Compare and contrast impulsive, unplanned, and compulsive shopping behaviors.

1.Thomas Homer-Dixon’s essay (from What Is a Canadian? Forty-Three Thought-Provoking Responses) addresses the question “What is a Canadian?” Part of his answer is that “a Canadian is almost always unsure of what it means to be a Canadian.” This lack of identity may be typically Canadian, but it also prevents us from effectively and deliberately creating the kind of society we want. Canadians may be proud, and we certainly have much to be proud of. Yet according to Homer-Dixon, Canadians too easily accept second-place, and are too comfortable being average, or even mediocre. Do you agree with Homer-Dixon’s description of “a Canadian”? Give examples to support why you either agree or disagree with his description?

write 2-3 sentences please......

1) The homework exercise is actually a part of the requirements for this course being counted as meeting one of your General Education requirements. An intention of this exercise is to have you look back on the semester and what you have learned. Doing this, list one *way* of thinking that has changed as a function of your hard work in learning the content in this course.

2) what topic do want to add in general psychology and why?

1). Using the internet, please provide a definition for the term: Flashbulb Memory.

2). In one (1) full paragraph, please give an example of a Flashbulb Memory from your own life.

Can personality disorders be advantageous to a person or vocation? For example, could narcissistic personality be an advantage for a beauty pageant contestant? Could an antisocial personality be helpful to a prizefighter or a professional hokey player? Why or why not? Please give examples in your answers.

Why is "a rose for emily" important in literature. Why is this story still regularly taught and assigned in literature courses today- and do you think it should be? Why or why not? What might it say about human nature or experience that could still be considered important or instructive today?

How can metaphors create an impact and make something memorable?

Susan has come to a therapist's office with a generalized complaint of mild depressed mood associated with distress in her marriage. About a year ago, she was feeling tired and wasn't particularly in the mood for sex. When Duane persisted, she relented, and they began intercourse despite her lack of arousal. Midway through their session, they began arguing. At some point after stopping, Susan angrily admitted that she had never had an orgasm during sex. She also mentioned that she wasn't sure if she'd ever had one.

In the two months that followed, she and Duane tried a variety of techniques to make the experience more pleasant. She reports that he was very attentive to her needs and feelings, both physically and emotionally. Although Susan appreciated this, it didn't bring her any closer to orgasm. She tried to fake it a couple of times, but Duane was able to tell, and more often than not, this put a halt to their intercourse. As time went on, Duane seemed to focus solely on Susan, to the point of neglecting his own enjoyment. Often, there was a mutual feeling afterward that the sex "wasn't worth it" because Susan failed to orgasm. She says that they haven't been fighting about it but just kind of drifting apart, both emotionally and sexually. Lately, they've been having sex less and less frequently.

On the surface, Susan and Duane seem to have a decent marriage, but this is definitely a continuing source of stress. They spend time together and are generally pleasant, but Susan admits that some troubling things are occurring. She knows that Duane frequently views pornography late at night in their spare bedroom, though she hasn't confronted him about this. In fact, she says, "I don't blame him. There's no way that I can compete with those women." This knowledge seems to be further disrupting her ability to enjoy sex, however. She states that the last couple of times they had sex, she was anxious about trying to live up to what Duane was watching. She says that she just wants their sex life to go back to the way it used to be.

When asked about her sexual history, Susan states that it has been largely unsatisfying. She lost her virginity to her boyfriend in high school. About the incident, she says, "He was pressuring me, and I probably wasn't totally ready for it." She reports that he was very rough and that she never enjoyed it. Susan's next boyfriend was similar, and she lost interest in sex until meeting Duane. She says, "With Duane, I wanted to have sex again, and it was nice. It was enjoyable, and we did it regularly, at least until recently." Susan attempted to masturbate once but felt very uncomfortable about it. She says that the genital area just seems dirty and gross. Growing up, her family rarely discussed sex. When they did, it was usually in a disapproving tone. Often, her mother referred to it as "that disgusting act." To this day, they have no knowledge of Susan's sexual history.

A.) Often, a sexual dysfunction will have effects that go beyond the patient and impact his or her partner. What evidence suggests that Duane is beginning to form negative associations with sex?

He repeatedly makes comments about how disgusting sex is.

He openly refuses to have sex with Susan.

He doesn't want to have sex as much these days.

He chastises Susan for wanting to have an orgasm during sex.

B.) How might the attitude of Susan's parents toward sex have influenced the development of her condition?

Susan's negative experiences with sex stemmed from an effort to get back at her parents.

Susan thinks that sex is only for procreation and doesn't view it as pleasurable.

Susan probably has some long-standing negative associations with sex.

C.) Some of the symptoms associated with various sexual dysfunctions are listed in the following table. In the Present column, indicate which symptoms are clearly present in Susan's case. Check all that apply.

1) What is the concept and importance of advocacy and examine one set of advocacy competencies relevant for helping professionals, and discuss how human service practitioners and educators can emphasize advocacy within their daily practice and leadership roles in the held.

2) Detailing the relevance of social advocacy in the field of psychology. And how should be applied in psychology.

Explain the circumstances under which an arrest may be made.

What is rape culture? How does it affect victims of sexual assault? What should be done to eradicate this problem in our culture?

Why is the practice of plea bargaining considered to be a necessary evil?