The answer to the statement "To the Greeks, myths were historical and traditional stories" is false.
Explanation: In Greek culture, mythology served a significant role. It was a means of understanding how the world works. The Greeks used myths to explain natural phenomena, human behavior, and the gods and goddesses roles. Greek mythology is more than merely stories about heroes and monsters; it is a rich tapestry that includes romance, betrayal, and war. Greek myths frequently involve gods, heroes, and other characters who interact with each other. Greek gods frequently intermarried with humans, and their offspring frequently became heroes. The stories that tell about these gods, heroes, and their actions are known as myths. To the Greeks, myths were a way to explain the world around them and help them understand their place in it. They did not view them as historical or traditional stories but as a means of understanding their world.
Therefore, the given statement is false
The claim that "The Titans are the offspring of Gaea and Eros" is untrue. The Titans are a race of gods that predates the Olympian gods and goddesses. They were ten children born to the primordial deities Gaia and Uranus. They were Oceanus, Coeus, Crius, Hyperion, Iapetus, Theia, Rhea, Themis, Mnemosyne, and Phoebe.
So, the given statement is false.
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Part 1: What does successful aging look like and/or mean to you? Think of someone you know who is aging successfully. What personal qualities led you to select that person? Think of someone you feel is having some challenges with aging. What circumstances led you to think of this person?
Part 2: Why is it important to understand aging adults’ perceptions of their circumstances – i.e., physical changes, health, negative life changes, and social support? How do perceptions of most older people promote psychological well-being?
Part 1
Successful aging refers to the maintenance of positive mental, physical, and social health in later life.
A successful aging person is one who is content with their life, is happy, and is satisfied with how things have turned out for them in life.
A person's ability to maintain an active and healthy lifestyle, engage with life, and age well is referred to as successful aging. They maintain their independence and have strong social support. They engage in physical activity and consume a well-balanced diet. They also have a positive attitude and a healthy sense of humor. Personal qualities that led me to select a person who is aging successfully include resilience, a strong support network, and self-care practices.
Someone who is experiencing some challenges with aging may be facing physical, social, or mental health problems. For example, someone who has limited mobility may be struggling with physical changes, while someone who is isolated and alone may be facing social challenges. The circumstances that led me to think of this person are the visible symptoms of aging, such as memory loss, frailty, and social isolation.
Part 2
It is important to understand aging adults' perceptions of their circumstances because it helps to develop effective strategies to address their needs. Aging adults' perceptions of their circumstances, such as physical changes, health, negative life changes, and social support, can significantly impact their well-being. By understanding their perceptions, we can help to address their needs and improve their quality of life.
Older people's perceptions of their circumstances can promote psychological well-being by providing them with a sense of control over their lives. It helps to promote a positive attitude towards life and allows them to adapt to changes more effectively. Older people's positive perceptions of their circumstances can reduce stress and promote resilience, leading to better health outcomes.
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All of the following statements about inclusive education are true except one. Which statement is FALSE? Select one: a. Without the expertise of circulating special ed teachers, inclusive education can not be successful. b. Many schools dump children with disabilities onto teachers and call it inclusive education. c. Inclusive education attends to the social and emotional needs as well as the academic needs of children with disabilities. d. Having children with severe disabilities in a normal classroom will bring down the education of the other children without disabilities.
The false statement is:
d. Having children with severe disabilities in a normal classroom will bring down the education of the other children without disabilities.
Inclusive education aims to provide equal educational opportunities and support to students with disabilities by integrating them into regular classrooms alongside their peers without disabilities. Research and experience have shown that inclusive education, when implemented effectively, benefits all students involved. It promotes diversity, fosters empathy and understanding, and enhances social and emotional development.
The other statements are true:
a. Without the expertise of circulating special ed teachers, inclusive education can not be successful. Inclusive education often requires the support and guidance of specialized educators who can provide additional resources, accommodations, and strategies to meet the unique needs of students with disabilities.
b. Many schools dump children with disabilities onto teachers and call it inclusive education. Unfortunately, some schools may claim to practice inclusive education without providing adequate support or resources for students with disabilities, which can lead to an inadequate implementation of inclusive practices.
c. Inclusive education attends to the social and emotional needs as well as the academic needs of children with disabilities. Inclusive education recognizes that students with disabilities require not only academic support but also social and emotional support to thrive in the educational setting. It promotes a holistic approach to education that addresses the diverse needs of all students.
It is important to ensure that inclusive education is implemented with proper support, resources, and commitment to creating an inclusive and supportive environment for all students, regardless of their abilities. When implemented effectively, inclusive education can provide numerous benefits and opportunities for all students involved.
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What are the standard sections in a research article,
dissertation, or report? Describe each section and what it should
contain
Title section contains the name of the research article, dissertation or report, the author's name, the author's institution, and the date. Abstract A summary of the study is presented in this section.
A research article, dissertation or report is made up of several standard sections.
The different sections of a research article, dissertation or report are as follows: Title section contains the name of the research article, dissertation or report, the author's name, the author's institution, and the date. Abstract A summary of the study is presented in this section.
The reader should be able to get a brief overview of the research study from the abstract.
Introduction: The aim and scope of the study are described in this section. It is intended to provide background information on the research study and to inform the reader of the research question.
Literature Review :In this section, the research study's previous relevant literature is examined. It also provides an overview of the research subject and the research problem. Methodology This section explains how the study was conducted, the procedures used, and the methods that were used.
Results: The data that were obtained during the research are presented in this section. It also provides information about the research results.
Discussion :This section explains the significance of the research study and the researcher's findings. It also provides suggestions and recommendations for future research.
Conclusion: The conclusion summarizes the study's findings and describes the research study's implications.
Reference: The sources of the research are listed in this section.
Appendices :The information that supports the study, such as graphs, charts, tables, and statistical analyses, is included in this section.
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1. Define Selective Attention and explain what it is. Give examples and statistics from the Gorilla and Cell Phone articles.\
2. From the TV Zombies article - explain what happens in our brain when we watch TV -then explain some of the negative consequences of spending too much time watching TV!
