Answer:
Stimulus discrimination
Explanation:
Stimulus discrimination is simply known as the way, means or process by which we learn to show (display) a specific or a type of behavior in the presence of some stimuli but not in the presence of other stimuli. It is different response in the presence of different stimuli.
Stimulus discrimination training process includes using differential reinforcement to reinforce a behavior in the presence of one stimulus and and thereafore remove or destroy it in in the presence of others.
Answer: Rightly so, every place experience scarcity or shortages of some sort.
Scarcity can be defined as a lack or deficiency of something. It is a situation whereby something that is readily available is in an inadequate amount.
West Africa, Nigeria, one of the scarcity experienced here is electricity.
In Nigeria, about 40,000 megawatts is needed to sustain the basic population but only about 5,000 megawatts is readily available, that is just 12.5% of the total needed. This a clear definition of scarcity.
Answer:But Owen believed these social evils could be eradicated - not through religion or through individual responsibility as many people of the time thought, but through socialist ideals. As a utopian socialist, Owen believed that if a community shared everything and made communal decisions, they could create a utopia.
Explanation:
Primary appraisal appraisal involves judging whether a stressor is either a threat or a challenge.
<h3>Define Primary appraisal . </h3>
The cognitive process known as primary appraisal takes place when a person evaluates whether or not an incident is upsetting and significant to them. An assessment of the event's threat, likelihood of harm or loss, and challenge are made at this phase.
<h3>Describe Primary and secondary evaluation.</h3>
It is important to first assess whether the stressor is dangerous. The individual's assessment of the tools or coping mechanisms at his or her disposal for dealing with any perceived risks constitutes secondary appraisal.
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When contrasting life-course persistent offenders with adolescent-limited offenders, researchers agree that: the causes and consequences of the two are very different.
One of the strongest correlates of crime is age, with a common empirical finding of an adolescent rise and peak of offending. One theory in particular, Moffitt’s developmental taxonomy, advances a specific hypothesis for the age–crime relationship, with a focus on a specific typology of offenders, adolescence-limited who offend for specific reasons during adolescence. This chapter reviews the adolescence-limited hypothesis relevant empirical research, and concludes with summary statements, challenges to Moffitt’s adolescence-limited hypothesis, and directions for future research.
There are other theories that have been developed to explain the rise and peak of adolescent offending. Patterson (1997) set out a learning model in which decreases in parents monitoring and supervision during adolescence lead adolescents to offend. Another explanation is Agnew’s (2003) integrated theory of the adolescent peak in offending. Recalling that adolescents are given only some adult privileges and responsibilities, Agnew believes that this has important effects on increasing delinquency among adolescents, including a decline in supervision increased social and academic demands participation in a larger, more diverse peer-oriented social world an increase in the desire for adult privileges, and reduced ability to cope in a legitimate manner and an increase in the disposition to cope in an illegitimate (delinquency/crime) manner to attain the adult privileges and goods they want
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