt is the stage in Erikson's psychosocial development theory that occurs during toddlerhood (ages 1-3 years). In this stage, toddlers work to establish independence and resolve the conflict between wanting to do things themselves (autonomy) and feeling ashamed or doubtful of their abilities.

By successfully resolving this stage, toddlers develop a sense of control over their actions and gain confidence in their abilities. This stage sets the foundation for their future development and self-concept. It does not directly lead to control over the superego, as the superego is related to moral conscience and internalized societal values.

Instead, successfully resolving autonomy versus shame and doubt contributes to the development of characteristics such as a positive self-concept, the trait of hope, and an easy temperament. These characteristics are important for healthy development and contribute to a toddler's overall sense of identity and social competence.

All listed items indicate that we are approaching the scene of the collision. Flashes and warning triangles can also be seen when approaching the railroad crossing, but there are no vehicle's hazard lights, and vehicles for emergency cases, unless it's a collision, again. On parades can be seen such vehicles, if someone is tormented, but then there is no warning trianggls and flashers.  Answer is collision.

Answer:

Schaie and willis' re-organizational stage of cognitive development occurs in the young-old years

Explanation:

A stage theory wherein human intellectual procedures are set to create inside up to five periods during the life expectancy is what is discussed by Schaie. In the main, acquisitive stage, a person's essential subjective undertaking is to get learning and scholarly aptitudes. Comparing to formative methodologies, for example, that of Jean Piaget, this stage happens from the outset through adolescence.

The hypothetical model presented by Share bases in the satisfaction of inspirational points along the imperative cycle that go addressing to the three inquiries clarified already

The reorganizational stage of cognitive development mentioned by Schaie and Willis occurs in late adulthood, typically after retirement, focusing on life restructuring and adapting to new personal goals.

Cognitive Development in Adulthood

The reorganizational stage of cognitive development mentioned by Schaie and Willis generally occurs during late adulthood. This stage is part of a theory that elaborates on cognitive development beyond the stages established by Jean Piaget, who identified four main stages: sensorimotor, preoperational, concrete operational, and formal operational. Schaie and Willis' stages of development include additional phases that continue into adulthood, postulating that cognitive development can continue and reorganize beyond those proposed by Piaget.

The stage of reorganization typically comes after one's career has ended, and the focus shifts from achieving career goals to finding new purposes and organizing one's life in retirement. This reorganizational stage is characterized by restructuring one's life and cognitive priorities to adapt to the changes in lifestyle and personal goals that come with leaving the workforce.

In the broader context of development, Piaget's theory posits that our cognitive abilities develop through distinct stages, but theories like those of Schaie and Willis build on this to include the continued growth and adaptation of cognition throughout the entire lifespan, involving both assimilation and accommodation of new experiences and information.

Conversion disorder comes from old Egypt, and was some time ago known as "hysteria". The idea of conversion disorder reached noticeable quality toward the last part of the nineteenth century, when the neurologists Jean-Martin Charcot and Sigmund Freud and Pierre Janet concentrated their examinations regarding the matter.

Final answer:

Freud's concept discussed in the context of the symptoms resembling Tourette syndrome in teenage girls from LeRoy is known as secondary gain, which relates to increased attention and sympathy from others. Cultural factors, under the umbrella of Cultural Concepts of Distress, play a significant role in how different societies conceptualize and react to mental illness, and this has implications for treatments of disorders like PTSD.

Explanation:

The symptoms experienced by the teenage girls from LeRoy, New York, similar to those of Tourette syndrome, led to a diagnosis of conversion disorder. In Freud's account of conversion disorders, a concept he discussed is secondary gain, which refers to the greatly increased attention and sympathy one might receive from loved ones, as well as the avoidance of difficult situations or tasks that might result from having such a disorder. This attention and avoidance can sometimes act as a reinforcing mechanism, potentially maintaining or exacerbating symptoms.

Cultural concepts of distress (CCD) are also relevant when considering disorders like conversion disorder, as CCD refers to the distinct ways cultural groups experience and conceptualize mental illness, often manifesting as physical and/or social symptoms. These are influenced by cultural factors and may vary significantly between different societies and cultural groups, extending beyond a medical diagnosis to encompass broader social and psychological elements.

In relation to PTSD and similar conditions, understanding the cultural context is important in supporting effective treatment approaches and in recognizing that reactions to traumatic experiences such as extreme stress or anxiety can be normal responses rather than simply 'disorders' to be medicalized.

The correct answer is grassroots mobilization. Grassroots mobilization is being defined as having an individual citizens to be empowered in which is a way of making an individual to take an inactive role in regards with the political processes and as well as the legislative processes.

"The correct action is to immediately stabilize the child's airway, breathing, and circulation (ABCs) while preparing for potential spinal injury.

Given the mechanism of injury (falling from a height and landing on her head), there is a high index of suspicion for head trauma, cervical spine injury, and possibly other injuries that are not immediately apparent. The child's unresponsiveness, slow and irregular respirations, and presence of blood from the mouth and nose indicate that she may be in respiratory distress or failure, which requires immediate intervention.

Here is the step-by-step approach:

1. Airway (A): The airway may be compromised due to the presence of blood and potential for tongue obstruction in an unresponsive patient. It is crucial to clear the airway of any obstructions, such as blood or vomit, and maintain cervical spine precautions during airway management. This may involve using airway adjuncts like a nasopharyngeal or oropharyngeal airway, and being prepared to perform intubation if necessary.