3. From Chapter 3 in our text explain WHY we sleep.
4. From Chapter 3 - explain what happens to us if we don't get our 7 to 8 hours of sleep.
5. From the Optimism text (p.416-417) explain how one could effectively manage and deal with ANGER.
Selective Attention- Selective Attention is a cognitive process that involves giving importance or focus on certain aspects of the environment while ignoring others. It is the ability to focus on a specific stimulus while filtering out other information, especially those that are irrelevant.
Selective attention is crucial in our daily lives, especially in decision making. When our brains selectively attend to a particular event, we develop a strong neural representation of that event, enabling us to better understand and remember it. Examples and statistics from the Gorilla and Cell Phone articles:Gorilla Article: In this article, the selective attention test was used to prove that people are less likely to notice things they are not looking for. In this test, the researchers found that only half of the participants noticed the gorilla in the video. This phenomenon is known as "inattentional blindness."Cell Phone Article: The study used inattentional blindness to show that people who are on their cell phones are less likely to notice things in their environment.
According to the research, people on their phones are 50% less likely to notice a unicycling clown than those not on their phone.2. TV Zombies ArticleTV stimulates the production of dopamine, a chemical that regulates the brain's pleasure and reward centers. It creates a sense of pleasure that makes us want to continue watching. The result is that people become addicted to TV, and their brain eventually rewires to require the stimulation. In essence, TV becomes a source of gratification, and the brain craves it. Negative consequences of spending too much time watching TV include obesity, poor academic performance, increased aggression, and disrupted sleep patterns.
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How does the movie Narnia align with the Christian worldview
teachings?
The movie "Narnia" series, based on the books by C.S. Lewis, has often been interpreted as aligning with Christian worldview teachings. Here are some key elements that connect the story to Christian themes:
1. Allegorical Representation: The Chronicles of Narnia series is often seen as an allegory for Christian theology and biblical narratives. The lion character, Aslan, represents Jesus Christ, while other characters and events parallel biblical figures and stories. This allegorical representation allows the movies to convey Christian teachings in a symbolic and accessible way.
2. Redemption and Sacrifice: The theme of redemption and sacrifice is prominent throughout the Narnia movies. Aslan's sacrificial death and subsequent resurrection mirror the biblical story of Jesus' crucifixion and resurrection, emphasizing the Christian belief in the redemptive power of sacrifice.
3. Good vs. Evil: The battle between good and evil is a central theme in Narnia, mirroring the Christian belief in the ultimate victory of good over evil. The characters' choices and actions often reflect moral struggles and the importance of making virtuous decisions.
4. Christian Virtues: The movies portray and emphasize Christian virtues such as courage, faith, forgiveness, loyalty, and selflessness. Characters are faced with moral dilemmas and are encouraged to demonstrate these virtues, aligning with Christian teachings on ethical living.
5. Spiritual Transformation: The Narnia movies depict characters undergoing spiritual transformation and growth. They learn valuable lessons, experience personal change, and ultimately develop a deeper understanding of themselves and their faith, which parallels the Christian concept of spiritual growth and enlightenment.
6. Divine Presence and Guidance: The presence of Aslan in the Narnia movies represents the divine presence and guidance often associated with God in Christianity. Aslan provides wisdom, comfort, and direction to the characters, paralleling the belief in God's involvement in human lives.
It's important to note that interpretations of the Narnia movies may vary, and not everyone may view them strictly through a Christian lens. However, the above elements are commonly identified by those who see the movies as reflecting Christian worldview teachings and principles.
46. Which of the following did the Shakow report consider an important issue for clinical training? a.A clinical psychologist should be trained foremost as a clinician, not a scientist. b. Clinical training should be more rigorous than other psychological training in nonclinical areas. C... Preparation of clinicians should be broad and directed toward assessment, research, and therapy. *p Clinical psychologists should be trained alongside psychiatry students in order to learn the medical model. 47.The model of clinical psychology is reflected in more training programs than any other model. a.Clinical scientist model b.Scientist-practitioner model c.Practitioner-scholar model d.Academic practitioner mode 48.The primary purpose of professional regulation is to a. Protect the public from unauthorized or incompetent practice of psychology b.Protect professionals from unfair competition. c. Accredit and approve training and internship programs to support proper professional preparation. d. Create continuing education programs so that clinicians continue to refine and develop their skills. 49.One of the main functions of state licensure boards is to aEnsure that clinical training programs adhere to established curricula. b. Offer and monitor continuing education programs for professional clinicians c. Conduct disciplinary proceedings involving alleged violations of professional standards. d. Monitor and approve research that involves human participants. 50.Which of the following is not one of the general principles of the American Psychological Association's Ethics Code? a. Beneficence and nonmaleficence b. Fidelity and responsibility c.Justice d. Duty to protect and report
46.The correct option is C. Preparation of clinicians should be broad and directed toward assessment, research, and therapy.
47.The correct option is B. Scientist-practitioner model
48.The correct option is A. Protect the public from unauthorized or incompetent practice of psychology.
49.The correct option is C. Conduct disciplinary proceedings involving alleged violations of professional standards.
50.The correct option is D. Practitioner-client privilege.
46.The Shakow report considered Preparation of clinicians should be broad and directed toward assessment, research, and therapy to be an important issue for clinical training.
The model of clinical psychology that is reflected in more training programs than any other model is the Scientist-practitioner model.
47.The correct option is B. Scientist-practitioner model. The primary purpose of professional regulation is to protect the public from unauthorized or incompetent practice of psychology.
48.The correct option is A. Protect the public from unauthorized or incompetent practice of psychology.
One of the main functions of state licensure boards is to conduct disciplinary proceedings involving alleged violations of professional standards.
49.The correct option is C. Conduct disciplinary proceedings involving alleged violations of professional standards.
Duty to protect and report is one of the general principles of the American Psychological Association's Ethics Code.
50.The option that is not one of the general principles of the American Psychological Association's Ethics Code is Practitioner-client privilege.
