Answer to Question 1
Answer Answers will vary, but students should demonstrate knowledge of the following two
points. First, life-course-persistent offenders have a history. They are antisocial in
preschool and elementary school, show signs of brain damage (hyperactivity, poor
emotional control, being slow to express ideas in language), are the first of their
cohort to have sex and use drugs, are least involved in school activities, and are
most involved in hanging out with older, lawbreaking youths. Second, those with this
childhood history who have some kind of support (exceptional school, cohesive
neighborhood, supportive peers, or a stable family) are less likely to become
life-course-persistent offenders. Grant money should focus on children with this
history. Grant money could go toward taking these children out of the environment
(as in foster care), providing parental training, or providing training for children on
how to cope with their problems.
Answer to Question 2
The rates of suicidal ideation and parasuicide are higher for females than for males,
but the rate of completed suicide is higher for males than for females. The higher
rates of suicidal ideation and parasuicide for females stem from higher rates of depression for females. But, females also have a greater likelihood of seeking help
or signaling distress and a lower likelihood of using immediately lethal means (such
as guns), leading to a lower rate of actual suicides among females.
Evolutionary shift in plant life cycle stage dominance.
Male coho salmon exhibit two alternative life history strategies. “Jackâ€ÂÂ
Factors influencing pulse rate
Overeating: Social and Environmental Factors
Sexual Phase of the Fungal Life Cycle
Life cycle of Dictyostelium discoideum, a cellular slime mold