In the context of Levinson’s theory on seasons that a person goes through, all of these underlying factors contribute to Keisha’s "life structure".
Psychologist Daniel Levinson built up a complete theory of grown-up advancement, alluded to as the Seasons of Life hypothesis, which distinguished stages and development that happen well into the grown-up years.
His theory is included succession like stages. Each stage is formed by an occasion or activity that leads into the following stage.
Answer :
Long term memory
Explanation:
From the above, Catherine failed to engage her long term because she did not encode the vocabulary words. As researched by Baddeley,
the Long-term memory encodes information from short term memory semantically for storage. In other words, the information was in her short term memory and did not enter her long-term memory. This is called synaptic consolidation when information is transferred from short term memory to long term memory
E.all groups are informal and organized around a particular activity.
Answer:
Diagnosis and treatment reflect the social context
Explanation:
ADHD stands for Attention-deficit/hyperactivity disorder. It is also called as attention deficit disorder. People with ADHD disorder makes it difficult pay attention in certain activities. They remain restless all the time. ADHD disorder begins in childhood and continues till adulthood. Treatment can help ADHD disorder but it cannot be cured.
Thus James diagnosed with ADHD disorder is psychologically depressed because he is famous and has achieve success and fame . Thus diagnosis and treatment of James for his ADHD disorder will affect his social image as a famous artist.
Thus the answer is diagnosis and treatment reflect the social context.
Answer:
The hypothetical-deductive method has several essential steps: observation of the phenomenon to be studied, creation of a hypothesis to explain said phenomenon, deduction of consequences or propositions more elementary than the hypothesis itself, and verification or verification of the truth of the deduced statements. .
Explanation:
<u>We could say that this method was very aptly applied in the case of children of children of the peace movement in Colombia, because first The situation or problem was observed and recognized ;</u>more than 140 student leaders formed a special council. They divided into various "commissions" to discuss different aspects of the conflict. There was a commission for the construction of peace, a commission for human rights, another for displaced persons, etc. They met in a large room, with each commission supported by one of the adults. For many of the students, the idea of being asked what they thought about war and how they could help peace was a revelation. An example of this was that of Farlis Calle, who was then fifteen years old and who later became a prominent leader in the National Movement for Children for Peace, asked why they did not teach peace education in Colombian schools. "How can we learn to be peaceful if our teachers don't help us understand what it means? No one here has lived in peace. We have been fighting from the moment we were born. "At the end of the two-day session, the various commissions had come up with many suggestions: for peace education, recreation projects, cultural events, and" a youth movement working for peace.
<u>After taking advantage of Machel's visit, Farlis Calle had been chosen by the students as the first child mayor of Apartad & oacute; and they believed that this gave them the constitutional right to form a local government of children. So here come the proposals and verification of results</u> by means of which notices were sent to the municipal schools, for others to know that they could and should participate in their government , and soon as many as 200 children attended peace meetings three times a week, gathering on soccer fields and parks.