The correct option is D. Practitioner-client privilege.
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What are critical questions to ask about an image to understand
its true meaning as distinct from its intended message?
Critical questions to ask about an image to understand its true meaning involve examining its symbols, emotions, cultural context, power dynamics, audience interpretations, hidden messages, and the relationship between the image and its intended message.
When analyzing an image to understand its true meaning, it is essential to ask critical questions that go beyond the intended message. Some of these questions may include:
What symbols or visual elements are present in the image, and how do they contribute to the overall message?
What emotions or reactions does the image evoke, and why?
What cultural, historical, or contextual factors might influence the interpretation of the image?
Are there any power dynamics or social hierarchies depicted or implied in the image?
How might different audiences or individuals interpret the image differently based on their backgrounds and experiences?
Are there any hidden or underlying messages within the image that may require further analysis?
What is the relationship between the image and its intended audience, and how might this impact its true meaning?
By asking these critical questions, we can delve deeper into the layers of an image and uncover nuances, contradictions, or alternative interpretations that may challenge or expand upon the intended message. It allows us to critically engage with visual media and develop a more nuanced understanding of its true meaning.
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Identify Muslim Americans. How are Muslim Americans and
Arab Americans treated by the major political parties?
Muslim Americans are individuals who identify as Muslims and are living in the United States. They belong to diverse ethnic and cultural backgrounds, including Arab, South Asian, African, and others.
The treatment of Muslim Americans and Arab Americans by the major political parties in the United States has varied over time and differs among individual politicians within each party. It is important to note that generalizations may not capture the full spectrum of attitudes and actions towards these communities.
Muslim Americans and Arab Americans have faced both positive and negative treatment from different political parties. While some politicians and parties have advocated for inclusivity, religious freedom, and equal rights for these communities, others have perpetuated stereotypes, discrimination, and anti-Muslim sentiments.
Historically, both major political parties in the U.S. have had instances where some members have made derogatory remarks or implemented policies targeting Muslims or Arabs. However, there are also instances where politicians from both parties have supported Muslim Americans and Arab Americans, working towards fostering a more inclusive and diverse society.
It is important to recognize that the treatment of Muslim Americans and Arab Americans can vary widely among politicians, and it is not appropriate to attribute a unified stance to the entire party. The attitudes and treatment towards these communities depend on the specific beliefs, values, and actions of individual politicians and their constituents.
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Janie was abused as a child but does not remember the abuse or much of her childhood. She is probably suffering from Select one: Oa dissociative fugue. b. physiological amnesia. c. somatoform disorder. Od. dissociative amnesia.
Janie is likely suffering from (D) dissociative amnesia, as she does not remember her childhood or the abuse she experienced.
Dissociative amnesia is a psychological disorder characterized by an inability to recall important personal information, usually due to a traumatic or stressful event. In Janie's case, the abuse she endured as a child may have been so traumatic that her mind repressed the memories as a defense mechanism. This type of amnesia typically involves the selective loss of autobiographical memories, while other cognitive functions remain intact.
The dissociative amnesia experienced by Janie is different from physiological amnesia, which is caused by physical factors such as brain injury or disease. It is also distinct from somatoform disorder, which involves the presence of physical symptoms without a clear medical explanation.
Janie's lack of memory specifically related to her childhood abuse points to dissociative amnesia as the most likely explanation for her condition. Hence, Janie's inability to remember her childhood abuse suggests that she is suffering from dissociative amnesia, a form of memory loss associated with traumatic experiences.
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Loftus and Palmer (1974. asked participants to watch a short film depicting a motor vehicle accident. After the film, the participants were asked one of five questions. The five questions were: How fast were the cars going when they smashed each other? How fast were the cars going when they collided with each other? How fast were the cars going when they bumped each other? How fast were the cars going when they hit each other? How fast were the cars going when they contacted each other? They found that O estimates of speed were affected by word choice. o when the words "smashed" or "collided" were used, participants had more false memories when the words "hit" or "contacted" were used, participants had fewer false memories. O participants were so rattled by the film that most reported no memory of the accident
Loftus and Palmer (1974) found that participants' estimates of the speed of a motor vehicle accident were influenced by the wording of the questions asked, demonstrating the malleability of memory and the impact of language on perception.
In the study conducted by Loftus and Palmer in 1974, they found that participants' estimates of the speed of a motor vehicle accident were influenced by the specific wording used in the questions asked. When participants were asked how fast the cars were going when they "smashed" or "collided" with each other, they were more likely to have false memories and overestimate the speed. On the other hand, when participants were asked how fast the cars were going when they "hit" or "contacted" each other, they had fewer false memories and tended to provide lower speed estimates.
These findings highlight the impact of language on memory and how subtle changes in wording can lead to significant differences in participants' recollection and perception of an event. The study suggests that the use of more intense and emotionally loaded words like "smashed" or "collided" can create a bias towards higher speed estimates and potentially even influence the formation of false memories.
Interestingly, the study also noted that participants were so emotionally affected by the film depicting the accident that many reported having no memory of the event at all. This suggests that the emotional arousal and stress caused by witnessing such an event can influence memory recall, leading to gaps or missing recollections of the actual incident.
Overall, Loftus and Palmer's study sheds light on the malleability of memory and the susceptibility of individuals to external influences, such as language choice and emotional states, in shaping their recollection of past events.
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The question discusses Loftus and Palmer's (1974) psychology study, which indicates how language framing in questions impacts memory recall. The study found that more intense verbs led to higher speed estimates and more false memories of a witnessed car accident.
Explanation:This question discusses a study by Loftus and Palmer (1974) relating to the power of suggestion and its influence on memory. This study considered a landmark in the field of cognitive psychology, demonstrates how the language used in a question can reshape an individual's memory of an event. The subtle difference in the wording of questions regarding the speed of the vehicles in the witnessed motor accident ('smashed', 'collided', 'bumped', 'hit', 'contacted') affected the participants' recollection of the event's specifics. The more severe verbs ('smashed', 'collided') led to higher speed estimates and more reports of false memories, like the presence of broken glass, than the less intense verbs ('hit', 'contacted').
