To what extent do age norms of key life transitions into adulthood differ by community context?

What can you find out about patterns of age at marriage, age at childbearing, and likelihood of divorce in urban and rural communities?

What information can you find about age of householder and homeownership in urban and rural communities?

Piaget believed that we reach the apex of cognitive ability during late adolescence when we achieve the formal operations stage of development. Other theorists have suggested that we continue to develop cognitively late into adulthood.

What are your thoughts? Provide reasoning and an example.

Need @ least 2 paragraphs and an example please.

driving a car, choosing what to have for lunch, speaking with a colleague, or other normal work functions

How do these cognitive processes help you adapt to your environment?

Describe ways in which professionals and family members prepare children for the change in programs.

Describe two program transitions that occur in early childhood and discuss how they differ.

, set six specific goals to meet in the next 1-2 years. Two goals should be in the area of financial stewardship, two in time management, and two in the area of using your talents. Have a specific strategy for how you will achieve each goal..

Why do you think aggression is a "typically American problem"? What do you think Americans can do to reduce aggression in our children? How would you handle an aggressive student?

Think about and reflect upon particular ways that religion could add to one or more of the anxiety disorders we have identified.

Summarize (in your own words) palliative care and hospice and apply in your own life (personal experiences or observations).

Perspectives such as behaviorism and social cognitive theory show us how the consequence (reinforcement or punishment) of a particular behavior affects the extent to which the behavior is likely to appear again. Attribution theory has cast a new light on this notion, maintaining that the consequences of behavior will affect each person’s learning and future behavior differently depending on how the individual interprets those consequences. Within the context of attribution theory:

a. Explain what motivation theorists mean when they talk about attributions.

b. Explain how learners’ responses to failure are likely to be different when they attribute that failure to a controllable cause or to an uncontrollable one. Give a concrete example to illustrate your explanation.

c. Describe three specific strategies you might use to foster more productive attributions in others. In each case, use attribution theory to explain why you think the strategy should be effective.

Compare the definitions between health and illness for Germans, Italians, and Polish Americans

A. Textbooks describes a number of cognitive factors affecting motivation. Briefly describe each of the following factors, giving a concrete example and explaining how you might promote it in a classroom or other applied setting. a. Personal interest b. Situational interest c. Expectancy d. Value Mastery goal

B. Many principles of motivation can be summed up with the mnemonic “TARGETS”: task, autonomy, recognition, grouping, evaluation, time, and social support. In seven paragraphs, describe seven strategies—one each related to each of the seven TARGETS variables—you might use to motivate students in a classroom. Illustrate each strategy with a specific, concrete example of what you might do.

What cultural differences between the Islamic community and the average American community do you think are contributing to the rise of Islamophobia. Why? What special considerations would you need to take when counseling an Arab American. Why?

How can we apply the 3 levels-of-analysis approach to the study of stuttering? That is, how can stuttering be examined at the three levels of interest? Please provide concrete examples in the form of informed speculations.