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Nataly_w [17]
2 years ago
6

PLS FAST!! WILL GIVE BRAINLIEST!! 30 POINTS!! Sarah has been dating Aiden for about six months. At first, they had a lot of fun

together. He made her feel really special. Now, Sarah feels trapped. Aiden has fits of jealousy if she talks to another boy, even when the teacher assigns her to work with a boy as part of a group project. Aiden insists that Sarah spend every Friday and Saturday night alone with him, and Sarah is losing touch with her friends. When Sarah did not answer one of Aiden’s texts right away, he gave her the silent treatment for days. When Sarah tried to talk to Aidan about it, he lost his temper and punched her in the face. Consider this scenario as you answer the following questions.
What internal factors might be influencing Sarah’s decision to stay in this relationship?
What external factors might be influencing Sarah’s decision to stay in this relationship?
What advice would you give Sarah if you were her friend?
Health
2 answers:
Mkey [24]2 years ago
7 0

Answer:

Internal factors: she didn't want to loose someone or something she have and she are frightened from trying to make relationship with another person.

External factors: that she are frightened from his reaction.

My advice to Sarah is to leave, don't look at him again and feel safe because couldn't do any thing to her and don't talk with other gender (just for need).

If it's right, rate it as a brainliest answer.

katen-ka-za [31]2 years ago
4 0

Answer:

A. The Fun And Care They've Been Having Together Might Be The Internal Factors

B. Distance, Interest And Demands

C. I'll Advice Her To Stay Away From Such Man

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If Kate wanted to provide a visual depiction of the correlation between hours of sleep each night and grade point average, she w
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The correct answer is - scatterplot.

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Kate would use the scatterplot as it would provide better visual depiction of the correlation between grade point average and hours of sleep.

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Answer:

The paradigmatic shift in the past decade in our understanding of the role of health and nutrition in school-age children has fundamental implications for the design of effective programs. Improving the health and nutrition of schoolchildren through school-based programs is not a new concept. School health programs are ubiquitous in high-income countries and most middle-income countries. In low-income countries, these programs were a common feature of early, particularly colonial, education systems, where they could be characterized as heavily focused on clinical diagnosis and treatment and on elite schools in urban centers. This situation is changing as new policies and partnerships are being formulated to help ensure that programs focus on promoting health and improving the educational outcomes of children, as well as being socially progressive and specifically targeting the poor, girls, and other disadvantaged children. This evolution reflects five key changes in our understanding of the role of these programs in child development.

First, ensuring good health at school age requires a life cycle approach to intervention, starting in utero and continuing throughout child development. In programmatic terms this requirement implies a sequence of programs to promote maternal and reproductive health, management of childhood illness, and early childhood care and development. Promoting good health and nutrition before and during school age is essential to effective growth and development.

Second, operations research shows that the preexisting infrastructure of the educational system can often offer a more cost-effective route for delivery of simple health interventions and health promotion than can the health system. Low-income countries typically have more teachers than nurses and more schools than clinics, often by an order of magnitude.

Third, empirical evidence shows that good health and nutrition are prerequisites for effective learning. This finding is not simply the utopian aspiration for children to have healthy bodies and healthy minds, but also the demonstration of a systemic link between specific physical insults and specific cognitive and learning deficits, grounded in a new multisectoral approach to research involving public health and epidemiology, as well as cognitive and educational psychology.

Fourth, the provision of quality schools, textbooks, and teachers can result in effective education only if the child is present, ready, and able to learn. This perception has additional political momentum as countries and agencies seek to achieve Education for All (EFA) by 2015 and address the Millennium Development Goals of universal basic education and gender equality in education access. If every girl and boy is to be able to complete a basic education of good quality, then ensuring that the poorest children, who suffer the most malnutrition and ill health, are able to attend and stay in school and to learn while there is essential.

Finally, education, including education that promotes positive health behaviors, contributes to the prevention of HIV/AIDS—the greatest challenge for generations to come. School health and nutrition programs that help children complete their education and develop knowledge, practices, and behaviors that protect them from HIV infection as they mature have been described as a "social vaccine" against the disease.

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Explanation:

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