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As public health and health disparities expert, Dr. Thomas LaVeist writes, "Group identity is very important to humans. It goes to the core of who we are and where we see ourselves fitting into the world. There is nothing more human than to think in terms of in-groups. At a fundamental psychological level, we think of ourselves as belonging to this group and not belonging to that group. And we all belong to many groups".
LaVeist could not be more right - we all belong to many groups; however, sometimes and often many times (either consciously or unconsciously) we think and act according to racial, ethnic, and cultural stereotypes. The PBS What Is Race? website and the lived experience activities remind us of this.
Think about a time in which you acted, reacted, behaved, and/or thought according to a racial, ethnic, and cultural stereotype.
Discuss the ways in which we can work towards reminding ourselves and others that differences exist within groups and not just across groups. How can we work against racial, ethnic, and cultural stereotypes in our lives, at school, at work, and/or in the health care setting?
One of the ways that can help in reminding ourselves and others that differences exist within groups and not just across groups is by educating ourselves. The following are the ways we can work towards reminding ourselves and others that differences exist within groups and not just across groups:
1. Educate ourselves on cultural diversity and the importance of inclusivity
2. Engage with people of different races, ethnicities, and cultures
3. Challenge stereotypes and bias through self-reflection and critical thinking
4. Use language that is respectful and inclusive to all
5. Promote cultural sensitivity and competence in our personal and professional lives
6. Advocate for policies and programs that support diversity and inclusivity in the workplace, education, and healthcare settings.
In order to work against racial, ethnic, and cultural stereotypes in our lives, at school, at work, and/or in the health care setting, the following are some of the steps that can be taken:
1. Acknowledge our own biases and prejudices
2. Challenge negative stereotypes and biases
3. Listen to and learn from people of different cultures and backgrounds
4. Avoid assumptions and generalizations about people based on their race, ethnicity, or culture
5. Speak out against discriminatory language or behavior
6. Advocate for policies and programs that support diversity and inclusivity in the workplace, education, and healthcare settings
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Question 15 1 pts Determine which of the following fallacies applies to the example, if any: You're either with us or against us. O false dilemma O slippery slope fallacy O straw man fallacy O begging
The fallacy that applies to the statement "You're either with us or against us" is the false dilemma fallacy.
The false dilemma fallacy, also known as the either/or fallacy or the black-and-white fallacy, occurs when only two extreme options are presented as the only possibilities, overlooking any potential middle ground or alternative solutions. In this example, the speaker is asserting that there are only two choices: being in complete agreement and alignment with "us" or being against "us." This oversimplifies the situation by disregarding any nuanced positions or alternative perspectives that may exist.
The false dilemma fallacy is a common tactic used in rhetoric to polarize and manipulate an audience by limiting their choices and framing the argument in a way that favors one particular side. It attempts to eliminate the possibility of any middle ground or alternative viewpoints, thereby making it difficult for individuals to express their own nuanced opinions or explore alternative options. However, in reality, there are often multiple possibilities or shades of gray that can be considered. Recognizing and avoiding the false dilemma fallacy is important for promoting critical thinking and fostering more inclusive and comprehensive discussions.
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Question 5 Identify the specific fallacy if there is one: Feathers are light. What is light cannot be dark. Therefore, feathers are not dark. Ostraw man O appeal to authority O uivocation ad hominem O appeal to ignorance O no fallacy Question 6 1 pts Determine which of the following fallacies applies to the example, if any: I don't think it's a good idea to lower the drinking age. Next thing we know kids will get to drive at age ten, and vote at fifteen. Let kids be kids and adults be adults. O false dilemma O begging the question O slippery slope fallacy O appeal to authority O golden mean fallacy Onone of the above
Question 5: The specific fallacy is "equivocation" (Option C).
Question 6: The specific fallacy is the "slippery slope fallacy" (Option C).
Question 5: The specific fallacy in this statement is "equivocation." It occurs when a word or phrase is used ambiguously or with different meanings in an argument, leading to a flawed conclusion. In this case, the word "light" is used in different senses (weight and brightness), resulting in an erroneous conclusion about the darkness of feathers.
Question 6: The specific fallacy in this statement is the "slippery slope fallacy." It involves making a claim that a small, seemingly harmless action will lead to a chain of events with increasingly negative consequences. In this example, the argument suggests that lowering the drinking age will inevitably lead to extreme scenarios like children driving at age ten and voting at fifteen, which is an exaggerated and unfounded prediction.
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The first big decision of the Organization of African Unity was
to affirm territorial integrity. Why was this important?
The Organization of African Unity's decision to affirm territorial integrity as its first major decision was important in fostering stability and unity among African nations. It aimed to address the challenges of border disputes and colonial legacies, promote sovereignty, and establish a foundation for peaceful coexistence and cooperation.
The decision to affirm territorial integrity as the first major decision of the Organization of African Unity (OAU) was significant for several reasons:
1. Addressing Border Disputes: Many African nations faced territorial disputes and conflicts resulting from colonial legacies, arbitrary borders, and competing territorial claims.
Affirming territorial integrity emphasized the importance of respecting established borders and resolving disputes through peaceful means, such as negotiations and diplomatic channels. This decision aimed to prevent border-related conflicts and promote stability within the continent.
2. Promoting Sovereignty and Independence: The affirmation of territorial integrity served as a declaration of African nations' sovereignty and independence. By recognizing the sanctity of their borders, the OAU emphasized the right of each nation to self-determination and non-interference from external forces. This decision aimed to safeguard African nations' autonomy and foster a sense of national identity and pride.
3. Establishing Peaceful Coexistence: Affirming territorial integrity was crucial in promoting peaceful coexistence among African nations. By acknowledging the inviolability of borders, the OAU sought to create a framework for resolving conflicts and disputes through dialogue and diplomatic efforts rather than resorting to military actions or territorial aggression.
