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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They traveled to western Wyoming
Answer: A. designating an anti-charity should be more effective because loss aversion will provide additional motivation
.
Options:
A. designating an anti-charity should be more effective because loss
aversion will provide additional motivation
B. designating a charity should be more effective because it avoids all potential for loss
C. it shouldn’t matter whether one designates a charity or anti-charity
D. self-interest biases generally keep people from choosing the anti-charity
Explanation:
The study of behavioral Economics shows that people are more driven by the loss of fear than the hope of gain. This is known as loss aversion. In commitment contracts where penalty money is promised to a charity or an anti-charity if the goal is not achieved, those who promise their money to an anti-charity tend to achieve their goals more. The same also applies when comparing this group and those who do not have to forego anything if they do not meet their target.
This is because giving to a charity will still seem beneficial while losing the money to an anti-charity will seem like a total loss.
Answer: would be their HIGH SCHOOL GRADE-POINT AVERAGE.
Social cognitive theory explains that the knowledge acquired by an individual either in education, communication or psychology can be used to observe and predict future performance in some aspects.
According to Wikipedia, the Social Cognitive theory states that:
"when people observe a model performing a behavior and the consequences of that behavior, they remember the sequence of events and use this information to guide subsequent behaviors."
The social cognitive theory is the best to predict the success of the student as it is used to guide and provide probability about subsequent behaviours
Both would have the same wavelength but would differ based on what physical property of light it is known as amplitude.
The wavelength is the distance between two wave crests, and it will likely be equal for troughs. The frequency is the number of vibrations that pass over a given spot in one 2nd, and its miles are measured in cycles according to 2nd (Hz) (Hertz). The relation between wavelength and frequency is mentioned in this text. Right here are some examples of wavelength: instance 1: Yellow mild. All seen light corresponds to a wavelength variety of four hundred - 700 nanometers (nm). Yellow light has a wavelength of about 570 nanometers. Wavelength (nm)
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