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In other words prostate 79 grams generic 0.4 mg flomax with amex, Hartshorne and May had a tough time finding children who not only held the right values but consistently acted according to those values prostate oncology yakima purchase flomax 0.2 mg free shipping. New analyses of these data and more recent studies suggest that children are somewhat more consistent in their behavior than Hartshorne and May concluded (Burton prostate cancer knee pain buy genuine flomax online, 1963; Hoffman androgen hormone 411 buy flomax 0.4 mg online, 2000; Kochanska & Aksan, 2006). Moreover, across a set of situations, some children are more honest, more likely to resist temptation, and more helpful than other children. Still, moral thought, affect, and behavior are not as closely interrelated in childhood as they will be by adolescence or adulthood (Blasi, 1980). Why are children more inconsistent in their moral behavior than older individuals When punishment and reward are the primary considerations in defining acts as right or wrong, perhaps it is not surprising that a child may see nothing much wrong with cheating when the chances of detection and punishment are slim. In addition, if children have not yet solidified their moral values, they may be especially swayed by situational factors. How, then, can parents best raise a child who can be counted on to behave morally in most situations You have already seen that a mutually responsive orientation between parent and child helps (Kochanska & Aksan, 2006). The important work of Martin Hoffman (2000) has provided additional insights into how to foster not only moral behavior but also moral thought and affect. As you saw earlier, Hoffman (2000) believes that empathy is a key motivator of moral behavior and that the key task in moral socialization, therefore, is to foster empathy. Many years ago, Hoffman (1970) reviewed the child-rearing literature to determine which approaches to discipline were associated with high levels of moral development. Withholding attention, affection, or approval after a child misbehaves-in other words, creating anxiety by threatening a loss of reinforcement from parents. Using power to threaten, administer spankings, take away privileges, and so on-in other words, using punishment. Explaining to a child why the behavior is wrong and should be changed by emphasizing how it affects other people. Suppose that little Angel has just put the beloved family cat through a cycle in the clothes dryer. Anticipating empathic distress if we contemplate harming someone keeps us from doing harm; empathizing with individuals in distress motivates us to help them. Love withdrawal has been found to have positive effects in some studies but negative effects in others. The use of power assertion is more often associated with moral immaturity than with moral maturity. Children whose parents are physically abusive feel less guilt than other children and engage in more immoral behaviors such as stealing (Koenig, Cicchetti, & Rogosch, 2004). Even the use of power tactics such as restraining and commanding to keep young children from engaging in prohibited acts is associated with less rather than more moral behavior in other contexts (Kochanska, Aksan, & Nichols, 2003). Despite evidence that power assertion interferes with the internalization of moral rules and the development of selfcontrol, Hoffman (2000) concludes that power assertion can be useful occasionally, if it arouses some but not too much fear Most youngsters can be tempted to steal if the situational factors are right. As he puts it, the winning formula is "a blend of frequent inductions, occasional power assertions, and a lot of affection" (Hoffman, 2000, p. Effective parents also use proactive strategies to prevent misbehavior and reduce the need for correction or discipline-techniques such as distracting young children from temptations and explicitly teaching older children values (Thompson et al. In the Explorations box on page 392, you can see in action a parent who knows how to foster moral growth. Both the likelihood that a particular moral socialization technique will be used and its effectiveness depend on a host of factors such as the particular misdeed, child, parent, situation, and cultural context (Critchley & Sanson, 2006; Grusec, Goodnow, & Kuczynski, 2000). He asked the boy to say he was sorry and to give the girl a hug because it might make her feel better. She frequently comforts children who cry when their mothers drop them off in the morning, regularly offers toys to children who are upset, often hugs and pats and holds the hand of a smaller, more timid girl, and cheerfully cleans up all the toys when play time is over. Her father not only models and reinforces prosocial behavior but fosters empathy by talking about his feelings and those of other people and pointing out that antisocial behavior makes others feel bad whereas prosocial behavior makes them feel good. Using the discipline technique of induction, he explains why hurtful behaviors are wrong by emphasizing their consequences for other people.

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Negligence in the abstract prostate oncology pharmacy buy generic flomax 0.4 mg on line, apart from things related prostate cancer 1 in 6 purchase flomax with american express, is surely not a tort man health urban order flomax in india, if indeed it is understandable at all androgen hormone vs enzyme purchase genuine flomax. One who seeks redress at law does not make out a cause of action by showing without more that there has been damage to his person. If the harm was not willful, he must show that the act as to him had possibilities of danger so many and apparent as to entitle him to be protected against the doing of it though the harm was unintended. Palsgraf (or her insurance company) be made to pay for injuries that were caused by the negligence of the Long Island Rail Road During the fireworks display, one of the mortar launchers discharged a rocket on a horizontal trajectory parallel to the earth. Pyrodyne asserted that the Chinese manufacturer of the fireworks was negligent in producing the rocket and therefore Pyrodyne should not be held liable. The trial court applied the doctrine of strict liability and held in favor of Klein. Section 519 of the Restatement (Second) of Torts provides that any party carrying on an "abnormally dangerous activity" is strictly liable for ensuing damages. The court stated: "Any time a person ignites rockets with the intention of sending them aloft to explode in the presence of large crowds of people, a high risk of serious personal injury or property damage is created. That risk arises because of the possibility that a rocket will malfunction or be misdirected. The court rejected this argument, stating, "Even if negligence may properly be regarded as an intervening cause, it cannot function to relieve Pyrodyne from strict liability. Why would certain activities be deemed ultrahazardous or abnormally dangerous so that strict liability is imposed If the activities are known to be abnormally dangerous, did Klein assume the risk Tort law has had a significant impact on business because modern technology poses significant dangers and the modern market is so efficient at distributing goods to a wide class of consumers. Unlike criminal law, tort law does not require the tortfeasor to have a specific intent to commit the act for which he or she will be held liable to pay damages. In some instances, especially in cases involving injuries caused by products, a no-fault standard called strict liability is applied. A person can assume a risk or consent to the particular action, thus relieving the person doing the injury from tort liability. To be liable, the tortfeasor must be the proximate cause of the injury, not a remote cause. On the other hand, certain people are held to answer for the torts of another-for example, an employer is usually liable for the torts of his employees, and a bartender might be liable for injuries caused by someone to whom he sold too many drinks. Among the torts of particular importance to the business community are wrongful death and personal injury caused by products or acts of employees, misrepresentation, defamation, and interference with contractual relations. An employee put the woman in an infirmary but provided no medical care for six hours, and she died. Seeing the all-clear signal, a car drives up and stalls on the tracks as a train rounds the bend. For the past two weeks the car had been stalling, and the driver kept putting off taking the car to the shop for a tune-up. As the train rounds the bend, the engineer is distracted by a conductor and does not see the car until it is too late to stop. What if they invited a realtor to appraise the place and did not warn her of the floor Insurance Company refused to pay, delaying and refusing payment and meanwhile "inviting" Plaintiff to accept less than $5,000, hinting that it had a defense. She sued the insurance company for bad-faith refusal to settle the claim and for the intentional infliction of emotional distress. Colossal has said that Garrett is a "sleazy, corrupt public official" (and provided some evidence to back the claim). Its intent is to get some customers to shift loyalty from Burger World to Big Burger.