This decision aimed to establish a culture of peaceful dispute resolution and cooperation, contributing to regional stability and development.
4. Countering Colonial Legacy: The affirmation of territorial integrity also aimed to address the lingering effects of colonialism in Africa. Many African nations had experienced arbitrary border demarcations and division during the colonial era, which often disregarded ethnic, cultural, and historical factors.
By upholding territorial integrity, the OAU aimed to challenge the legacy of colonial borders and encourage a sense of unity and solidarity among African nations.
In summary, the OAU's decision to affirm territorial integrity as its first major decision was important for fostering stability, promoting sovereignty, resolving border disputes peacefully, and countering the colonial legacy in Africa. This decision laid the foundation for cooperation, unity, and the pursuit of shared goals within the continent.
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Answer one of the following questions in around 200 words. Quote from the text to help make your point.
1. Describe Descartes' methodical doubt. What reasons does he give for doubting everything he thinks he knows?
2. The one thing Descartes is certain of, he says, is that he exists. How is he certain of this, and what kind of thing is he?
3. Locke thinks that all our ideas come from the senses (or reflection). Do these ideas give an accurate representation of the world according to Locke? What is the difference between primary and secondary qualities?
4. Berkeley is an empiricist (that is, he thinks all information comes from the senses) and he thinks that everything that exists is spirit - he says, in paragraph 7 (p. 101) that "there is not any other substance than spirit, or that which perceives." Why does he say this?
2. Descartes employs methodical doubt to question the reliability of his beliefs and to seek indubitable truths as a foundation for knowledge.
Descartes arrives at his famous dictum, "Cogito, ergo sum" or "I think, therefore I am," as the foundation of his certain knowledge. He reaches this certainty through a process of methodical doubt, in which he systematically questions the reliability of his senses, his beliefs, and even the possibility of an evil deceiver manipulating his thoughts.
However, he realizes that the act of doubting itself requires a thinking subject: "But there is a deceiver of supreme power and cunning who is deliberately and constantly deceiving me. In that case, I too undoubtedly exist, if he is deceiving me; and let him deceive me as much as he can, he will never bring it about that I am nothing, so long as I think that I am something" (Meditation II).
Descartes establishes his certainty of existence based on the fact that he is engaged in doubting, thinking, and reasoning. He concludes that even if all his beliefs are false, there must be a thinking entity that is deceived or doubting. This thinking entity, which he identifies as "I" or the self, is not dependent on the physical body but rather on the act of thinking itself. Descartes asserts that he is a thinking thing, a mind or a soul, distinct from the body: "I am not lodged in my body as a sailor is lodged in a ship" (Meditation II).
Descartes' certainty of his existence is based on the indubitable experience of thinking, regardless of the reliability of his senses or the external world. He considers himself a thinking thing or a conscious being, distinct from the material world, and this self-awareness forms the foundation upon which he seeks to rebuild his knowledge and understanding of reality.
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A historian us writing an essay explaining how changing technology has led to cultural shifts thoughts the world. He wants to include a passage meant to inspire readers to continue reasearching the topic further after they finish reading his work.where should he include this passage?
Answer:
The historian should include the passage meant to inspire readers to continue researching the topic further in the conclusion of his essay. The conclusion is an appropriate place to leave the readers with a final thought or call to action. By placing the passage at the end of the essay, the historian can leave a lasting impression on the readers and encourage them to explore the topic of changing technology and cultural shifts in more depth on their own.
Explanation:
What does the poem suggest was the public perception of
Prohibition in 1931?
That it was effective, but produced some organized crime.
That it was hated for how well it worked.
That is wasn't working,
The poem "What Prohibition Has Done to America" by William F. Kirk depicts the negative consequences of prohibition in the United States during the 1920s and 1930s. Prohibition refers to the period when the manufacture, sale, and transportation of alcohol were legally prohibited. The poem reflects the prevailing public perception that prohibition was ineffective and had detrimental effects on society.
William F. Kirk's poem paints a bleak picture of America during the prohibition era. He highlights the widespread disregard for the law and the rapid rise of organized crime. The poem emphasizes the ease with which illegal liquor was obtained and the corruption within law enforcement agencies responsible for enforcing the ban. Kirk also underscores the economic impact, noting the closure of numerous businesses that relied on the alcohol industry.
In summary, the poem "What Prohibition Has Done to America" suggests that the general sentiment among the public in 1931 was that prohibition was not achieving its intended goals. The depiction of the negative consequences of prohibition in the poem reflects the prevalent view that the ban on alcohol was not effective in curbing alcohol consumption and had significant social and economic repercussions.
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Question 2 (5 points) Why is studying psychology is very important? Explain your points.
Studying psychology is important because it helps us understand human behavior, mental processes, and the complexities of the mind. It provides insights into individual and social dynamics, promotes self-awareness, and offers practical applications in various fields such as education, healthcare, business, and social services.
Studying psychology is very important for following reasons:
Understanding Human Behavior: Psychology helps us gain a deeper understanding of why individuals think, feel, and behave the way they do. Through studying psychology, we explore topics such as cognition, emotions, personality, motivation, and social interactions. This knowledge enhances our comprehension of human behavior, both at the individual and group levels, contributing to better insights into ourselves and others.
Promoting Self-Awareness: Psychology encourages self-reflection and self-awareness. By studying psychology, we gain insights into our own thoughts, emotions, and behaviors, fostering personal growth and self-improvement. It allows us to identify patterns, biases, and psychological factors that influence our decision-making, relationships, and overall well-being.
Practical Applications: Psychology has numerous practical applications in various fields. In education, understanding psychological principles helps teachers create effective learning environments and tailor instruction to students' needs. In healthcare, psychology contributes to mental health treatment, stress management, and improving patient-provider relationships. In business, psychology informs marketing strategies, team dynamics, and consumer behavior. Additionally, psychology plays a vital role in social services, counseling, and community outreach, helping individuals cope with challenges and promoting well-being.
