Explanation:
When students come into the university and become members of the institution for the first time they usually face a number of adjustment problems, the result of stressful experiences they are subjected to by the conditions, events, or situations in their new environment. This study was, therefore, an attempt to find out the nature of students' experiences by finding out aspects (conditions and or events) of the university they assessed as stressful especially during their early days in the university. A 40-item questionnaire, with statements clustered into five categories of stress-induced factors of university, was used to collect relevant data. The subjects responded to the questionnaire in terms of their assessment of their experiences of the different aspects of the university presented to them on the questionnaire. The results revealed that factors associated with Financial Difficulties, Demands of the University Environment and the University Administrative Process (in that descending order) were assessed as stressful. While data analysis revealed significant sex differences in the assessment of stressful experiences with various aspects of the university, no significant differences were found on the basis of subjects' age groups and institutional affiliations.
Eastern and Western Hemispheres.
The correct answer is deamplification.
Ekman and Friesen define <span>deamplification as the process wherein an individual does not externally express an emotion he or she is feeling. For instance, if you are upset after receiving some bad news, but make sure you don not appear sad through your facial expressions since you have to give a speech, you are demonstrating deamplification. </span>
A functional account of language puts an emphasis on the behavior of the speaker.
This is one of the advantages in Using Skinner's Analysis. Teaching with this approach results in increases in expressive language and decreases problem behavior (over 100 empirical published studies).It describes strategies to teach language regarding what words to teach, when to teach a word, and how to teach a word. More accurately describes defective language than formal / traditional accounts.
As an example, instead of just teaching a word, we must teach them how to functionally apply those words. For example, a child with autism might say the word "toilet" when they see one, but may not be able to say "toilet" when they need to use the bathroom or answer correctly when asked what a toilet is used for.