2. Breathing (B): The child's slow and irregular respirations suggest inadequate breathing. Supplemental oxygen should be administered, and assisted ventilation may be required using a bag-valve-mask (BVM) device. It is important to auscultate the lungs to check for signs of pneumothorax, hemothorax, or other chest injuries that may compromise breathing.

3. Circulation (C): Ensure that the child has adequate circulation. Check for a pulse, which may be weak or rapid in the setting of shock. Establish intravenous (IV) or intraosseous (IO) access to provide fluids or blood products if needed. Monitor vital signs closely, including heart rate, blood pressure, and oxygen saturation.

4. Disability (D): Assess the child's level of consciousness and neurological status, although this may be difficult in an unresponsive patient. Pupil size and reactivity should be checked as a basic neurological examination.

5. Exposure (E): Quickly expose the child to perform a thorough examination while preventing hypothermia, especially in a pediatric patient.

6. Spinal Precautions: Given the mechanism of injury, it is important to immobilize the cervical spine to prevent further injury. This is done by applying a cervical collar and placing the child on a backboard.

7. Prepare for Transport: Once the child is stabilized as much as possible on scene, prepare for immediate transport to a definitive care facility, ideally a pediatric trauma center. Continuous monitoring and reassessment are essential during transport.

8. Notify the Trauma Team: Before arrival at the hospital, notify the trauma team so they can be prepared for the child's arrival and expedite further care, including imaging and potential surgical interventions.

In summary, the immediate focus should be on stabilizing the child's airway, breathing, and circulation with spinal precautions, followed by rapid transport to a facility capable of providing definitive care for her injuries."

The feature of English verbs mainly ending in -ed to display past tense is an example of the grammar component of the language, indicating rules used to express meaning.

The fact that English grammar dictates most verbs to end in -ed to indicate past tense is an example of the grammar component of language.

The term grammar refers to the set of rules that are used to convey meaning through the use of a lexicon. It encompasses concepts such as syntax, which refers to the way words are arranged in sentences, and morphology, which involves how words are formed.

In this case, the rule of ending most verbs with -ed to indicate the past tense is a part of English grammar, demonstrating how the language communicates information about time and action.

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Final answer:

The phenomenon described is known as the tip-of-the-tongue effect, which is when a person is unable to recall a word or name that they know and feel is just outside of their reach.

Explanation:

The phenomenon described is known as the tip-of-the-tongue effect. It is when a person is unable to recall a word or name that they know and feel is just outside of their reach. This is a common memory error that occurs when the memory retrieval process is not successful.

A similar example is when you know the answer to an exam question but can't bring it to mind at that moment. The tip-of-the-tongue phenomenon occurs when the targeted information is momentarily inaccessible even though it is stored in the long-term memory of the individual.

A study has shown that the tip-of-the-tongue phenomenon is more likely to happen when the person has partial knowledge of the target word. It can be triggered by various factors, such as the familiarity or frequency of the word in the person's memory.

d

d

c  

trust me I got 100 %

Final answer:

Peter's refusal to attend the party due to the legal drinking age, despite not fearing getting caught, places him in the conventional stage of Kohlberg's stages of moral development, which emphasizes following societal rules because they are seen as inherently right.

Explanation:

Peter's decision to not attend a party where alcohol is present because he is under the legal drinking age, despite knowing he won't get caught, reflects a level of moral development described by Lawrence Kohlberg. In this scenario, Peter is operating within the conventional stage of moral development. At this stage, individuals recognize the importance of following societal rules and laws not just to avoid punishment, but because they believe it is the right thing to do. This stage is typically seen in early adolescence where there is a significant emphasis on conforming to societal norms and understanding the social order.

Peter's action embodies the realization that laws and societal standards have inherent value, which is a key characteristic of the conventional stage. His decision is based on a respect for legality and the moral belief that one should not do something illegal, underscoring his moral reasoning has evolved beyond just avoiding punishment (a characteristic of the pre-conventional stage) and is grounded in a deeper understanding of the role of laws in society.

Answer: Demand greatly increases

Explanation:

Compulsive behaviors are typically reinforced by the anxiety reduction they provide, which is a characteristic of negative reinforcement in operant conditioning.

Learning theorists have suggested that compulsive behaviors are reinforced by anxiety reduction. This concept falls within the realm of operant conditioning, a form of associative learning where a behavior's frequency is increased due to the removal of an unpleasant stimulus, known as negative reinforcement. Therefore, engaging in the compulsive behavior reduces anxiety, which reinforces the continuation of the behavior.

In contrast to instinctual or innate behaviors, learned behaviors such as compulsive actions are acquired through environmental interactions and are modified by experience. Conditioned behaviors, especially as described in operant conditioning by B.F. Skinner and the law of effect by Edward Thorndike, explain how behaviors followed by satisfying consequences are likely to be repeated. Thus, if compulsive behaviors alleviate anxiety, they are likely to become reinforced and repeated.

Answer:

Explanation:

Cognitive-behavioural therapists have the goal of changing patterns of thinking that are just behind their behavioural difficulties. So, in order to achieve that, the therapist probably is gonna be interested in the client's thinking during the panic event, before and after, to understand deeply the possible reasons.