Enhancing Critical Thinking: Psychology develops critical thinking skills by encouraging students to evaluate research findings, analyze data, and question assumptions. It teaches us to think objectively, examine evidence, and differentiate between valid information and pseudoscience. These critical thinking skills are valuable in various aspects of life, enabling us to make informed decisions, evaluate claims, and solve problems effectively.
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(B) Match an expression in A with a line in B. A 1. She's made the big time as a writer. 2. We'll never make the airport in time. 3. What does she do for a living? 4. You'll have to do more overtime and work weekends. 5. How much do you want to borrow? $20? 6. How much Spanish do you speak? 7. I hear the boss said you'd done really well. B She's an accountant. I can make myself understood. Yeah. It really made my day. The traffic's too bad. She can command $20 million a book. Great. That'll do fine. That does it! I'm going to look for another job!
1. She's made the big time as a writer. - She can command $20 million a book.
2. We'll never make the airport in time. - The traffic's too bad.
3. What does she do for a living? - She's an accountant.
4. You'll have to do more overtime and work weekends. - That does it! I'm going to look for another job!
5. How much do you want to borrow? $20? - Yeah. That'll do fine.
6. How much Spanish do you speak? - I can make myself understood.
7. I hear the boss said you'd done really well. - Yeah. It really made my day.
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The child- to -woman ratio
a) underestimates fertility
b) overestimates fertility
c) is equal to fertility
d) is equal to fecundity
e) none of the above
The child-to-woman ratio underestimates fertility. (Option a). The child-to-woman ratio is a crude measure of fertility.
The child-to-woman ratio is a crude measure of fertility, and it is often used when more specific fertility data is not available. It is calculated by dividing the number of children under the age of 5 by the number of women aged 15-49. However, this measure does not take into account factors such as child mortality, age at first childbirth, and the number of children per woman. As a result, the child-to-woman ratio can underestimate the true level of fertility in a population.
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We are governed by nonverbal rules of behavior. Something as simple as avoiding eye contact with someone we don't know when we get on an elevator with them is an expectation of nonverbal behavior. For this discussion start by going out and breaking TWO nonverbal rules of behavior. This does not mean you can break the law or frighten or intimidate anyone! Also keep in mind any rules of social distancing at this time!! I DON'T WANT ANYONE GIVING OR CATCHING COVID FROM THIS ASSIGNMENT. Keep it simple below are some examples of what you might do. All can be done online or by phone if necessary you will still get reactions. Talk overly loudly to someone you know or vice versa mumble or speak quietly to someone you know. Avoid eye contact with someone who knows you well. Stand further away from someone than normal and try to converse. Wear something unusual - like your pajamas to walmart:) or two shoes that don't match. Honk and wave at people at the stop light on the road next to you like you know them. Use the silent treatment and don't respond when someone asks you a question. At dinner take food off of someones plate and eat it (only do this with someone you know). These are just some examples of what you might do. Have fun but DO NOT INTIMIDATE, OR FRIGHTEN ANYONE!!! DO NOT CAUSE DISRUPTIONS IN ANY CLASSROOMS OR PUBLIC PLACES!! After you get responses you can tell the person it was for an assignment for your class. In your initial response describe the rules you broke and the responses you got from others. Answer the following questions in your response. Why are we so driven to follow nonverbal rules? Did you find breaking the rules liberating or nerve wracking? Why do you think you personally have no problems breaking rules or hate breaking rules? Where have you learned about nonverbal rules? Who taught you the rules? Which rules are the most and least important to you. (250-300 words)
Nonverbal behavior rules are really important in how people act around each other, and there are lots of reasons why people follow them. We follow these rules so that people can get along and understand each other better.
What is the nonverbal rules of behaviorNonverbal things like looking someone in the eyes, how close you are, and how you speak all help you communicate well and understand what's expected in social situations.
Breaking body language rules can feel scary or exciting, depending on the person and the rule they're breaking. Breaking rules can make some feel free and rebellious, but make others feel uneasy because they are scared of what people might think about them.
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An example of religious intolerance is:
Ranking the other religions and treating people differently on the basis of the beliefs
Not Ranking the other religions and treating people differently on the basis of the beliefs
Examining other religions with an open perspective
All of the above
An example of religious intolerance is ranking the other religions and treating people differently based on their beliefs.
Religious intolerance refers to the lack of acceptance or respect for different religious beliefs and practices. It involves treating people differently or discriminating against them based on their religious affiliations or beliefs. Ranking the other religions and treating people differently based on their beliefs is a clear example of religious intolerance.
This can manifest in various ways, such as considering one's own religion as superior and looking down upon or marginalizing individuals who follow different faiths.
On the other hand, not ranking the other religions and treating people differently based on their beliefs would imply religious tolerance and acceptance. This approach involves recognizing the equal worth and dignity of individuals regardless of their religious beliefs. It promotes understanding, respect, and coexistence among people of different faiths.
Examining other religions with an open perspective, without prejudice or bias, is a positive approach that fosters religious tolerance. It involves seeking knowledge and understanding about different religions, their practices, and beliefs, without attempting to undermine or judge them. This open-minded approach encourages dialogue, mutual respect, and appreciation for diversity in religious beliefs and practices.
In summary, while ranking and treating people differently based on their beliefs exemplify religious intolerance, examining other religions with an open perspective promotes religious tolerance and understanding.
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Activity; defining moment 1.) Defining moment: Name one moment in time that has had a positive effect on you. Preferably, choose a moment in which you took action in some way. This moment doesn't have to be dramatic, simply any moment that has had a meaningful impact on you. 2.) Character strengths: List the character strengths you used in that situation. Which character strengths did you bring forth? How did you express them? 3.) Identity: Explore how this moment has shaped who you are. How has this moment contributed to your identity? No matter how small, how has it affected your view of yourself? 4.) Courage, Wisdom, Humanity, or other virtues: Step back and view the bigger picture. Were you enacting virtues that helped you mobilize your strengths in that moment? Many individuals rally their courage in order to take action in their defining moment. Conclude the lesson learned
Defining moment: A defining moment is a situation in which one is forced to make a decision that will impact their future. A defining moment is usually a positive moment in one's life.