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The language environment experienced by deaf infants is also far more similar to that of a second language (Birdsong prostate cancer oncology buy flomax 0.2mg amex, 1999 prostate cancer 7th stage flomax 0.4 mg amex, 2005) androgen hormone injections purchase flomax 0.2mg on line. Thus mens health getting abs pdf order flomax 0.2mg online, adults relocating at age 25 develop greater proficiency than adults relocating at age 30, an advantage related more to age than to length of residence in the United States (Stevens, 1999). And although adults are generally less likely than children to ever attain nativelike proficiency in a second language-suggesting a critical period-some adults achieve such proficiency (Birdsong, 1999). This does not necessarily mean that there is a critical period for language acquisition. Children are generally immersed in their second language through school and peer-group activities. This greater exposure may facilitate second-language acquisition partly by making the new language dominant in their lives. Adults, by contrast, may be more likely to continue using their native language as their dominant mode of communication, making second-language acquisition more difficult (Jia & Aaronson, 1999). But it seems unlikely that there is a hard-and-fast critical period for language acquisition. Janet Werker and Richard Tees (2005) suggest that it is more accurate to say there is an "optimal period" during which languages are most easily and flawlessly acquired. Perhaps the main message is that young children are supremely capable of learning languages and advancing their cognitive development in the process. Meanwhile, college students learning a foreign language for the first time must appreciate that they may never speak it as well as someone who learned it as a young child. Developing language competence may be our earliest and greatest learning challenge, but it is only the beginning. Language lays the foundation for acquiring reading, writing, and countless other skills. But unlike language, which seems to develop effortlessly in the absence of formal education, these other skills typically require directed education. In the following sections, we look at education across the life span, examining changes in motivation for learning and changes in educational environments as learners get older. Mastery Motivation Infants seem to be intrinsically motivated to master their environment (Morgan, MacTurk, & Hrncir, 1995). This mastery motivation can be seen clearly when infants struggle to open kitchen cabinets, take their first steps, or figure out how new toys work-and derive great pleasure from their efforts (Jennings & Dietz, 2003; Masten & Reed, 2002). Much evidence supports the claim that infants are curious, active explorers constantly striving to understand and to exert control over the world around them. A striving for mastery or competence appears to be inborn and universal and will display itself in the behavior of all normal infants without prompting from parents. Given a new push toy, one baby may simply look at it, but another may mouth it, bang it, and push it across the floor (Jennings & Dietz, 2003). Mastery motivation seems higher when parents frequently provide sensory stimulation designed to arouse and amuse their babies-tickling them, bouncing them, playing games of pat-a-cake, giving them stimulating toys, and so on (BuschRossnagel, 1997). Mastery motivation also flourishes when infants grow up in a responsive environment that provides plenty of opportunities to see for themselves that they can control their environments and experience successes (Maddux, 2002; Masten & Reed, 2002). Consider the toddler who, faced with the challenge of retrieving a cookie from the kitchen counter, Summing Up To acquire language, children must master phonology (sound), semantics (meaning), morphology (word structure), and syntax (sentence structure). They must also learn how to use language appropriately (pragmatics) and how to understand nonverbal communication. Infants are able to discriminate speech sounds and progress from crying, cooing, and babbling to one-word holophrases (at 12 months) and then to telegraphic speech (at 18 months). During the preschool years, language abilities improve dramatically, as illustrated by overregularizations and new transformation rules. School-age children and adolescents refine their language skills and become less egocentric communicators. Theories of language development include learning theories, nativist theories, and interactionist theories. What should parents and early childhood educators look for (or listen for) to confirm that infants and toddlers are progressing typically with regard to their language acquisition at ages 1, 2, and 3 Parents who return smiles and coos or respond promptly to cries show infants they can affect people around them. By contrast, the children of parents who are depressed show less interest in and persistence on challenging tasks, perhaps because their parents are not responsive to them (Redding, Harmon, & Morgan, 1990). Babies who actively attempt to master challenges at 6 and 12 months score higher on tests of mental development at 2 and 3 years than their less mastery-oriented peers (Jennings & Dietz, 2003; Messer et al.

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