In my case, a defining moment occurred when I decided to join a student organization on campus.
Activity: Joining the student organization was the activity that had a positive effect on me.
Character strengths: Some of the character strengths I exhibited during this period include social intelligence, leadership, and teamwork.
Social intelligence refers to one's ability to understand and manage other people's emotions, which was crucial in working with other members of the organization. Leadership skills were also essential, as I was responsible for organizing meetings and delegating responsibilities to other members.
The organization's success also depended on teamwork. Therefore, it was essential to be a good team player, communicate well with others, and collaborate effectively.
Identity: Joining the student organization was a defining moment in my life, and it has played a significant role in shaping who I am. It provided me with the opportunity to develop leadership and teamwork skills, which are essential in every aspect of life.
I am confident that the skills I acquired during this time have contributed significantly to my personal and professional growth, and I can use them in any situation.
Courage, Wisdom, Humanity, or other virtues: Joining the student organization required courage, as I was stepping out of my comfort zone. It also required wisdom and humanity, as I was working with different people who had different personalities, and I had to find ways to communicate effectively with them.
Finally, I learned the importance of being patient and understanding, and this helped me develop my humanity.
Conclusion: The lesson I learned from this defining moment is that taking action and stepping out of my comfort zone can lead to personal growth and development. I learned that I have the power to shape my future by making decisions that impact my life positively.
Therefore, it's essential to seize every opportunity that comes my way and make the best of it.
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Based on what we have discussed and what you have read in your textbook, what could be the effect or influence of the COVID-19 pandemic (NOT the symptoms of COVID-19 itself, but our lockdowns and other ways to solve it) on the development of eating disorders? Use one eating disorder (pick one only) and use that as an example to answer this question.
The pandemic has exacerbated risk factors and created new challenges for individuals susceptible to anorexia nervosa, such as increased social isolation, disrupted routines, heightened anxiety, and limited access to treatment and support.
The pandemic and its associated lockdowns have created a perfect storm of factors that can contribute to the development or worsening of anorexia nervosa. Firstly, the increased social isolation resulting from lockdown measures can intensify feelings of loneliness and exacerbate negative thoughts and behaviors related to body image and weight. Limited social interactions may further prevent individuals from seeking or receiving early intervention or support.
Secondly, disrupted routines and increased stress levels due to the pandemic can disrupt eating patterns and exacerbate anxiety-related symptoms. The uncertainty and fear associated with the pandemic can lead to heightened control-seeking behaviors, including restrictive eating, excessive exercise, and obsessive monitoring of food intake.
Lastly, access to treatment and support services has been significantly impacted during the pandemic. Many eating disorder treatment centers and clinics have faced restrictions or closures, making it challenging for individuals to access the necessary care. Virtual alternatives may not be as effective or accessible for everyone, leading to delays or gaps in treatment.
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Question 1 (3 points) Which of the following provides evidence of the importance of genes in determining personality: That monozygotic twins raised together score more similarly on measures of their personality traits than monozygotic twins raised apart O That dizygotic twins score more similarly on measures of their personality traits than non- twin siblings That monozygotic twins score more similarly on measures of their personality traits than dizygotic twins That dizygotic twins raised together score more similarly on measures of their personality traits than dizygotic twins raised apart
The answer is (c) That monozygotic twins score more similarly on measures of their personality traits than dizygotic twins.
The statement "That monozygotic twins score more similarly on measures of their personality traits than dizygotic twins" provides evidence of the importance of genes in determining personality.
Explanation: Genetics has a significant impact on personality, according to numerous studies. Genetics and environmental factors both contribute to the development of personality, but the degree to which genes and environmental influences contribute to personality development is uncertain.
Researchers rely on twin studies to better understand the influence of genetics and the environment on personality development.
By comparing identical (monozygotic) twins, who share all of their genes, to fraternal (dizygotic) twins, who only share half of their genes, researchers can better understand the impact of genetics on personality.
The following provides evidence of the importance of genes in determining personality:
That monozygotic twins score more similarly on measures of their personality traits than dizygotic twins:
This is evidence of genetic influences on personality, given that identical twins share all of their genes, whereas fraternal twins share only half of their genes.
If monozygotic twins are more similar in their personality traits than dizygotic twins, genetics may play a significant role in determining personality traits.
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Humans have the ability to link a consequence to a behavior even if they aren't linked sequentially in time. This is an example of O A Law of Effect ОВ. Spontaneous Recovery OC Conditioned Reinforcement OD Delayed Reinforcement
The ability of humans to link a consequence to a behavior even if they aren't linked sequentially in time is an example of O. Law of Effect.
Law of Effect is a term coined by Edward Thorndike, which explains the principle of reinforcement. According to Thorndike, if a response to a situation is followed by a satisfying consequence, it is likely to be repeated in a similar situation. And, if a response to a situation is followed by an unpleasant consequence, it is less likely to be repeated in a similar situation. This principle is known as the Law of Effect.
Conditions of learning that may make the behavior either more or less probable to occur are known as consequences. Consequences can be categorized as reinforcers and punishers. Reinforcement, either positive or negative, increases the probability of the behavior to occur again, whereas punishment, either positive or negative, reduces the probability of the behavior to occur again. In conclusion, the ability of humans to link a consequence to a behavior even if they aren't linked sequentially in time is an example of the Law of Effect.
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What do all of these different thinkers have in common in terms
of their political thought? (hint: look at the section titled "The
Hundred Schools")
The Hundred Schools, a period of ancient Chinese philosophy, encompassed diverse schools of thought that aimed to understand and manage various aspects of reality, including governance, war, and power. They shared the goal of comprehending the world.
The Hundred Schools of ancient Chinese philosophy were characterized by their diversity and their shared interest in understanding and explaining the world around them. These schools explored topics such as governance, power, and war, seeking to gain insights into these crucial aspects of human society. While they had different ideas about how to achieve their goals, they all shared a common objective of comprehending and managing reality in its various domains.
Despite their differences, the thinkers within The Hundred Schools also had many similarities. They all sought to understand the world and its workings, recognizing the importance of governance, power dynamics, and war in society. They also pondered the need for harmony and balance among different groups in society, irrespective of their social status. This indicates a shared concern for the well-being and stability of the community as a whole.
During the Hundred Schools period, no dominant political philosophy emerged. However, it is widely believed that the schools laid the groundwork for the development of influential philosophies such as Confucianism, Daoism, and Legalism, which have profoundly impacted Chinese politics and society. Furthermore, the ideologies of the Hundred Schools can be compared to modern political theories like liberalism, conservatism, and socialism. These theories similarly aim to define the proper relationship between individuals and society and the most effective means of governing society.
The Hundred Schools of ancient Chinese philosophy were characterized by their diverse range of schools of thought. Despite their differences, these schools shared a common goal of understanding and managing reality, particularly in areas related to governance, power, and war. Their ideologies, while not leading to a dominant political philosophy during that period, laid the foundation for influential philosophies like Confucianism, Daoism, and Legalism. Additionally, the ideas of the Hundred Schools can be analyzed in relation to modern political theories, illustrating the enduring quest to define the appropriate relationship between individuals and society and to develop effective governing principles.
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The world has seen big progress on the Internet and online video games. Although there are many benefits in playing video games, some users cannot control how much time they spend on the Internet. In 2010, a couple was charged with the murder of their daughter through neglect. The parents were busy playing video games for many hours each day. In 2019, a single father who spent much of his time in Internet cafes was arrested after his two-year-old son starved to death. These days, many employees were fired because they spent most of their time playing video games at work. It is believed that addiction to video games has become a serious problem. One of the main signs of an addiction is failure to allocate a reasonable amount of time for video games. For example, people addicted to video games may play for 10 or more hours a day, often late into the night. The lack of sleep this causes can lead to exhaustion.
This affects their school, work, or social life. Students may fail certain subjects due to lack of focus in class. Employees’ motivation and productivity may decrease. Some may lose their job too. All of these could happen because they cannot concentrate at work or at school. In addition, those who play a lot of video games spend too much time in their own rooms.
This will certainly hurt their relationship with the people around them. Often, they do not have a realistic view on how much time they spend playing video games and how it is affecting their lives. The people at risk of developing this addiction are probably those who are unhappy with their lives. They either have a problem at home, work, or school or have emotional problems. They want to escape reality by playing video games. Frequently, video games give them something that is missing in their real lives. For example, after many weeks of game play, they may feel a sense of achievement that they do not get in their real lives. Besides, those who have social anxiety will be more comfortable to find friends in a multi-player online game.
They believe it is much easier to meet people online than it is to meet people face to face. In addition to that, they feel that they interact with their friends better online. This is because it is much easier to control characters in a game than a real human. This will give them a feeling of social control that they do not have in their real lives. Playing video games can be a source of great fun, but too much of a good thing is bad. Luckily, video game addiction can be treated. However, there is no specific treatment. Depending on how bad the addiction is, different types of therapy would be successful. Some doctors believe that medicines can be helpful if the individual has depression or anxiety. They believe that once the illnessis treated, the internet addiction will go away as well. People addicted to video games need to seek help before the games take over their lives.
The reasons why people get addicted to video games include for escape, reward, and loss of control.
How do people become addicted to video games ?Video games can provide a way to escape from difficult or stressful situations in real life. Video games are designed to be rewarding, with players often receiving positive reinforcement for completing tasks or achieving goals. This can lead to a cycle of addiction, as players continue to play in order to experience the same feeling of reward.
People who are addicted to video games often find it difficult to control their gaming behavior. They may start out playing for a short amount of time, but then find themselves playing for hours on end without realizing it.
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The question is:
How do people become addicted to the video games based on the excerpt.
Concerning the lower middle class, explain how Alinsky describes their fears, insecurities, and views on the poor? What does the lower middle class turn to, and why should they not be rejected or lost? Considering these issues, what is the job of the "radical"?
In his book, Rules for Radicals, Saul Alinsky portrays the feelings of dread, weaknesses, and perspectives on the poor of the lower working class.
The middle class is a social stratification that is used to describe people who are in the middle of a social hierarchy. According to him, they are primarily concerned with their own economic position in society and do not want The working class implies various things to various individuals yet it is most time arranged in light of on the accompanying elements;
Occupation Level Income Level Educational Level Social StatusThe majority of the time, the socio-economic factor is used to determine the middle class. This indicates that neither the middle class nor the wealthiest 20% of society are made up of middle-class individuals.
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Acer igent Unit Assignment 3. Due date: 30 June 2022 Choose one (1) learning style model. Propose a teaching method that is relevant for the learning style model. Indicate whither it encourage active
For the chosen learning style model, the proposed teaching method is the Kolb's Experiential Learning Model, which emphasizes active learning.
This model suggests that learners engage in a four-stage learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. To encourage active learning based on the Kolb's Experiential Learning Model, a relevant teaching method would be project-based learning. This approach allows students to actively engage in hands-on projects that require them to apply their knowledge, skills, and critical thinking abilities. Students would have the opportunity to experience real-world scenarios and engage in concrete experiences, which is the first stage of Kolb's model.
Throughout the project, students would reflect on their experiences and observations, encouraging reflective observation, the second stage of the model. They would then be guided to make connections between their experiences and abstract concepts, promoting abstract conceptualization, the third stage. This can be achieved through group discussions, presentations, and concept mapping exercises.
Finally, project-based learning encourages active experimentation, the fourth stage of the model, by allowing students to test their ideas, make decisions, and see the outcomes of their actions. This can involve implementing their solutions, conducting experiments, or creating prototypes.
By implementing project-based learning, students are actively involved in their learning process, engaging in meaningful experiences, reflecting on them, connecting concepts, and experimenting with their ideas. This teaching method aligns with the principles of the Kolb's Experiential Learning Model, promoting active learning and fostering a deeper understanding of the subject matter.
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